# data[].attributes.body
My colleagues feedback was helpful in reviewing my teaching strategies to enhance students motivation and learning, thus complimenting Kolbs Reflective Model .

# data[].attributes.headline
Aster Akbar                           Keeping Gibbs' reflective method in mind and practice, I realized that gauging the suitability and effectiveness of different strategies could help move ahead. In order to collect student feedback I used Padlet. After analyzing the data gathered I was able to reflect on my teaching method used as well as I got to know the need of differentiation in my next plan i.e Action plan (Gibbs').  On the other hand, that data provided me idea about my students' level of interest and their feelings about the task/ activity. Similarly, the discussion with colleagues and mentor's feedback took me to think of and try alternative ways and ideas to refine my teaching with digital technology (Analysis &Conclusion; Gibbs' cycle).                              After that I considered TPACK to further improve my planning with technology. 

# data[].attributes.subject
Aster Akbar                           Keeping Gibbs' reflective method in mind and practice, I realized that gauging the suitability and effectiveness of different strategies could help move ahead. In order to collect student feedback I used Padlet. After analyzing the data gathered I was able to reflect on my teaching method used as well as I got to know the need of differentiation in my next plan i.e Action plan (Gibbs').  On the other hand, that data provided me idea about my students' level of interest and their feelings about the task/ activity. Similarly, the discussion with colleagues and mentor's feedback took me to think of and try alternative ways and ideas to refine my teaching with digital technology (Analysis &Conclusion; Gibbs' cycle).                              After that I considered TPACK to further improve my planning with technology. 

# data[].attributes.body
exploring different digital technologies and using them in the classroom was an amazing experience . The results which I got from my students made me enable to plan further. I used DT for formative assessments

# data[].attributes.body
Peer's feedback helped me to modify future lessons i.e. what else could be done to ensure maximum students' engagement while keeping them intrinsically motivated.

# data[].attributes.body
It had been a great learning experience for me to self reflect on my own practices and make changes accordingly that supported me to create visible teaching and learning in my class. During this process collaboration with mentor and experienced colleagues helped me see the thing in new perspective. As it has been quoted "alone we can do so little, together we can do so much".
I used digital tool  as a formative assessment. I implemented the tool and self evaluated how to improve it. Later my discussion with mentor led me see ways for further improvement. It helped me gained new insight to see my own practice differently. Now, whenever I will use the same tool again  I will be able to use it more productively that will surely augment learning and improve my teaching practices.

# data[].attributes.body
By adopting a variety of methods of evaluation i gained an insight to understand learners perspective. Reflection foster critical thinking; i have observed that using evaluative tools in progression my learners were trained to reflect effectively. Starting from simple questions to completing an exit slip on google forms to reflections posted on padlet wall learners became aware of their own strengths and areas to improve. At the same time it helped me to improve my own practises.  I learned that element of differentiation needs to  be addressed properly in my plans.

# data[].attributes.body
it supports the teacher to evaluate the progress of learners in two ways.
first reflection in action: means  teacher can give feedback during learning as a teacher offers the opportunity to students to hands up for query and she can be available.
teacher may feel the need to give feedback by her own observation .
strategy may be developed that at each step students may fill up and give feed back. formative assessments and class test and students work is a clear example of this type of evaluation.
reflection on action: filling up of exit tickets by the learners at the end of the lesson  is an effective way to reflect. it would gauge the leching and learning of both students and teachers.
teacher's self evaluation at the end of the lesson provides an opportunity to evaluate and do any change if required . it shows progression.
mentor's feedback is another reflection on action and it provides an opportunity to see things with some supportive and analytical colleague.
purpose of reflection is always

# data[].attributes.body
I have used various methods of evaluation for improving my teaching strategies. Video Reflections, Google Forms as surveys, Mentor's and Peers' Observations, as well as my own Reflective Logs. Analysing the methods of evaluation in light of Kolb's Reflective cycle, I will state below the steps we took. Concrete experience of my students was to interview their new teacher using Padlet. Several questions were asked, including irrelevant and high order thinking questions. Later students were given a Padlet link on their Google Classroom wall for "Reflective Observation", where they chose and picked the questions that helped them elicit interesting information about their new teacher, for analysing the quality of questions in the process of interviews. This served as a method of evaluation for me. For "Abstract Conceptualization", I shared the students' feedback with my mentor to design another activity where they could use their enhanced knowledge to interview peers for inspiring life incidents. After which we entered the phase of "Active Experimentation", where the students interviewed their peers using "FlipGrid" as a video recording tool, asking interesting questions from each other to elicit inspiring life incidents. This led us to experiencing amazing narrations from the students but video uploading problems due to slow internet. And "Kolb's Reflective Cycle" started again.

