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1) What do you think you know about this topic?

Well, I believe that babies are way more intelligent than they appear to be. Even though they can't talk yet, they can already tell who is being nice and who is being mean. In the video, the babies liked the puppet that helped and didn't like the one that was rude.

2) What questions or puzzles do you have?

How do babies know what "bad" is if nobody ever taught them the rules yet? Also, what if the mean puppet was a super cool color, would the baby still pick the nice puppet instead?

3) What does the topic make you want to explore?

I really want to try this trick on my baby cousin. I want to see if they will always pick the helper toy or if they just pick whichever one is closer to them.

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a) How are the ideas and information presented connected to what I already know?

--> The ideas presented in the videos reinforce what I already know about how powerful inquiry-based learning is and how it affects students' critical thinking and engagement in the teaching process.

b) What new ideas did you get that extended or broadened your thinking in new directions?

--> How involved a teacher has to be in the inquiry-based activities relative to the students age and teaching content.

c) What challenges or puzzles have come up in your mind from the ideas and information presented?

--> How to provide enough scaffold to ensure students are well guided throughout the inquiry stages.

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ALAA ABDELFATTAH TAL512 FY26, SPRING 2026 (SESSION 7 - INQUIRY BASED LEARNING)

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ALAA ABDELFATTAH TAL512 FY26, SPRING 2026 (SESSION 7 - INQUIRY BASED LEARNING)

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a) How are the ideas and information presented connected to what I already know?

# They connect to my understanding that students learn best through hands-on, student-centered activities and real-life experiences.

b) What new ideas did you get that extended or broadened your thinking in new directions?

# The idea of the inquiry spectrum stood out to me, showing how learning can move from teacher-guided to fully student-driven depending on students’ level and readiness.

c) What challenges or puzzles have come up in your mind from the ideas and information presented?

# How to balance student freedom with achieving learning objectives

# How to manage different ability levels and attention spans

# How to ensure equal participation in group work

# How to assess learning in an open-ended inquiry lesson

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ALAA ABDELFATTAH TAL 512 FY 26,  SPRING 2026 (SESSION 6 - Teaching Critical Thinking and Problem-solving Skills)

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ALAA ABDELFATTAH TAL 512 FY 26,  SPRING 2026 (SESSION 6 - Teaching Critical Thinking and Problem-solving Skills)

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Two strategies & How they may be used in the classroom:

1. Six Thinking Hats:

Developed by Edward de Bono, this strategy helps students think about a topic from different perspectives in an organized way. Instead of mixing ideas, students focus on one type of thinking at a time, which improves clarity and collaboration.

Each “hat” represents a thinking style:

🔵 Blue Hat → managing and organizing thinking

⚪ White Hat → facts and information

🔴 Red Hat → feelings and emotions

⚫ Black Hat → critical/negative thinking

🟡 Yellow Hat → positive thinking

🟢 Green Hat → creativity and new ideas

This allows students to explore a topic deeply and from multiple angles.

How to use in the classroom:

Assign each group a different hat and let them discuss from that perspective

Rotate hats so students experience all hat types

Use hats during group discussions instead of open debate

End class with a blue hat reflection (summary and decision)

2. Helping Students Ask Better Questions

This strategy focuses on helping students ask meaningful, deep questions, which is a key part of critical thinking and understanding.

Instead of only answering questions, students learn how to create their own questions, which helps them:

Think more deeply

Become more independent learners

Engage actively in learning

How to use in the classroom:

Start lessons by asking students to generate questions about the topic

Use “question wall” to display student questions

Give rewards or points for thoughtful questions

Use think-pair-share to improve questions

Turn lessons into inquiry-based learning (students explore answers themselves)

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Two strategies:

Mindmapping

--> Create a visual diagram to represent information in a schema-based method.

Graphic organizers

--> Organize information in a visually appealing manner.

I use both strategies in teaching Pharmacology classes where one class of drugs is centralized in a mindmap with branches highlighting its mechanism of action, side effects, doses .. etc. Graphical representation of drugs' mechanism of action help simplify complex physiological steps.

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a) How are the ideas and information presented connected to what I already know?

The ideas presented in the reading connect to my previous knowledge about active engagement in the classroom. From my experience as an Early childhood educator, I have observed that students learn better when they are active learners not passive ,explore, ask questions, and participate in hands-on activities rather than only receiving information from the teacher. Inquiry-based learning supports this idea by encouraging curiosity and allowing students to investigate real problems.

b) What new ideas did you get that extended or broadened your thinking in new directions?

One new idea that broadened my thinking is how inquiry based learning allows students to feel encouraged to ask questions, investigate problems, and design their own solutions , with no limits for creativity

c) What challenges or puzzles have come up in your mind from the ideas and information presented?

One challenge that came to my mind is how me or the teachers can effectively manage inquiry based activities in classrooms with limited time and resources. Another question I have is how to ensure that all students remain engaged and contribute equally during group investigations.

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choose two strategies and then write down what these strategies are and how they may be used in the classroom.

