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In my 3rd-grade classroom, 8-year-old students frequently struggle with reading analog clocks to the nearest five minutes and understanding the difference between A.M. and P.M. To help them overcome this challenge, I designed a learning objective where students can match daily routines to the correct time using both clock faces and correct time indicators.

To support this goal, I created an interactive online game using Wordwall. I kept the design kid-friendly by using large, colorful clock graphics with color-coded hands (red for hours and blue for minutes) alongside short, readable questions like "What time does school end?" After building the activity, I shared it with two fellow primary school teachers for feedback. They loved the visual layout but pointed out that the 20-second timer was too fast for young children who still need time to count by fives.

Based on their suggestions, I adjusted the activity by removing the strict time limit and giving students 60 seconds per question, allowing them to calculate answers without feeling rushed. This final, polished digital resource successfully blends clear visual design with practical skill-building, making time-telling fun and accessible for young learners.

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The eTwinning project "THE POWER OF S.H.E. – STRENGTH, HOPE AND EQUALITY",

Step 1: Context & Challenge

Tenth-grade students often struggle with media literacy, particularly in analyzing complex themes like gender equality and expressing critical perspectives through digital tools.

Step 2: Learning Objectives

Analyze gender roles and stereotypes through film study and drama reenactments.

Develop digital and collaboration skills by co-creating an eBook and multimedia resources.

Engage in international peer collaboration to build empathy and cultural awareness.

Step 3: Digital Resource Created

As part of the eTwinning project "THE POWER OF S.H.E. – STRENGTH, HOPE AND EQUALITY", I co-created a collaborative Canva eBook & Study Guide integrated with video role-plays.

Movie Study & Analysis

Movie Reenactment

Final Outcome - Canva eBook

Step 4: Feedback & Evaluation

Feedback was gathered via online questionnaires from teachers and students. Students requested clearer filming guidelines, while teachers praised the blend of drama and media study.

Step 5: Refinements Made

Added an e-Safety and rights guide (Our Digital Pact) prior to video recording.

Re-structured the Canva eBook layout for balanced international contribution.

Step 6: My Contribution & Impact

Role: Coordinated student groups, led film discussions, directed video reenactments, and co-designed the final eBook.

1.https://school-education.ec.europa.eu/en/etwinning/projects/power-she-strength-hope-and-equality/twinspace/pages/final-outcome

2.https://canva.link/ikzkkww22sk4inz

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https://canva.link/xzmdddxdhw8z2ki

https://padlet.com/ahoxhaj1972/bookmarks-po6k1f79158iih5y

Step 1 - Context & Challenge: Literature students wanted to expand their knowledge on the history of the Albanian language and literature. The challenge was to present historical facts interactively and link them to creative student reflections.

Step 2 - Learning Objectives: Assess students' knowledge of language history via a quiz, organize information on key literary authors, and create visual reflections on the topic "My Ideal Teacher."

Step 3 - Digital Resources:

An Interactive Quiz on the history of the Albanian language and literature.

A Padlet Board containing organized resources on Albanian literary authors.

A Canva Design showcasing student works and reflections on "My Ideal Teacher."

Step 4 - Peer Review: Shared the resources with peers to gather feedback on navigation and student engagement.

Step 5 - Adjustments: Improved the Canva layout and added a short feedback section in Padlet for quick student self-assessment.

Step 6 - Portfolio Integration: All digital links and reflection notes were integrated into my professional digital portfolio.

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Creating the digital resource “History of the Albanian Language”

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Creating the digital resource “History of the Albanian Language”

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I created a project-based PowerPoint presentation on “Gjuha Jonë”, focusing on the history and development of the Albanian language. The presentation combines historical information, important figures, and key documents in a visual and structured way. To reinforce students’ learning, I also created an interactive Kahoot! quiz.

Link of kahoot: https://create.kahoot.it/share/historiku-i-gjuhen-shqipe/ef596543-5d5d-41b7-993f-8223b9c264d0

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Prezantim historiku i gjuhes shqipe 1 gr

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Step 1 – Challenge

During lessons on the history of the Albanian language, I noticed that 9th grade students sometimes have difficulty remembering important historical periods, figures, and documents. They need a more visual and engaging way to organize this information.

Step 2 – Learning Objectives

Students will identify key periods, figures, and texts in the development of the Albanian language and understand their cultural and historical significance.

Step 3 – Creating a Digital Resource

I created a PowerPoint presentation to visually organize the history of the Albanian language. I also created a Kahoot! quiz to reinforce students’ knowledge through an interactive and engaging activity.

Link of kahoot: https://create.kahoot.it/share/historiku-i-gjuhen-shqipe/ef596543-5d5d-41b7-993f-8223b9c264d0

Step 4 – Sharing the Resource

I will share the PowerPoint and Kahoot! with colleagues via Padlet to get feedback and suggestions.

Step 5 – Evaluation and Adaptation

Based on student results and peer feedback, I will improve the materials by adding explanations, summaries, or simpler additional activities according to student needs.

Step 6 – Digital Portfolio

I will save the PowerPoint, Kahoot! link, and feedback from Padlet in my digital portfolio as resources that can be reused and adapted for future lessons.

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Create interactive quizzes, polls, presentations, and more to engage your audience.

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Before you open the stopcock: a pre-lab guide for VET chemistry

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Before you open the stopcock: a pre-lab guide for VET chemistry

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Hi everyone,

-> Challenge: I teach Industrial and Analytical Chemistry in VET. What my students struggle with is not the chemistry, it is the first ten minutes at the bench. Safety is explained in an induction at the start of the course and then repeated orally by me, session after session. Students arrive with very uneven preparation, and those who missed a session because of a company placement or an Erasmus+ mobility can only catch up by asking me to explain everything again.

-> Learning objectives: Students should be able to identify the correct protective equipment for handling NaOH and HCl, fill and level a burette without the errors that either invalidate the measurement or create a hazard, recognise the endpoint of the titration, and know exactly what to do after a splash or a spill.

-> The resource: A one page guide organised in six steps, each with a hazard point, and a final checklist to run through before opening the stopcock. It is printed and fixed at each workstation, and the QR code at the bench opens an interactive version with one check question per step.

-> Design decisions: One page, because anything longer is not read at the bench. A hazard point per step instead of a general safety section, because safety that is separated from the procedure gets ignored. The endpoint of each block is a decision the student has to make, not information. And it carries an explicit licence, CC BY-SA 4.0, because it is an adaptation of our eTwinning project LabSafe and I want partner schools to be able to reuse it.