# data[].attributes.body
Student evaluation and feedback taken from Plickers.com, students’ work on Padlet.com, exit strategies like 3-2-1, one star, two wishes and the use of google sheets, enabled me to accurately assess the impact of technology used on students’ learning. It provided opportunities and evidence as to how the future lesson instructions should be modified to maximise the achievements of learning outcomes and ensure student engagement and motivation during lessons.

# data[].attributes.body
The model helped to analyse Kahoot which was used as an AFL to assess students' understanding before the application of learning. The feedback gathered from the tool helped to conceptualize thinking by the teacher which further paved the way for active experimentation. It also helped me to identify areas of improvement required to further design another strategy for the learners.

# data[].attributes.headline
Using Gibb's Reflective Model; Nida Ahmed

# data[].attributes.subject
Using Gibb's Reflective Model; Nida Ahmed

# data[].attributes.body
I explored the use of technology for designing differentiation, using Bubblus and making T & L more effective by applying Social Constructivism to develop my Learners as independent Learners who could communicate and collaborate to create.
I feel more confident while planning the use of digital technology because I know the proper frameworks, TPACK, and theories, Connectivism, to relate.
Exploration of teaching with digital technology was challenging and time consuming. Specially the implementation of TPACK. But this whole hard work paid off and would be beneficial  for me as a professional teacher.

# data[].attributes.body
the tool used was visme and  used the pair work strategy.
I SHOWED THEM A VIDEO TO UNDERSTAND THE USE OF THE NEW APP.
THE STUDENTS WORKED IN PAIR AND LEARN IN COLLABORATION.
AS IT WAS A NEW APP SO STUDENTS TOOK MORE TIME TO EXPLORE AND MADE LESS SLIDES AS PER INSTRUCTIONS GIVEN.
ANOTHER HURDLE THAT  FACED WAS THAT AS  IT WAS AN ONLINE APP SO FEW STUDENTS WERE UNABLE TO LOGIN THROUGH THEIR ACCOUNTS .I made them sit in trios and work on their presentation.
FOR AFL I USED PADLET WALL WERE STUDENTS UPLOADED THEIR COMMENTS ON OTHER PRESENTATIONS.

# data[].attributes.body
I used video recording a tool by keeping Kolb's Reflective model . I think video recording supports the steps do,review,learn and apply. I was able to review the high points as well as the muddiest point. Although I used peer observation and student's feedback as well.  I could review and refer to the video again and again for self reflection. Learn from my mistakes and work on the improved application of the task next time

# data[].attributes.headline
Using Kolb's reflective model: Khadija Khan

# data[].attributes.subject
Using Kolb's reflective model: Khadija Khan

# data[].attributes.body
Reflective Observation: Mentor's Observation identified Time Management issues  and  how Differentiation is catered for using Padlet
Abstract Conceptualization: Looking at students' work and feedback, discussions with various peers and  in the light of mentor's feedback and researching it further I found out methods of improving Time Management. Differentiation, I realized that I can use  Graph Word to help students with appropriate vocabulary and exit tickets to keep a record of  students' feedback for  future planning.
Active Experimentation:
With another set of students, I conducted an amended version of the same lesson with changes.
Concrete Experience:
Mentor's feedback showed clear signs of improved time management and differentiation being catered for through Graph Word for vocabulary support and Exit ticket for inclusive feedback

# data[].attributes.body
learners construct the knowledge  by the use of dt [theory of constructivitism ] and it also support the teacher to assess and apply the different stages of
SAMR Model building connections using  Kolb's for self evaluation and reflection to further construction of knowledge and improve their confidance.