Strategy 1: Making It Safe to Ask Questions

This strategy focuses on creating a classroom environment where students feel comfortable asking questions without fear of making mistakes.

Teachers can use simple tools such as:

exit slips

anonymous question boxes

small group discussion

Strategy 2: Making Good Questions Visible

Teachers can create a “Question Wall” where students post interesting questions during a lesson.

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Farida EL Shorafa  TAL512 February 2026 Session 4 Cooperative Learning

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Farida EL Shorafa  TAL512 February 2026 Session 4 Cooperative Learning

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Reflect on these questions:

a) What are the differences between cooperative and collaborative learning?

Collaborative learning is sharing knowledge between team members without responsibility on each member of the group.

while Cooperative learning is depending on each member`s accountability and have responsibility on tutoring the assigned part.

b) What are the pros and cons of cooperative learning?

Pros :

improve the connections between pupils

increase the academic performance

Cons:

the allocated part for each member may be distributed unfairly

Time consuming if the lesson duration is limited and the number of students in class more than average numbers.

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Dina Moustafa-TAL512 session 4 (February 2026)

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Dina Moustafa-TAL512 session 4 (February 2026)

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cooperation and collaboration both talking about the idea of working in a team but it differs in the structure

1)Cooperation: when each team member know his role and task assigned to him and the teacher is putting this structure for the team. Therefore the teacher will observe individual achievements

Collaboration: when the teacher is just giving the idea of the project to the team and they start to build the structure and assign each team member to a specific task and all of them will work together to finish the wanted project. Therefore the teacher will rate them as a group achievement.

2)Pros for cooperation is that it improve and develop social skills, and promotes accountability.

Cons for cooperation is that the tasks don’t have the same amount of work so it will be challenging for the teacher to assess them.

In my point of view I will always prefer to make team collaboration as to improve leadership skills, communication skills and management skills. But because their is no much time in class room so I always go for cooperation also they will learn soft skills but it will be a little limited.

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1)    Uncover your initial thoughts, ideas, questions and understandings about brain-based learning by writing 3 thoughts, 2 questions, and 1 metaphor.

3 thoughts:

·      I think brain based learning revolves around stimulating different parts of the brain not just targeting the hippocampus (responsible for memory)

·      I think the brain of each students develop differently according to stimuli

·      I think boys and girls brains are too different and that brain based learning tailor teaching strategies according to this difference

2 questions

·      How should I understand each student brain?

·      How to design a classroom meeting the requirements of each brain to learn and develop?

1metaphor:

Our brains is like a puzzle, educators should know the key to solve this puzzle.

2)

a) How does the brain process information?

-the brain process information when the senses are transformed into chemicals “neurotransmittors” then the brain respond to these chemicals

-the brain process:

·       All income sensory information goes to the “thalmas” first

·       Hypothalmas: life support system: hunger/thirst/ respiratory system/ heart rate

·       Hippocampus: memory system

·       Amygdala: controls emotions

b) What are the processes that occur in the left side and the right side of the brain?

-left side:

·       Analysis

·       Sequence

·       Time

·       Speech

·       Word/letters/number recognition

·       Process external stimuli

-right side:

·       Holistic thinking

·       Spatial awarness

·       Facial/place and object recognition

·       Process internal messages

3) After Watching the Video — New 3-2-1 Reflection

3 New Thoughts:

I now understand that brain-based learning is not only about biological brain functions but also about creating emotional and social conditions that help the brain learn best.

I realized that the brain is highly adaptable (neuroplasticity), meaning every student can develop new pathways for learning when exposed to supportive and engaging environments.

I learned that movement, emotions, and active engagement significantly improve memory and understanding—so lessons should involve more than just listening and reading.

2 New Questions:

How can I practically apply brain-based learning strategies, like incorporating movement or emotional connections, into everyday lessons?

How can I assess whether a classroom environment is truly “brain-friendly”?

1 New Metaphor:

The brain is like a garden—when teachers provide the right care, environment, and nourishment, every student’s mind can grow and flourish.

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1) Initial 3-2-1

3 thoughts:

•Learning alters the connections in the brain (neuroplasticity).

•Emotions and motivation determine how we learn.

•Brain-based learning says that teaching should mimic how the brain works.

2 questions:

1. How much does sleep affect brain-based learning?

2. Is it possible for brain-based teaching to compensate for learning disabilities?

1 metaphor:

The brain is a garden- ideas are seeds and learning is the water that turns ideas into strong plants.

........

2) After watching the video: reflection.

a) How does the brain process information?

The brain receives sensory input, transforms those inputs to electrical signals, and transmits them through given neural networks. Each time the stimulus is repeated, the synapses get stronger - that is called long-term potentiation. The brain organizes, filters, stores, and retrieves information.

b) What are the processes that occur in the left side and the right side of the brain?

The left side has more of an emphasis on logical, analytical, language and sequential tasks, while the right side uses more creativity, holistic thinking, spatial knowledge, patterns, and imagination.

........