I am sharing the English version here so you can read it. The one my students use is in Spanish, with the technical terms also in English, since that is the language of the documentation they will meet in industry.

-> Feedback I would like: Is six steps too many for a single sheet? And would you replace the final checklist with something the student has to hand in, or does that turn a safety habit into paperwork?

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A pre-lab guide students open at the bench, not at home

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A pre-lab guide students open at the bench, not at home

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Hi everyone,

I teach Industrial and Analytical Chemistry in VET, and the area where my students struggle most is not the chemistry, it is what happens in the first ten minutes at the bench. Safety is explained in an induction at the start of the course and then repeated orally by me, session after session. Students arrive with very uneven preparation, and those who missed a session because of a company placement or an Erasmus+ mobility can only catch up by asking me to explain it all again.

So I set four objectives: that students can identify the correct protective equipment for handling NaOH and HCl, fill and level a burette without the errors that either invalidate the measurement or create a hazard, recognise the endpoint of the titration, and know exactly what to do if there is a splash or a spill.

What I built is a single page interactive guide with six steps. Each step has a hazard point and one check question with immediate feedback, and it ends with a checklist to run through before opening the stopcock.

The design decisions matter more than the tool here. It is mobile first, because all my students have a phone and not all of them have a computer at home. It needs no account and collects no data, which in VET saves me a data protection conversation with every new group. It is in Spanish with the key technical terms also in English, since that is the language of the documentation they will meet in industry.

And it is one self contained file, so it works with no connection once loaded and I do not depend on a commercial platform that could disappear. It reuses the QR codes we already fixed at each workstation for our eTwinning project LabSafe, so students scan the code at the bench, thirty seconds before doing the operation, rather than watching something at home the night before.

Two things I would like feedback on. Is one check question per step enough, or does it turn into a click-through exercise? And when a student answers wrongly, is it better to give the correct answer directly or to send them back to reread the hazard point, which is what I do now?

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Step 1 – Challenge / need
Some students know grammar and vocabulary but find it difficult to use English spontaneously in real-life situations. Others need visual support, clear models or more preparation time before speaking.

Step 2 – Learning objectives
Students will be able to use functional English in common travel situations, such as checking into a hotel, ordering food, asking for directions and solving simple problems abroad. They will also improve speaking confidence and listening comprehension.

Step 3 – Digital resource
I would create an interactive “Travel Survival English” resource using Canva or Genially. It would include short real-life scenarios, useful expressions, visual prompts, short audio examples and interactive questions. Students could choose a situation, listen to or read a model, complete a short task and then practise the dialogue with a partner.

Step 4 – Peer feedback
I would share the resource with other teachers and ask them whether the instructions are clear, the language level is appropriate, the design is accessible and the activities genuinely support communication.

Step 5 – Readjustment
Based on the feedback, I would simplify instructions, reduce unnecessary visual elements, add more support for less confident learners or adjust the language level if needed.

Step 6 – Digital portfolio
I would include the final version of the resource in my Digital Portfolio as an example of a resource designed to support real-life communication and mixed-ability learners.

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​Context and Identified Challenge

​In my teaching context, a recurring challenge is that students often understand core concepts passively, but struggle to actively apply key vocabulary and visual models in their tasks, particularly in mixed-ability classrooms where diverse learners require tailored support.

​Steps to Practice

​Step 1: Identify the specific learning gap or misconception by analyzing recent student work samples and formative assessments.

​Step 2: Select and design a targeted digital resource using tools like Canva or Wordwall to transform abstract ideas into interactive, visual formats.

​Step 3: Implement the resource in the classroom, providing students with structured guidance and multimedia support (such as visual elements and interactive sorting) to match their learning preferences.

​Step 4: Monitor progress and gather evidence of learning through collaborative tools like Padlet or digital portfolios to evaluate the effectiveness of the custom resource.

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Step 1 : My Grade 4 students can define a light source, name natural and artificial ones, and use the word transparent correctly. And then, when I ask them to draw how they see a book on the desk, a large number of them draw an arrow coming out of the eye. The vocabulary was hiding the model. What they had learned was a set of labels, not a path.

Step 2 : Students model the route light takes as a chain of source, illuminated object and eye; they distinguish seeing a source directly from seeing an object indirectly; and they justify each model in writing. The last part matters at this age, because a nine-year-old who can select the right answer but cannot say why has not yet built anything.

Step 3: I made a five-scene light-path builder in Greek. In each scene, the pair chooses arrows and the rays draw themselves across the picture, so the model becomes visible rather than described. The scenes are sequenced to close off the escape routes: a book needs two steps, a lighthouse needs one, and then the same book in total darkness needs none at all, which is the scene that exposes the eye-emission idea. The moon follows, because it is the book's structure moved into the sky, and the mirror closes with straight-line propagation and reflection. A wrong choice does not return the word wrong; it returns a counter-argument, usually the one my own students give me out loud. After two attempts the correct path is drawn with the reasoning.

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Context and identified challenge

In my teaching context as a high school English teacher, one recurring challenge is that students often struggle to actively use vocabulary in speaking and writing, despite understanding it passively. This is particularly noticeable in mixed-ability classes, where some students lack confidence and require more structured support to express themselves.

Learning objectives

The main learning objective was to support students in:

actively using topic-related vocabulary (Travel and Experiences)

improving speaking confidence through guided interaction

reinforcing grammar structures (Past Simple vs Present Perfect)

engaging in meaningful and student-centred learning activities

Description of the digital resource

To address these needs, I designed a digitally enhanced lesson resource consisting of a structured worksheet and an interactive quiz. The worksheet includes vocabulary activities, a short reading task, grammar exercises, and discussion questions, while the quiz was created using Quizizz to provide interactive revision and immediate feedback.

The visual design of the worksheet was created using Canva to ensure clarity, accessibility, and engagement. The combination of visual, textual, and interactive elements supports different learning styles and allows students to engage with the content at their own pace.

Creation process and adaptation

The resource was developed with a focus on clarity, structure, and accessibility. Special attention was given to creating tasks that can be adapted for different ability levels. Following peer feedback, I improved the resource by adding clearer instructions and more guided support for students who need additional help.

Ethical considerations were also taken into account. No personal student data was used, and all materials were either original or sourced from platforms that allow educational use. This ensured compliance with data protection and copyright requirements.

Implementation and use in the classroom

The resource is designed to be used within a 45–60 minute lesson. It begins with vocabulary introduction, followed by reading and grammar practice, and concludes with speaking activities and an interactive quiz. This structure supports gradual learning and active participation.

The resource allows for both individual and collaborative work, making it suitable for mixed-ability classrooms and encouraging student engagement.

Reflection on the process

This activity helped me better understand the importance of aligning digital resources with specific learning needs and objectives. While designing the resource was relatively straightforward due to my teaching experience, the more challenging aspect was ensuring that it was both pedagogically meaningful and accessible to all learners.

The process highlighted the importance of reflection, feedback, and adaptation. It also reinforced the idea that digital tools are most effective when used thoughtfully, not simply for engagement, but to support deeper learning.

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In this activity, I applied what I´ve learned about selecting and using digital tools for teaching. I focused on choosing resources thta are reliable, engaging, and suitable for my students´needs.

I selected tools such as Canva, Kahoot, Padlet, PhET Simulations, Genially, and Nearpod, as they help me create more interactive, visual and student-centered lessons.

This practice helped me understand the importance of aligning digital tools with learning objectives and pedagogical approaches, not just using technology for its own sake. I also realized that combining different types of tools can improve student engagement and understanding.

Overall, I feel more confident in designing meaningful digital learning experiences that support active participation and collaboration.

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Step 1: Context & Challenge

Context: 9th Grade English Language Learners (Topic: Phrasal Verbs).

Challenge: Students find phrasal verbs abstract and difficult to memorize because they often have multiple, non-literal meanings that are hard to visualize.

Step 2: Learning Objectives

Objective 1: Students will be able to correctly identify the meanings of 10 common phrasal verbs used in daily conversation.

Objective 2: Students will be able to apply these phrasal verbs in the correct context within a short dialogue or sentence.

Step 3: Digital Resource Creation

Tools Used: Canva (Visual Content) and Blooket (Game-based).

Resource: A series of visual flashcards created in Canva depicting the "literal vs. figurative" meaning of verbs, followed by a Blooket "Gold Quest" game to practice the definitions.

Step 4: Peer Review

Feedback Received: A colleague noted that the transition from the static Canva flashcards to the fast-paced Blooket game was too abrupt for some students. They also pointed out that the images for "run into" and "run away" were visually too similar, causing unnecessary confusion.

Step 5: Revision

Changes Made: I replaced the ambiguous images in Canva with more distinct icons and added an intermediate "Practice Round" in Blooket where students can see the correct answers without a timer.

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tep 1:
In my context as a Civil Engineering instructor, I’ve observed that students often struggle to visualize structural designs and apply engineering principles accurately in problem-solving tasks.

Step 2:
My learning objectives are to:

Help students understand and interpret basic structural and construction concepts.

Enable accurate application of engineering formulas and design principles.

Develop problem-solving skills and practical reasoning in engineering scenarios.

Step 3:
To support learning, I will create an interactive online quiz using Google Forms. The quiz will include multiple-choice and short-answer questions focused on structural design and formula application, with explanations for each correct answer.

Step 4:
I will share the quiz with colleagues to get feedback on clarity, difficulty, and overall design.

Step 5:
Based on the feedback, I will refine the quiz by adjusting question wording, adding practical examples, or improving explanations.

Step 6:
The final version of the quiz, along with peer feedback and reflections, will be included in my digital portfolio as a resource to enhance student understanding and engagement in civil engineering concepts.

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Context and challenge:

The learners need additional support to understand the Cubism and some of them think that they are not able to draw.

The learning objectives:

To understand what il means to represent something from multiple points of view;

encourage the manual creativity;

ensure inclusive participation.

The digital resource:

I created a digital resource with Genially to explain the exercise, the process to make it and show some examples of the work.

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Want to create interactive content? It’s easy in Genially!

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For the assignment on the Etwinning project MY COUNTRY IN THE BOX. Scholars had the opportunity to present some words in their own language. The video was made in the program Kizoa.

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Kizoa Movie - Video - Slideshow Maker: MY COUNTRY IN THE BOX

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Step 1: Creation of Visual Content

Canva – for creating colorful posters, flashcards, and story visuals suitable for toddlers.

Book Creator – to make simple digital storybooks with images and audio.

Step 2: Game-based Activities

ABCya! – fun educational games for early literacy and math.

Starfall – interactive phonics and reading games.

Step 3: Interactive Learning Activities

Padlet – digital wall for collaborative drawing or sharing ideas.

Seesaw – allows children to create, record, and share work digitally.

Step 4: Interactive Presentations

Genially – simple interactive slides with animations and sounds.

Nearpod – offers short interactive lessons with polls and quizzes adapted for young children.

All tools are added to my digital portfolio as they are engaging, age-appropriate, and support early learning objectives.

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Step 1: context and challenge

In my kindergarten, I want the students to participate in an interactive activity focused on Greek mythology. The goal is to provide an activity that is fun, inclusive, and accessible, encouraging participation, creativity, and collaboration.

Step 2: learning objectives

Encourage creativity and self-expression through visual storytelling.

Promote collaboration by working in pairs or small groups.

Introduce basic digital literacy in an age-appropriate way.

Ensure inclusive participation for all students, regardless of cultural background.

Step 3: digital resource

The resource is a Mythology Quiz created in Canva:

Features colorful images, icons, and short text to engage young learners.

Interactive elements such as click-to-select answers and audio instructions.

Aligns with learning objectives: creativity, collaboration, and digital literacy.

Designed to be age-appropriate and culturally inclusive.

Step 4: Share and feedback

Share the quiz with colleagues or peers in our class padlet for feedback on clarity, engagement, and accessibility.

Adjust slides based on suggestions to improve visual appeal and interactivity.

Step 5 : Revision

Make final edits to ensure age-appropriate content and cultural inclusivity.

Verify that all images and templates comply with copyright and licensing rules.

Incorporate peer feedback to enhance engagement and usability.

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Step 1: Context & Challenge

In my 8th-grade class, many students struggle with remembering key musical terminology (e.g., tempo markings, dynamic levels, instrument families). They often recognize sounds but cannot easily connect them to the correct vocabulary, which affects both their listening skills and written assessments.

Step 2: Learning Objectives

Students will be able to identify and define basic musical terms.

Students will correctly match sounds, symbols, and terminology.

Students will improve retention through repeated, interactive practice.