3) 3 new ideas (after video)

3 new thoughts:

Neuroplasticity occurs: the brain is always rewiring itself while we are learning and having experiences. Repetition and practice create stronger pathways for retrieval; it is easier to retrieve knowledge and use it in different situations. The left/right divide serves as a helpful way to think about brain function, even though both sides are always working together.

2 new questions:

How do the left and right brain processes coordinate with each other, when dealing with real, complex issues? Can regular practice exercise the weaker hemisphere to increase balance and creativity?

1 new metaphor:

Learning to retrieve complex ideas is like carving a riverbed; as more water flows the more thoroughly the riverbed is carved, and stronger the pathway becomes.

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Three Thoughts:

1.  I think brain-based learning is all about understanding how the brain works so we can teach in ways that actually make learning stick.

2.  It reminds me that students aren’t just listening machines .Their emotions, energy, and mindset all affect how well they learn.

3.  when lessons are fun, active, and meaningful, students remember them better because their brains are truly engaged.

Two Questions:

1. How can I make sure I’m creating a brain-friendly environment every day, not just during special lessons?

2.  I wonder how much a student’s home life or stress level impacts their brain’s ability to focus and learn in class.

One Metaphor:

The brain is like a sponge , it soaks up knowledge best when it’s open, curious, and not weighed down by too much pressure.

2-a - How does the brain process information?

The brain takes in information through the senses, makes sense of it through connections, emotions. Stores it through repetition and retrieves it when needed

1. Input (Receiving Information) Information first enters the brain through our senses . what we see, hear, touch, taste, and smell.

2. Processing (Making Sense of It) Once the brain receives the information, it travels through different regions to analyze and interpret it.

-The frontal lobe helps with thinking, decision-making, and problem-solving.

-The hippocampus helps connect new information with what you already know, forming memories.

-The amygdala adds emotional meaning (which is why strong emotions can make learning more memorable.)

3. Storage (Keeping It for Later) If the brain finds the information meaningful or repeated often enough, it moves it into long-term memory.

-Repetition, sleep, and emotional connection strengthen these memory pathways.

4. Output (Using the Information) Finally, when we recall or apply what we learned, the brain retrieves stored information and sends signals to the motor cortex or language centers, helping us speak, write, or take action.

2- b- processes that occur in the left side of the brain are : Analysis – sequencing -  time -  letter, number and word recognition - processing external stimuli

Processes that occur in the right brain side are : Holistic thinking - spatial awareness - context of language - facial, place and object recognition -processing internal stimuli

3-Three Thoughts:

1. After watching the video, I realized that brain-based learning is really about understanding how students think and feel while learning, not just what they learn.

2. I now see how much emotions and a positive classroom environment can affect how well students remember things. When they feel safe and supported, their brains are more open to learning.

3. I also learned that giving students short breaks and time to reflect helps their brains process and store information better.

Two Questions:

1. How can I create a calm and supportive classroom environment, especially when students come in stressed or distracted?

2. What are some fun and simple ways to add movement or brain breaks into lessons without losing focus on the topic?

One Metaphor:

The brain is like a garden, it grows best when it’s cared for with patience, the right environment, and a little sunshine every day.

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Farida EL Shorafa  TAL511 October 2025 Session 6: Brain Based Learning  Brainstorming activity 

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Farida EL Shorafa  TAL511 October 2025 Session 6: Brain Based Learning  Brainstorming activity 

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a) How does the brain process information?

Within the Hippocampus brain process memory any stimuli coming to brain processed in Hippocampus , then either the information forgotten OR stored in the long term memory. this process done through Neurotransmitters which is contained from special chemical. when the sense or stimuli comes to the brain the Neurotransmitters turned it to chemical and electrical pulses will help move the chemical message to the brain.

b) What are the processes that occur in the left side and the right side of the brain?

Right Side of the brain :

Holistic thinking

Spacial awareness

context of language facial

place and objects recognition

process internal messages

Left side of the brain

Analysis

Sequence

Time

Speech

Word letter , number recognition

processes external stimuli

3-After watching the video, complete another 3-2-1. Connect your initial thoughts, ideas, questions and understandings about brain-based learning to the new thinking.

Three thoughts brain based learning

-          It’s a deep learning method and it’s a cumulative process gathering all information gathered in brain and processed to produce new thoughts and discovery.

-          Its not suitable for all ages I think it can be started in high schools – secondary school

-           It needs good preparation to be ready to receive and handle all questions and probabilities that raised by learners.

Two Questions

1)      How can the brain bring old information and mix it with new ones, at which point that differentiate the brain of learners at same age.

intelligence  rates genetics or acquired.

2)      How can teachers integrate neuroscience findings into everyday classroom without complexity

Metaphor

Brain is  Mystery wonder box which can surprise even its owner

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Alaa A. Abdelfattah / TAL 511 Session 6 

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Alaa A. Abdelfattah / TAL 511 Session 6 

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a) How does the brain process information?

Honestly, learning how brains work is a bit difficult 😅, so I use a little chant that helps me remember what each part does in a simple way and goes like...

Clever Cerebrum Controls the show,
Traffic Thalamus Guides where senses go.
Happy Hypothalamus Supports life all day,
Helpful Hippocampus Keeps memories in play.
Angry Amy G. Bosses fear and rage,
Nifty Neurotransmitters Move, stage by stage!

b) What are the processes that occur in the left side and the right side of the brain?

Left counts and speaks (logic, language, numbers, sequencing, time, external stuff).

Right feels and sees (feelings, patterns, vision, spatial, faces & places, context, internal stuff).

c) Connect your initial thoughts, ideas, questions and understandings about brain-based learning to the new thinking. 3-2-1:

Three Thoughts:

1. The brain is very complex. Each part works together to shape how we think, create, and express ideas.

2. Learning involves both sides of the brain. When I study something new, I realize I’m using both sides: the left side for logic and language, and the right side for observing patterns and creativity.

3. Teachers can utilize how brains work to plan lessons. For example, the first 20 minutes of a lesson is when students are most focused and can absorb the most information effectively.

Two Questions:

1. How can we design a 45-minute lesson that keeps students fully engaged, instead of having only 20 minutes of focus and 25 minutes of distraction?

2. What strategies help students store information in long-term memory from the first time they learn it? Do hands-on activities alone work, or does the information need to be repeated and revised in future lessons?

One Metaphor:

Honestly, I like how the movie Inside Out demonstrate the brain as a control panel, where different emotions and memories, weather short or core memories, work together to shape and affect our thoughts, feelings, and actions.

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Can Babies Distinguish Good and Bad Behavior?

1) What do you think you know about this topic?

Many studies and experiments suggest that babies are born with a built-in sense of morality, making them spontaneously and unconsciously prefer good choices over bad ones. These preferences appear to exist automatically without any upbringing influence. I think yes, babies seem to have tendencies towards good and kindness, however, I think the moral understanding of why something good or bad and how comes later through good nurturing.

2) What questions or puzzles do you have?

Do babies respond more strongly to negative actions than to positive ones?

Because it’s fascinating to see if babies notice “bad” more than “good”, it makes me wonder how early moral awareness begins...

3) What does the topic make you want to explore?

I am curious about what other emotions or feelings might be built in in babies. This topic makes me want to explore like how babies respond to experiments that focuses on different, more complex emotions or social situations. What these reactions tell us about the early development of moral understanding?

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A)How does the brain process information?

Thalamus:

The brain’s grand central station.

Incoming sensory information goes through it first.

Hypothalamus:

The life support center.

It controls the hunger, thirst, the respiratory system, and the heart rate.

Hippocampus:

It controls the memory processing from working memory to long term memory.

Amygdala:

It controls anger, fear, rage, survival, and possibly emotional memory

Neurotransmitters:

It’s chemical that the brain reads that is responsible for a specific sense.

In the Hippocampus the brain process memory, the information we got either forgotten or stored in the long term memory

When introducing information to my students I have to keep in mind

-How am I presenting the information?

-How much information I am representing?

-What is the most important part of the information?

This will help the brain to recognize which piece of information is important to keep it in the long term memory and which to ignore it.

The use of repetition, rehearsals and practice will help students to store this information.

The primary and recency effect: the student retain the most information in the first 20 minutes of the lesson.

B)What are the processes that occur in the left side and the right side of the brain?

-Left side of the brain:

Analysis,Sequence, Time, Speech,Word, letter, and number recognition Processes external stimuli.

-Right side of the brain:

Holistic thinking, Spacial awareness, Context of language, Facial, place, object recognition, Processes, internal Messages.

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1)    What do I think I know about this topic?

-This psychological experiment is made to assess whether human is good by nature or should be taught mortality and ethics to be?

-the candidates were chosen too young (less than 12 months) to exclude the social and cultural influence

-There’s always a longstanding debate about good vs evil and whether humans are born good by nature or not

-Through this experiment, infants’ preferences were always directed towards good (symbolized by yellow triangle)

2)    What questions or puzzles do I have?

-       What are the signs of preferences did the infants showed?

-       Are gestures like smiling or staring at the hindering shape strong evidences on liking or hating?

-       Does this simple experiment be applied on complex human experiences?

-       Why didn’t we put into consideration that maybe the “yellow color” is more appealing to young infants than the blue color?

3) What does this topic make me want to explore?

-I’d like to look up the actual experiments done on infants — methods, controls, sample sizes, results.

-I would like to explore how diversity in cultures and societies imfluence innate mortality

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1) What do I think I know about this topic?

-This sense of “good” vs. “bad” might be more instinctive than learned, though later it develops with culture, family, and environment.

-I can see that infants as young as 7 months can distinguish between “helpful” and “harmful” behavior in the show happened in the video.

2) What questions or puzzles do I have?

-Do babies simply react to positive/negative emotions (like smiling vs. aggression), or do they actually have a moral sense?

-In the video, the yellow triangle character was portrayed as the good one. Is this because the color yellow is particularly attractive to infants at this age, or because they are truly able to differentiate between good and bad behavior?

3) What does the topic make me want to explore?

-How early moral preferences influence later social behavior, empathy, and fairness.

-How does the infant brain respond biologically when observing a situation such as the one shown in the video?