Step 3: Digital Resource Creation

Using the design principles from the module—clarity, accessibility, interactivity, and visual appeal—I created a Quizlet set titled “Essential Music Terms for 8th Grade.”
The resource includes:

Flashcards with images and definitions

Audio clips of musical examples

Matching and multiple-choice activities

A practice test mode for self-assessment

This format supports different learning styles: visual (images), auditory (sound clips), and kinesthetic (interactive games).

Step 4: Sharing & Collecting Feedback

I shared the Quizlet set with my peers via Padlet. Their feedback highlighted that the audio examples were very helpful and suggested adding a few more dynamic markings for completeness.

Step 5: Adjustments

Based on the feedback, I updated the set by:

Adding additional terms (e.g., fortissimo, mezzo-piano)

Including more varied sound clips

Simplifying some definitions for clarity

Step 6: Final Version for Portfolio

The revised Quizlet set is now part of my digital portfolio under the section “Custom Resources for Music Education.” It serves as a reusable tool for vocabulary practice and a model for future resource development.

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Step 1 - Context and Challenge:
In my Agriculture and Environment class, many students struggle to understand how different farming practices affect soil health and sustainability. They need more visual and interactive ways to connect theory with real-world environmental processes.

Step 2- Learning Objectives:

Identify key factors that influence soil quality (e.g., crop rotation, fertilizer use).

Understand the environmental impact of sustainable vs. intensive farming.

Reflect on how responsible agricultural practices contribute to environmental protection.

Step 3- Digital Resource Design:
I created an interactive infographic in Canva titled “Healthy Soil, Healthy Planet.” The infographic combines visuals, icons, and short explanations to show how farmers’ decisions affect soil fertility and biodiversity. It also includes a QR code linking to a short Kahoot quiz for review.

Step 4 - Peer Feedback:
I plan to share the infographic on our class Padlet and eTwinning TwinSpace to gather feedback from colleagues and students on clarity, design, and usefulness.

Step 5 - Revision:
Based on their comments, I will adjust the visuals (e.g., color contrast, font size) and possibly add a small animation or embedded video in Genially for deeper engagement.

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Step 1: Reflect on context
In my kindergarten classroom, I noticed that some children find it difficult to recognise and express their emotions. They often need support to identify how they feel and communicate this to others.

Step 2: Define learning objectives
Students will:

Learn to recognise basic emotions (happy, sad, angry, surprised, calm).

Match colours and facial expressions to feelings.

Use digital tools to express emotions through art and storytelling.

Step 3: Create a digital resource
I created a digital story and drawing activity using Canva for Education and shared it through Padlet.
The resource is called “My Feelings Through Colours.”
It includes short visual slides with faces and colours, followed by a task where children choose or draw a colour that represents their current feeling.

Step 4: Share and collect feedback
I shared the resource with colleagues on Padlet and received feedback that it was clear, age-appropriate, and visually engaging. They suggested adding audio narration to support children with limited reading skills.

Step 5: Readjust
I added simple voice narration in Canva so that the story could be played aloud. I also simplified some text to make it more accessible for non-native speakers.

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Step 1:
In my context as a Math teacher, I’ve noticed that students often struggle with understanding algebraic expressions and applying formulas correctly in problem-solving situations.

Step 2:
The learning objectives I aim to achieve include:

Understanding and simplifying basic algebraic expressions.

Applying mathematical formulas accurately in various contexts.

Developing problem-solving skills and logical reasoning.

Step 3:
To support and enhance learning, I will create an interactive online math quiz using Google Forms. The quiz will include multiple-choice and short-answer questions focused on algebra and formula application, along with explanations for each correct answer.

Step 4:
I will share the quiz link with colleagues to gather feedback on question clarity, difficulty level, and overall design.

Step 5:
Based on the feedback, I will refine the quiz by adjusting question wording, adding examples, or improving explanations where needed.

Step 6:
The final version of the quiz, along with peer feedback and reflections, will be included in my digital portfolio as a tool to enhance student understanding and engagement in mathematics.

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I'll share an example of a common challenge and how I'd solve it with a digital resource.

Step 1: Context and Challenge My students often struggle with critical reading, especially extracting key ideas from long, complex texts, which happens a lot in my subjects.

Step 2: Learning Objectives Students will be able to extract and summarize key information from long texts, improving their comprehension of complex scientific content.

Step 3: Digital Resource Creation I would create an Interactive Text Summarization Tool (inspired by Padlet and Google Docs, using a format like Genially or a custom web app).

Features: The tool would allow students to highlight key phrases and use pre-defined templates (like graphic organizers) to break down the complex text into smaller parts. It would also have built-in quizzes after they finish summarizing to check their understanding.

Step 4: Peer Feedback and Adjustments I would share the tool with colleagues to check its clarity and usability. Based on feedback, I would add more hints or different levels of difficulty to ensure it helps all students, especially those who struggle with dense reading.

Step 5: Final Result This resource would promote active engagement and give students scaffolding to successfully handle long texts, turning a difficult task into an organized, trackable process.

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Step 1: Context and Challenge
In my English class, students often struggle with understanding and using figurative language, such as metaphors, similes, and idioms. Many students need additional support because they find abstract expressions confusing when reading or writing.

Step 2: Learning Objectives

Students will be able to identify different types of figurative language in texts.

Students will demonstrate understanding by creating their own examples in writing exercises.

Step 3: Digital Resource Creation
To support this, I created an interactive Padlet board where students can match examples of figurative language with definitions, and a Kahoot quiz to review these concepts in a fun, game-based way. I also included a short infographic made in Canva summarizing common types of figurative language with visual examples. This approach combines visual, interactive, and textual learning, which aligns with the students’ preferences and helps reinforce their understanding.

Step 4: Peer Feedback
After sharing the resource with colleagues, they suggested adding a section with short video clips or audio examples to illustrate idioms and metaphors in context.

Step 5: Adjustments
I updated the Padlet and infographic to include links to short video examples and simple practice sentences, making the resource more engaging and relatable.

Step 6: Final Result
The final resource—a combination of Canva infographic, Kahoot quiz, and Padlet board—supports different learning styles and makes figurative language more accessible and interactive for students. I included this in my digital teaching portfolio as a practical example of using digital tools to enhance English learning.