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1) What do you think you know about this topic?

The video presents a psychological developmental experiment suggesting that infants have an innate sense of morality — that even before acquiring language or much social learning, babies tend to prefer agents (puppets) who behave “helpfully” over those who behave " in a bad way". When I tried this experiment with my own 3-year-old son, he also chose the triangle , which makes me feel the video’s idea is not only theoretical but also something I could observe personally.

2) What questions or puzzles do you have?

One question that stays in my mind is: How does this early “moral sense” develop as children grow? Does it naturally become stronger, or can it be weakened and overridden by experiences and the environment? Do we as parents — or the environment that surrounds our children — play a role in pushing them toward good choices, or sometimes toward harmful ones?

This reflection also reminded me of a beautiful Islamic hadith from Prophet Muhammad (Peace Be Upon Him):
«كُلُّ مَوْلُودٍ يُولَدُ عَلَى الفِطْرَةِ»
(“Every child is born upon the natural disposition [of goodness.”)

This saying deeply touches me, because it places a great responsibility on my shoulders as a mother. It reminds me that my role is not only to care for my child’s physical needs, but also to nurture his natural goodness and guide him toward supportive, kind, and moral choices. It inspires me to keep watching closely, and to always provide him with the aid and example he needs so that he continues to choose goodness throughout his life.

3) What does the topic make you want to explore?

This open my mind to more than one topic:

What role do parents and teachers play in shaping or strengthening these natural tendencies?

I am also curious to try similar simple experiments with my son and observe his reactions, like : fairness or sharing.

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1) What do you think you know about this topic?

I believe it's interesting and it supports the belief that human nature designed to distinguish between evil and good without nurturing or interference even at very young age.

2) What questions or puzzles do you have?

I wonder what would happen if they apply the same experiment in different countries not only in the UK.

3) What does the topic make you want to explore?

I would like to read more or watch more videos related to the topic and the criteria set to choose participants in such studies also if they trace their behavior later through various age stages or not

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What is the Zone of Proximal Development?

The Zone of Proximal Development (ZPD) is a concept introduced by psychologist Lev Vygotsky, referring to the range of tasks a learner can perform with guidance and support, but not yet independently. It represents the area between what an individual can do on their own and what they can achieve with the assistance of a more knowledgeable other, such as a teacher, peer, or mentor. Learning is most effective within this zone, as it allows for the gradual development of skills through scaffolded support, leading to increased independence and mastery over time.

How are Vyogtosky’s theories different from Piaget’s?

Vygotsky’s theory differs from Piaget’s in that he emphasized the crucial role of social interaction and culture in learning, believing that children develop through guided support from others within their Zone of Proximal Development. In contrast, Piaget focused on how children independently construct knowledge through fixed stages of cognitive development. While Piaget saw language as a byproduct of thinking, Vygotsky considered language central to learning and thought. Overall, Vygotsky viewed learning as a socially mediated and continuous process, whereas Piaget saw it as an individual and stage-based journey.

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Farida EL Shorafa TAL511 September 2025  Session #4 Biologically- based theories Nature vs Nurture and the attachment theory.                         Brainstorming activity  

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Farida EL Shorafa TAL511 September 2025  Session #4 Biologically- based theories Nature vs Nurture and the attachment theory.                         Brainstorming activity  

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Watch the video, and reflect on these questions:

1)      What do you think you know about this topic?

My thoughts that babies or human in general born with a tendency towards good and evil, but in their early years of human life the good is dominant.

2)      What questions or puzzles do you have?

What are the criteria that the children have been chosen based on ?

The background and environment they come from

I`m wondering also about the duration of time the child was exposed to this activity to choose the yellow or the blue shape.

3)      What does the topic make you want to explore?

I need to explore the instinct of babies is it always good or evil is idle and triggered from surrounding environment

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1) What do you think you know about this topic?

I believe that right or wrong should be taught through an input to babies. It was new for me to expose to the content of the video.

2) What questions or puzzles do you have?

I want to ask about how do these babies think and choose the yellow triangle, and avoid the other shapes.

3) What does the topic make you want to explore?

It makes me explore the importance of knowing the core of human behavior whether it came from genes or aquired from the environment.

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Sara Hesham: Comparison between Vygotsky and Piagets's theory

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Sara Hesham: Comparison between Vygotsky and Piagets's theory

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Both were interested in understanding cognitive development in children, but approached it from different perspectives. Piaget focused more on the individual child constructing knowledge through their interactions with the world. Vygotsky emphasized the social and cultural context of development.

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a. What is the Zone of Proximal Development? (ZPD)

The space or the range of tasks that a learner do on their own and what they can do with help of more knowledgeable persons (Teacher, Parent, etc. )

or the difference between the current level of cognitive development and the potential level of cognitive development.

b. How are Vyogtosky’s theories different from Piaget’s?