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Children have difficulty recognizing and learning colors. Learning Objectives: Children will recognize basic colors (red, blue, yellow, green, orange, pink, black, white). Associate each color with everyday objects. Name colors correctly both verbally and in writing (where age appropriate). Be able to categorize objects by color. Strengthen observation and concentration skills. Create a Digital Resource Digital Resource: Interactive game (e.g. quiz or drag-and-drop), Wordwall, Genially, or Scratch Jr (for young children) e.g. "Find the right color!" Sharing & Collecting Comments: Sending to parents via email or communication platform (e.g. e-class, e-me). Posting on the school blog. Short questionnaire for parents & colleagues. Adaptation: If there is difficulty with sound recognition, we add a clearer voice or repetition. Reducing the duration of the game or adding more animations if the children lose interest or get bored. Adding difficulty levels.

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1: Identifying the challenges

Challenge: Children have difficulty recognizing the parts of a plant. They will learn the parts of a plant and their characteristics (e.g., root, stem, fruit, flower, petals, sepals, etc.).

2: Learning objectives

Children will be able to:

Identify and learn the parts of a plant.

Describe the basic characteristics of a plant (root, stem, etc.).

3: Creating a digital resource

Interactive game/quiz

Game that identifies the parts of a plant (e.g., "Find the root")

Multiple-choice questions with pictures (e.g., "Where is the fruit?")

4: Share and collect feedback

I can share it with other teachers or parents and collect feedback on how the students reacted.

5: Adapt

I can add more images or a short video.

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Primary school students often struggle with vocabulary, reading comprehension, or basic math operations. They need interactive exercises to practice and reinforce their skills.

Objectives: Develop vocabulary and reading comprehension, practice basic math operations, and increase student engagement through interactive activities.

Digital resource: Examples include an interactive Kahoot! quiz for vocabulary or math, a colorful Canva infographic explaining a concept, or a Wordwall matching game to connect images with words or sentences.

Feedback: Post your resource on Padlet and invite peers to leave comments on clarity, attractiveness, and usefulness.

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1.I work at an elementary school with students between the ages of eight and ten, in grades 2, 3, and 4. They have English lessons twice a week. I believe the area where my students struggle the most is focusing on speaking skills. I think this is also the area where they need the most additional support, as they often face difficulties in practicing spoken English.

2.Students will be able to introduce themselves using simple sentences (e.g., “My name is …”).

Students will be able to ask and answer basic questions about age and likes (e.g., “How old are you?”, “I like apples.”).

Students will improve their confidence in speaking short dialogues with peers.

Students will be able to recognize and use classroom phrases (e.g., “Can you help me?”, “May I go out?”

3.For my digital resource, I created an infographic in Canva to support the learning objective: “Students will be able to introduce themselves and ask basic questions.” The infographic includes simple sentence structures such as “My name is… / I am … years old / I like …” along with colorful visuals of children, numbers, and objects.

4.I shared my Canva infographic with my peers. They mentioned that the colorful visuals and simple sentence structures were very appropriate for young learners and supported my learning objectives. Some peers suggested adding audio or QR codes that link to short recordings, so students can also hear the correct pronunciation. Others recommended making the font slightly bigger for better readability. I found their feedback valuable and will consider these points when improving my digital resource.

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Ηλίας Τουτσογλίδης Greece

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Ηλίας Τουτσογλίδης Greece

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Step 1: Identifying Challenges

Challenge: Children have difficulty recognizing apples, learning their colors and characteristics (e.g. taste, parts of an apple).

Step 2: Learning Objectives

Children will be able to:

Recognize an apple as a fruit.

Describe the basic characteristics of an apple (color, taste, shape).

Learn the parts of an apple (peel, flesh, seeds).

Connect the apple to other concepts such as healthy eating and seasons (e.g. autumn).

Step 3: Create a Digital Resource

Interactive game / quiz

Apple color recognition game (e.g. “Find the red apple”)

Multiple choice questions with pictures (e.g. “Where are the seeds?”)

Step 4: Share & Collect Feedback

I can share it with other kindergarten teachers or parents and collect feedback on how my children responded.

Step 5: Adapt

I can add more pictures, or add a short video.

Step 6: Add to Digital Portfolio

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In my teaching context (upper-secondary, 14–19 years old), students often face difficulties in organizing ideas and collaborating effectively on complex topics. My main learning objectives are to foster critical thinking, encourage multimodal expression, and support digital collaboration skills. To address these needs, I designed an Interactive Reflection Wall, inspired by Padlet but adapted to provide more structure and inclusivity. The wall is divided into guided columns with prompts, and students can post texts, images, audio, or short videos. Color-coded contributions, structured peer feedback, and accessibility features make it engaging and inclusive for diverse learners. Finally, the tool generates a visual infographic summary, helping students connect and reflect on their learning outcomes in a collaborative way.

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Step 1 – Context & Challenge:
In my middle classes (ages 8-10), many students struggle with reading and understanding rhythmic notation. While they enjoy performing and listening, decoding rhythmic values on the staff often creates anxiety and slows down progress.

Step 2 – Learning Objectives:

Help students confidently recognise and perform basic rhythmic patterns (quarter, eighth, half notes, rests).

Strengthen the connection between visual notation, auditory recognition, and physical performance.

Foster a playful, low-stress approach to rhythm practice.

Step 3 – Digital Resource Created:
I designed an interactive online quiz in Kahoot titled “Rhythm Masters Challenge.” The quiz combines short audio clips of clapped rhythms with multiple-choice questions where students select the correct notation. Visual animations make the quiz engaging, and difficulty levels increase gradually. To support accessibility, I included images of the notation, audio playback, and optional hints.

Step 4 – Sharing with Peers:
I shared the quiz link with colleagues through Microsoft Teams and our Canva school community board to collect feedback. They suggested adding a collaborative team mode to encourage peer learning.

Step 5 – Adjustments:
Based on feedback, I added a final round where students create and record their own rhythm patterns in pairs, then share them in class. This turns the quiz from a purely receptive task into a creative, collaborative one.

Step 6 – Portfolio Inclusion:
The final version of “Rhythm Masters Challenge” is now part of my digital portfolio. It addresses a key learning challenge, aligns with curriculum goals, uses accessible design principles, and demonstrates how digital tools can transform practice into an engaging, inclusive experience.

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Step 1 – Context:
I teach German A1+ in Greek junior high schools. Students often struggle with remembering and pronouncing new vocabulary, especially when it’s not visually supported.

Step 2 – Learning Objectives:

Students will recognise and recall 15 new German words about food and drinks.

Step 3 – Digital Resource:
I created an interactive matching game in LearningApps where match the written word to the correct picture.