Piaget proposed that children progress through a universal stage of cognitive development through maturation, discovery practices, and some social transmissions of assimilation and accommodation. Vygotsky's theory emphasized the importance of culture and language of one's cognitive development. While both Piaget and Vygotsky may provide a distinctive approach to cognitive development theory that differs from each other, both theories offer reasonable approaches on how to teach certain material, concerning the ways in which children’s process of thinking develops into adulthood

When both theories are used in conjunction to one another, there is an endless scope to help children develop critical thinking skills as well as cognitive awareness for a well-rounded method to learn.

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A) It refers to the range of tasks a learner cannot yet do independently but can accomplish with the guidance of a more knowledgeable person (like a teacher, parent, or peer).

-Independent stage:Tasks that the learner can do alone without help.

-Development stage:Tasks the learner can do with support, guidance, or with the help of technology.

-Beyond reach stage:Tasks that are still too difficult, even with help.

B)Piaget: Believed children learn mostly through four fixed stages of cognitive development (sensorimotor, preoperational, concrete operational, formal operational). Development moves step by step.

Vygotsky: Did not believe in fixed stages. Development is continuous and depends on culture, social interactions, and language

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Farida EL Shorafa  TAL511 September 2025 Session 2:  Vygotsky’s Sociocultural Theories                                    Brainstorming Activity 

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Farida EL Shorafa  TAL511 September 2025 Session 2:  Vygotsky’s Sociocultural Theories                                    Brainstorming Activity 

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a.) What is the Zone of Proximal Development?

Its the thoughts and ideas which Vygotsky has to illustrate and represent the space between what can children learners do on their own and what they can do with help of more knowledgeable others like(parents, teachers, technology and friends) and what is beyond their reach.

ZPD learning can precedes development which mean that child can learn skills that go beyond their natural maturity.

b. How are Vyogtosky’s theories different from Piaget’s?

Vygotsky believes that children develop independently of specific stages as a result of social interaction as community and language plays essential part in learning & supported with more knowledgeable others.

While Piaget concluded that children`s cognitive development happens in stages and they learn independently through personal exploration.

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Alaa A.Abdelfattah  (TAL51101 - FY26 Fall 2025)

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Alaa A.Abdelfattah  (TAL51101 - FY26 Fall 2025)

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a. Zone of Proximal Development (ZPD):

The ZPD: is the gap between what a child can do on their own and what they can achieve with guidance.

It shows the skills a child is ready to learn, but still needs support to fully master.

1. What the child can do alone (Independent level)

2. What the child can do with help (Learning level)

3. What is beyond the child’s reach (Beyond reach)

b. How are Vygotsky’s theories different from Piaget’s?

# Piaget’s theory was showing that children develop through fixed stages of cognitive growth, and their learning is largely determined by age and natural maturity. It focused on individual discovery and what a child can achieve independently.

However, #Vygotsky’s theory is focusing on and embracing the idea that children’s development is shaped by social interactions and cultural experiences. It emphasizes that children can learn beyond their current abilities with support from adults, peers, or tools. Learning is flexible and guided, not strictly tied to age or stages.

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1. What do you think are the differences between community service and service learning?

I think service learning, it is about teaching students how they can be engagement effectively in their society. We encourage them to volunteer. We work on helping them to invest their talents to improve their community. It is also about implement their learning in their real life.

Community service is the action that we do to enhance our society and meet its needs.

2. Have a look at the picture below. What do you think students are doing in case it is an example of community service versus it is an example of service learning?

I believe that it's a result of service learning that they implement in community service. In another word, we use service learning to achieve community service.

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Q1) What is the pedagogic purpose of using IT in the curriculum?

A1) The pedagogic purpose of using IT in the curriculum is to enhance learning by providing access to diverse information, fostering interactive and engaging learning experiences, and improving students' critical thinking skills. IT serves as a tool to facilitate independent and collaborative learning, making education more flexible and personalized. Additionally, it supports the development of digital literacy, preparing students for the modern workforce and lifelong learning

Q2) How often do you integrate technology in your classroom practices? What challenges do you face?

All the time as classes now operate with smart boards. I personally use technology to engage my students in a creative way through online games, power point slides instead of books, and I encourage my students to use it as well in research and in their habitual studying. It goes beyond using IT in a pedagogic way, technology is ubiquitous and tech-literacy is a must. When students are acquainted with technology and its tools and the ways to deploy them, it benefits them in their lives eternally.

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1- The core values which are implemented at my school are:

Character: The goal is to instill certain values such as honesty, integrity, responsibility, and compassion in the child. I do this by always reflecting on the students' behavior and by remodeling caring behavior towards them.

Community: The goal is to allow the students' social skills to expand to reach its epitome. I do this in my class by offering growth opportunities through lesson planning. For example, including research and interviews and thorough group projects are always part of the lesson plan.

Service: This goal is directed more towards the world and societal issues. Following this goal allows students who graduate to be more aware and better citizens within the society. I apply this by always mentioning a global and a local perspective to anything I teach. This can happen by giving examples or research topics related to what we're learning from within the world we currently live in.

2- I would look for:

engagement

agency

instructions

Interaction

Differentiation

Assessments

Technology use

Feedback

I would be observing these because it offers an insight on how the classroom is managed and how the students are treated. In addition to that, these goals show classroom culture, learning outcomes, and teacher approaches which I can learn from.

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1- The core values I implement in my school include:

1. Respect: I encourage students to be kind and listen to each other. I can do this by setting rules that promote respect and kindness in the classroom.

2. Integrity: I teach students to be honest and take responsibility. I can show this by being honest myself and encouraging students to reflect on their actions.

3. Collaboration: I teach students to work well with others. I can do this by having students work together in groups on projects or tasks.

4. Growth Mindset: I help students see challenges as a way to improve. I can praise students for their effort and growth, not just their final grades.

5. Equity: I make sure every student has the same opportunities to learn, no matter their background. I can do this by adjusting my lessons to meet different students' needs.

2- When observing a colleague's teaching, I usually look at the following points:

1. Classroom Management: How does the teacher keep the class under control and make sure everyone is focused? Good classroom management helps students learn better.

2. Teaching Methods: What strategies does the teacher use to help students learn? Are the methods varied and suitable for different students? It's important to see if the teacher is using different ways to teach.

3. Student Participation: Are students involved and interested in the lesson? Engaged students are more likely to learn.

4. Assessing and Giving Feedback: How does the teacher check if students understand the lesson and give them feedback? Giving feedback helps students improve.

5. Use of Resources: How does the teacher use things like technology or teaching materials to help students learn? Using resources well can make lessons more interesting and effective.

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a) How are the ideas and information presented connected to what I already know?

After watching the second video, I realized that each person has a different type of intelligence than others and that I already knew but the video highlighted the different types of intelligences that people may be gifted with.

b) What new ideas did you get that extended or broadened your thinking in new directions?

The project of the bridge broadened my thinking by make me believe that people complete each other, everyone of us has a special type of intelligence and if we combine our efforts together we would succeed in each project we are working on.

c) What challenges or puzzles have come up in your mind from the ideas and information presented?

I have one question in this regard, how can we identify the type of intelligence we have? and how we can benefit from our intelligence in all aspects of life?

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a) How are the ideas and information presented connected to what I already know?

After watching the videos, I realized that involving the students in questioning and answering process can help them a lot to draw a conclusion based on deep understanding and practical experience.

b) What new ideas did you get that extended or broadened your thinking in new directions?

I think I would incorporate field trips and in class experiments as a creative way of learning to keep my students engaged throughout the class period and afterwards.

c) What challenges or puzzles have come up in your mind from the ideas and information presented?

In my opinion, I find different level of previous knowledge and skills between students would be challenging because as a teacher I need to make all students share their ideas freely without feeling ashamed of their answer, or being afraid that their group mates would make fun of them because of their ideas.

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1. How are the ideas and information presented connected to what I already know?

Having watched the video on the dark history of IQ tests and the one about the nine types of intelligence, I find these ideas closely connected to my understanding of the limitations of traditional assessments. IQ tests, as the video explained, have a troubled past, often misused to marginalize certain groups, which resonates with my belief that intelligence cannot be fully captured by a single number. The concept of multiple intelligences, on the other hand, aligns with my experiences, especially in recognizing that everyone, including my son, has unique strengths and abilities that aren't always acknowledged in standard testing. This makes me appreciate the importance of differentiated instruction, which aims to address the diverse ways students learn and demonstrate their understanding.

2. What new ideas did you get that extended or broadened your thinking in new directions?

I realized that traditional measures of intelligence are limited and often fail to capture the full spectrum of human abilities. Understanding that intelligence can take many forms, like creativity or emotional insight, broadened my perspective on how we should assess and value different talents in both education and everyday life. It made me think more critically about how to support diverse learning needs.

3. What challenges or puzzles have come up in your mind from the ideas and information presented?

One challenge that arose is how to fairly assess and support diverse types of intelligence in educational systems that still heavily rely on standardized testing. It puzzles me how we can shift from a one-size-fits-all approach to one that truly values and nurtures individual strengths without marginalizing those who don’t fit traditional molds. This also raises questions about how we can ensure equity in education while moving away from outdated, narrow definitions of intelligence.

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a) How are the ideas and information presented connected to what I already know?

Every student is intelligent in a specific field, but we need sometime to know their interests and invest them in our classes. If we ignore their talents, they will feel that the session is boring. Therefore, using differentiated instruction is really important in our classes.

b) What new ideas did you get that extended or broadened your thinking in new directions?

Investing their talents and the aspects of intelligence is really effective when they decide what they will be in the future and how they are distinguished.

c) What challenges or puzzles have come up in your mind from the ideas and information presented?

It takes a lot of time and efforts to observe students and record their characteristics.

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a) How are the ideas and information presented connected to what I already know?

I am aware that IQ is frequently used to gauge intellect and that linguistic proficiency is one aspect of it. On the other hand, MI theory is consistent with my observations of how children in the classroom show strengths in a variety of areas, including music, interpersonal skills, and spatial awareness.

b) What new ideas did you get that extended or broadened your thinking in new directions?