Step 4 – Peer Feedback:

Used the exercise in class.

Discussed with colleagues about possible improvements.

Step 5 – Adjustments:
After feedback, I added a “pronunciation” option for students who needed extra support.

Step 6 – Final Resource Link:
LearningApps Matching Game – Essen und Trinken

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Social Story “How to Apologize and Restore Friendship?” – Created Using Genially

Context and Objectives:
This social story is designed for children aged 5–6 who are learning social skills—how to apologize properly, understand their mistakes, and restore friendly relationships after misunderstandings. Children often face conflicts, so this resource helps develop empathy and problem-solving skills.

Description:
This interactive social story was created using the Genially tool, featuring colorful illustrations, animations, and simple tasks. The story guides children through steps such as recognizing their mistake, expressing an apology, listening to the other person, and suggesting ways to rebuild the friendship.

Engagement and Accessibility:
Using Genially makes the story engaging and interactive—children actively participate by completing short tasks like “What would you say to your friend?” This allows adaptation to different learning styles and can be used individually or in groups.

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How to Apologize and Restore Friendship | Genially

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a digital resource to help 5th-grade students understand the different parts of a computer.

Step 1: Identify the Challenge Understanding the parts of a computer can be challenging for 5th-grade students, especially if they have limited exposure to technology beyond basic usage.

Step 2: Define Learning Objectives

1. Identify and name common computer hardware components (e.g., monitor, CPU, keyboard, mouse).

2. Understand the function of each hardware component.

3. Differentiate between input, output, and storage devices.

Step 3: Design Digital Resource I would design an interactive multimedia presentation or a virtual tour of a computer that includes:

1. Labeled diagrams of a computer system highlighting each component.

2. Simple explanations or videos demonstrating the function of each component (e.g., CPU processes information, monitor displays output).

3. Interactive activities like drag-and-drop matching games to reinforce learning.

4. Real-life examples or scenarios showing how each component is used (e.g., typing on a keyboard, moving the mouse).

5. Quizzes or assessments to check understanding.

Step 4: Collect Feedback Share the digital resource with teachers, students, and parents for feedback on usability, clarity, and effectiveness in meeting the learning objectives.

Step 5: Readjustments Based on feedback, make adjustments such as simplifying explanations, adding more interactive elements, or providing additional examples.

Step 6: Final Result The final digital resource would be an engaging and informative tool that helps 5th-grade students understand the different parts of a computer and their functions. It would be accessible online or through educational platforms and could be included in a digital portfolio showcasing educational resources for elementary students.

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1. One specific area where students commonly face challenges and require additional support is in understanding and mastering complex mathematical concepts, particularly in subjects like calculus or advanced algebra.

2. Learning objectives:

a) Conceptual Understanding: Students should aim to develop a deep conceptual understanding of key mathematical concepts, including fundamental principles, definitions, and theorems related to calculus or advanced algebra.

b) Problem-Solving Skills: Students should learn to apply mathematical concepts to analyze and solve problems in calculus or algebraic contexts.

c) Symbolic Manipulation: Understanding advanced mathematical concepts often requires proficiency in symbolic manipulation, including algebraic expressions, equations, and inequalities.

d) Graphical Interpretation: Students should be able to interpret and analyze graphs of functions, curves, surfaces, and geometric figures related to the concepts they are studying.

e) Analytical Reasoning: Students should learn to analyze mathematical structures, patterns, and relationships, and make logical deductions based on mathematical principles.

f) Rigorous Proof Techniques: Students should understand and be able to construct rigorous proofs using logical reasoning and mathematical techniques.

g) Real-World Applications: Students should be able to identify and analyze real-world problems that can be modeled and solved using mathematical techniques.

h) Communication of Mathematical Ideas: Students should be able to articulate mathematical arguments, explanations, and solutions clearly and concisely, both orally and in writing.

i) Critical Thinking and Problem Exploration: Students should learn to ask probing questions, explore alternative approaches, and evaluate the validity of mathematical arguments.

j) Metacognitive Skills: Students should learn to monitor their understanding, identify areas of weakness, and employ effective learning strategies to address gaps in their knowledge.

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Step 1: In a 3rd grade, students commonly struggle with understanding and applying multiplication concepts, particularly when dealing with multiplication of two-digit numbers.

Step 2: Students will understand the concept of multiplication of two-digit numbers and they will be able to apply multiplication strategies to solve problems involving two-digit numbers.

Step 3: An interactive online multiplication game where students can practice multiplying two-digit numbers in a fun and engaging way. The game will provide immediate feedback and offer hints or explanations when needed.

Step 4: https://wordwall.net/resource/1661846/maths/midweek-multiplication-challenge-2

Step 5: Based on the feedback received, I will make necessary adjustments to the online game to improve its functionality, clarity, and effectiveness in supporting students' learning of multiplication concepts.

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Step 1: Students at secondary find it especially difficult to express their ideas in English in front of the classroom. They are afraid of making mistakes in front of their peers.

Step 2:

a) To Foster a Supportive and Inclusive Classroom Environment by creating a comfortable an respectful classroom atmosphere where students feel comfortable and safe to express themselves

b) To establish rules that embrace mistakes as opportunities for learning through active listening.

c) To build confidence in English speaking skills by means of scaffolded activities and incorporating challenging and engaging tasks.

Step 3:

To enhance these objectives,  I would create an interactive image with tips to gain confidence, examples of engaging activities, rules for respect in class and active listening and advice for successful speaking performance: I would also include a rubric for students to know what it is really expected from them.

Step 4: The image will be shared among students in Google Classroom and with other teachers in the School Platform together if a Google questionnaire to provide feedback.

Step 5: According to feedback the image will be readjusted and improved.

Step 6: I will add the completed version of the interactive image to my digital portfolio.

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Step 1: As a psychopedagogical teacher dealing with the therapy of language disorders in students with mental disabilities, I can say that the students I work with usually face multiple challenges and require additional support in the development of expressive language.
Step 2: The learning objectives I want to achieve are
1. Practicing the ability to receive verbal and non-verbal messages
2. Training, practicing the ability to structure the oral message
3. Formation of lexical-graphic skills
4. Development of communication in a social-integrative context
Step 3:
at the teacher's disposal are various strategies and
useful interventions such as frequent use of the reward system, praise, encouragement, so
to be encouraged even the smallest progress of the student with C.E.S. A good method, which can be used with a
maximum efficiency, is cooperative learning in the digital environment.
 We have created a personalized LearningApps.org digital resource that will support and enhance the teaching and learning goals we have set for the student.
Step 4:
https://learningapps.org/28657720
Step 5: within the digital game, the vocabulary can
improve through the student's direct contact with the processed text
Step 6: ok

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Step 1: In my context as a biology and geology teacher for 10th-grade students, one of the main challenges my students commonly face is dealing with long texts and interpreting the information given. Many students struggle with extracting key information from dense passages, which hinders their comprehension and ability to apply knowledge effectively.

Step 2: Learning Objectives: Improve students' ability to extract key information from long texts in biology and geology; Enhance students' comprehension skills by practicing summarization and interpretation of complex scientific information; Foster critical thinking skills through analysis and synthesis of textual information; Facilitate retention of important concepts by presenting information in a digestible and engaging format.

Step 3: Digital Resource - Use an Interactive Text Summarization Tool, designed to support students in summarizing and interpreting long texts related to biology and geology topics. It provides a structured approach to breaking down complex passages into manageable chunks and extracting essential information.

Features:

1. Text Annotation: Students can highlight key phrases, terms, and concepts within the text to aid comprehension and identify important information.

2. Summarization Templates: The tool offers pre-defined summarization templates tailored to specific types of texts (e.g., scientific articles, research papers, textbook chapters). These templates guide students in organizing their summaries effectively.

3. Guided Questions: Prompts and guiding questions are integrated into the tool to stimulate critical thinking and help students analyze the text more deeply. For example, students may be prompted to identify the main idea, supporting details, and implications of the information presented.

4. Interactive Quizzes: After summarizing the text, students can complete interactive quizzes or activities that assess their understanding of the key concepts covered. These quizzes may include multiple-choice questions, fill-in-the-blank exercises, or short-answer responses.

5. Feedback and Revision: Students receive immediate feedback on their summaries and quiz responses, allowing them to identify areas for improvement and revise their work accordingly.

Benefits:

Promotes active engagement with the text, enhancing students' reading comprehension skills.

Supports differentiation by providing scaffolding for students who struggle with text comprehension.

Encourages metacognitive reflection as students reflect on their summarization process and identify strategies for improvement.

Facilitates formative assessment by enabling teachers to track students' progress and identify areas where additional support may be needed.

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STEP 1: Teaching in 6th grade of Primary School a lot of issues appear concerning their relationships with each other, by misuse technology and specifically online apps, like Viber. So, we decided to participate in an educational program of the Cyprus Pedagogical Institute, called “Young Coaches for the Internet”. The aim of this program is to learn as much as possible for online safety in order to teach others about these issues. Through this program students become teachers of others, by convincing them about online safety, through the material they produce an the activities they organize and implement.

The whole process started with a research they proposed, using Microsoft Forms. The student of my class participated, as well as students from other classes and parents, in order to collect the specific needs of education.

STEP 2: The students, by the end of the program, they will be able:

·       to learn about online safety issues, as protection of personal data, cyberbullying, safety in online games, fake online information

·       to create digital content, presenting guidelines regarding online safety

·       to teach other students, teachers, parents about online safety using their content

·       to reflect on their activities

STEP 3: Students were taught about online safety and then divided into small groups to create their content. They could create a poster, a presentation, a quiz, a small video or animation, an audio message. Each team had to create something different.

They could choose several apps that would help them create their context, but after discussion the whole class decided to use tools in the Microsoft365 environment, that could be used with their Microsoft student’s account, instead of other tools, that required registration (usually with an account for +13 age).

Additionally, the teacher can have access in this environment, in order to help and enhance students when needed, and provide guidance and reinforcement.

STEP 4:   Students presented their work and what they have learned to other classrooms, in a concept of a lesson. Students were highly engaged in the whole process and very excited about the whole experience, even if they felt they worked very hard for the project.

Other teachers were impressed by the multiple skills students developed throughout the project, i.e digital skills, presentation and communication skills, deep knowledge in some topics. The matter of time and how that could fit to the curriculum was some of their concerns.

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For Europe Day a year ago, I wanted the students (who are otherwise not particularly motivated) to learn more about Europe. To make the project at school that day interactive and fun, I suggested that students put themselves in the role of the teacher and create quizzes using LearningApps. First, the steps on how to make the games and quizzes were explained to the students and templates were shown. The students tried out existing games and then created their own. After that they tested each other’s quizzes and gave feedback. An example: https://learningapps.org/display?v=p4npabf6j23

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Step 1: In my context as an English teacher, I've noticed that students commonly struggle with understanding complex grammar rules, particularly in relation to sentence structure and punctuation.

Step 2: The learning objectives I aim to achieve include:

Understanding the basic principles of sentence structure, including subjects, predicates, and clauses.

Identifying and using various types of punctuation marks correctly in writing, such as commas, semicolons, and quotation marks.

Applying grammar rules effectively to enhance clarity and coherence in writing.

Step 3: To support and enhance teaching and learning of grammar, I will create an interactive online grammar quiz using Google Forms. The quiz will consist of multiple-choice and fill-in-the-blank questions covering key grammar concepts and punctuation rules. It will also include example sentences and explanations to help reinforce understanding and provide context for correct usage.

Step 4: I will share the link to the Google Forms quiz with my peers and collect their feedback on the clarity of the questions, effectiveness of the examples, and overall usability of the quiz.

Step 5: Based on the feedback received, I will make any necessary adjustments to improve the clarity and effectiveness of the quiz, such as revising questions, providing additional examples, or offering more detailed explanations.

Step 6: I will include the final version of the interactive online grammar quiz in my digital portfolio, along with any feedback received and reflections on the design and implementation process. This resource will serve as a valuable tool for enhancing student understanding of grammar concepts and supporting their learning in future English lessons.

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Design interaction between teams

Step 1 :Reflect context

The children in my section live in a residential context surrounded by greenery which offers various extracurricular activities within a Sporting Milano3 structure and Palazzetto dello Sport. The fact that they attend many sporting activities throughout the week leads them to be a little frenetic in everyday life. Their attention and concentration require feedback during the experiential activity.

Step2 : The objectives are identified in the Institute curriculum in the MIUR Italy National Indications and in the European skills for the construction of a learning design shared with partners in the development of ongoing eTbling projects.

A key European competence that is the focus of teaching and learning is: Learning to learn.

The ability to reflect, to effectively manage time and information, to work in a constructive way, to know how to interact in large and small groups, to work in a cooperative learning mode in an inclusive way.

Step3:

In designing the base for the rocket launch we use BLUE BOT as Feeback to build because it stimulates curiosity in the activity and consolidates the ability of interaction between children in trying to understand with how many turns the bee can build a circle with a marker, what could be the string to use to direct blue bot.

Once the objective has been achieved, other digital resources will be used that support attention and concentration in the teaching and learning process: Kahoot, scratch, genially, Prezi.

Step4:

Addressing the learning approach according to the interaction between the following aspects is essential to review shared plans and understand what could be improved:
Empathize
Defines
Ideate
Prototype
Test

Plan shared between partners

https://view.genial.ly/63b8303a1d37b0001a72c1c7/presentation-plan-collaborative

The moon

https://view.genial.ly/65429e414dc4410011a286f8/interactive-image-plan

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Step 1: I work with students who have below-average IQ or below-average reasoning skills. Oftentimes they washed out of the school system and this is their 'last try'. Most commonly they require extra support in the speaking skills department of my course (I teach English) and sometimes reading as well. To summarize, they need help figuring out how to express themselves using the English language.

Step 2 Objectives:

1. the student can fluently read an English text out loud.

2. the student can give their opinion on an English text that they read out loud.

3. the student possesses basic debating skills

4. the student can hold a debate on a well-known topic completely in English.

5. the student can hold a debate on a recently occurring topic completely in English.

Step 3:

1. students receive a text online (via Google Docs) that they must read at home to prepare for class

2. they can prepare ahead of time for class by reading the text and formulating their own opinions at their own pace.

3. they will be given videos on debates (intro to debating etc)

4. they will be given a PowerPoint presentation that explains all the ins and outs of a debate as well as some tips and tricks.

5. for the news article part students will be given a Canva document that contains different news articles that have been adapted according to their reading level. students must read these articles and prepare ahead of time for the debates in class.

Step 4:

My peers thought that it was a good start but we would have to test it out and see how it would work in real life.

One common feedback I received was that we should allot time during class or school hours for students to do the exercises that are indicated to be done at home. This is to avoid some students falling behind because they might not have internet at home etc.

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Step 1: In my context as a speech therapist working with special needs children, I've noticed that many students commonly face challenges with expressive language skills, particularly in forming grammatically correct sentences and using appropriate vocabulary. Additionally, some students struggle with social communication and understanding non-verbal cues.

Step 2: The learning objectives I aim to achieve are:

1. Improve expressive language skills: Students will be able to formulate grammatically correct sentences and use appropriate vocabulary in their communication.

2. Enhance social communication: Students will develop the ability to understand and respond to non-verbal cues, engage in reciprocal conversations, and participate in social interactions effectively.

Step 3: To support and enhance teaching and the learning objectives, I will create a digital resource in the form of an interactive online activity called "Sentence Builder Challenge."

Description of "Sentence Builder Challenge" Activity:

Objective: The objective of the "Sentence Builder Challenge" is to help students improve their expressive language skills by constructing grammatically correct sentences using a variety of vocabulary words.

Features:

1. Word Bank: The activity will include a word bank with a selection of nouns, verbs, adjectives, and conjunctions.

2. Drag-and-Drop Interface: Students will drag words from the word bank and drop them into designated slots to form sentences.

3. Feedback: The activity will provide immediate feedback on the correctness of the sentence structure. Correctly formed sentences will be highlighted, while incorrect sentences will prompt hints or suggestions for revision.

4. Scoring System: Students will earn points for each correctly constructed sentence, motivating them to challenge themselves and improve their performance.

5. Levels of Difficulty: The activity will offer multiple levels of difficulty, allowing students to progress from simple to more complex sentence structures as they advance.

Visual Design: The digital resource will feature vibrant colors, engaging illustrations, and clear instructions to create a visually appealing and user-friendly interface that caters to the diverse needs of special needs children.

Accessibility Features: To ensure accessibility for all students, the activity will include options for adjusting text size, audio prompts for verbal reinforcement, and compatibility with assistive technologies such as screen readers and switch devices.

By creating the "Sentence Builder Challenge" activity, I aim to provide an interactive and engaging digital resource that supports students in improving their expressive language skills and social communication abilities in a fun and accessible manner.

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In my context, I work with students who have autism spectrum disorder (ASD). One common challenge they face is understanding and managing emotions. Many students with ASD struggle with recognizing and expressing their emotions appropriately, which can impact their social interactions and overall well-being.

Learning Objectives:

Identify different emotions and their corresponding facial expressions.

Learn strategies for managing and expressing emotions in various situations.

Enhance social skills by understanding how emotions influence interactions with others.

Digital Resource: "Emotion Explorers Interactive Game"

Description: The "Emotion Explorers Interactive Game" is a web-based game designed to help students with ASD learn about different emotions and how to manage them effectively. The game incorporates interactive elements and visual aids to engage students and reinforce learning.

Features:

¨ Emotion Identification: Students are presented with a series of scenarios depicting various emotions (e.g., happy, sad, angry, surprised). They must identify the emotion by selecting the corresponding facial expression from a set of options.

¨ Emotion Regulation Strategies: After identifying the emotion, students are provided with strategies for managing and expressing that emotion in a constructive way. These strategies include deep breathing exercises, taking a break, or using calming tools like sensory toys.

¨ Real-life Scenarios: The game includes real-life scenarios that students may encounter in school, at home, or in the community. Students are prompted to apply the strategies they've learned to navigate these situations effectively.

¨ Feedback and Reinforcement: Students receive immediate feedback on their responses, reinforcing correct answers and providing guidance for incorrect ones. Positive reinforcement, such as encouraging messages or virtual rewards, is incorporated to motivate and engage students.

¨ Accessibility Features: The game is designed with accessibility in mind, featuring customizable settings for students with sensory sensitivities or other special needs. This includes options to adjust sound levels, color contrasts, and text size to accommodate individual preferences.

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At its meeting, the student council was instructed to use the Padlet to find out the areas in which the students want to be more active.

They learned that more environmental activities are needed. They wanted to achieve a higher level of environmental awareness and decided to organize an action to collect electronic waste (old mobile phones and chargers).

In order to popularize the initiative, the students created posters and infographics in Canva. The action was evaluated using a Mentimeter.

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We wanted to learn about nature. The students told their opinions, we discuss about it nd we decides to go a walk