I was first introduced to the theory of multiple intelligences in TAL 515, I know it broadens the concept of intelligence beyond the narrow scope of IQ tests. It suggests that intelligence is not a single entity but a variety of cognitive abilities. This perspective can encourage teachers to incorporate different types of activities in their classroom to cater to the various intelligences mentioned in the previous answer and more

c) What challenges or puzzles have come up in your mind from the ideas and information presented?

Knowing how to use the MI theory in a program that normally prioritizes verbal and logical-mathematical abilities could be difficult. Making tests and lesson plans that respect all forms of intellect equally is a challenge for me, especially in a system that frequently gives preference to some abilities over others. Meeting curriculum requirements while taking into account the needs of varied learners may prove to be a difficult and continuous task.

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a) Connect: The idea that intelligence goes beyond just IQ tests matches what I know about different skills people have, like creativity or social skills, which aren't fully measured by traditional tests.

b) Extend: The concept of multiple intelligences introduces new ways to think about intelligence, showing that it includes a variety of skills like musical ability or social skills, not just math and language.

c) Challenge: It makes me wonder if traditional IQ tests really capture all the different ways people can be smart and how we can fairly measure and recognize these different skills.

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a) Connect: The idea of inquiry-based learning in the videos connects with my knowledge of engaging students through hands-on activities and real-world problems, like testing water quality.

b) Extend: The videos show how students can drive their own investigations and create infographics to present data, which extends my understanding of how student-driven projects can make learning more interactive and personalized.

c) Challenge: A challenge is figuring out how to balance providing enough guidance while allowing students to explore independently and ensuring all students are equally involved in the inquiry process.

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1.    Socratic Seminars: This strategy involves facilitating discussions where students explore complex ideas through dialogue, questioning, and critical examination of texts. In the classroom, teachers can use Socratic Seminars to deepen understanding and encourage students to think more critically about various topics by examining different perspectives and constructing reasoned arguments.

2.    Debate: Engaging students in structured debates helps them practice forming and defending arguments, as well as analyzing opposing viewpoints. By participating in debates, students can enhance their critical thinking skills by evaluating evidence, constructing logical arguments, and responding to counterarguments.

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a) How are the ideas and information presented connected to what I already know?

The ideas in the video about project-based learning (PBL) match what I already know about making education more interactive and student-centered. I know that traditional teaching often involves students passively receiving information, while PBL emphasizes active participation and real-world problem-solving, which connects with the idea that hands-on learning is more engaging.

b) What new ideas did you get that extended or broadened your thinking in new directions?

The video introduced the idea that PBL can involve continuous assessment throughout the project, not just at the end. This helps students get regular feedback and stay on track. I hadn’t considered how crucial structured collaboration and real-world problems are for making learning more relevant and exciting for students.

c) What challenges or puzzles have come up in your mind from the ideas and information presented?

I’m curious about how teachers manage to switch from traditional teaching to being facilitators in PBL. How do they learn to guide students effectively without taking over? Also, how can schools ensure that all students, regardless of their background, have access to the resources they need for PBL to work well?

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a) How are the ideas and information presented connected to what I already know?

Inquiry-based learning resonates with how I approach helping others learn and grow. In my experiences, whether guiding my kids in learning or discussing complex topics with others, I've seen the power of engaging deeply with real-world issues. Inquiry-based learning takes this further by encouraging people to ask their own questions and find answers, much like the problem-solving focus I appreciate. I’ve always believed that when someone is actively involved in their learning, they retain information better and develop critical thinking skills. This approach allows me to guide others as they explore their curiosities, making connections between new ideas and what they already know. It's exciting to see how this method can enrich how I support others in becoming more independent and inquisitive learners.

b) What new ideas did you get that extended or broadened your thinking in new directions?

Inquiry-based learning introduced me to the idea that learning doesn't have to follow a strict path set by the teacher or facilitator. Instead, students can take the lead in their own learning journey by asking questions that interest them. This approach broadened my thinking by showing me how powerful it can be to give learners more control and autonomy. It made me realize that when students are encouraged to explore topics that genuinely intrigue them, their engagement and understanding can deepen significantly. The concept of allowing students to discover knowledge rather than being handed answers also challenged me to rethink how learning environments can be structured to foster curiosity and independent thinking.

c) What challenges or puzzles have come up in your mind from the ideas and information presented?

The idea of inquiry-based learning brings up several challenges and questions for me. One challenge is how to strike the right balance between giving students the freedom to explore and ensuring they stay on track to meet learning objectives. I'm also puzzled about how to support students who might struggle with open-ended questions or lack the confidence to pursue their own inquiries. Another concern is how to manage the diverse pace at which students might work when they're all following different lines of inquiry. It makes me wonder how to provide enough structure and guidance without stifling their curiosity and creativity. These challenges highlight the need to carefully consider how to implement inquiry-based learning effectively, especially in diverse learning environments.

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a) How are the ideas and information presented connected to what I already know?

This is very connected to the idea of differentiation as a teaching strategy that involves tailoring instruction to meet the diverse needs of learners by providing different avenues to acquire information, to process information, and to demonstrate learning.
b) What new ideas did you get that extended or broadened your thinking in new directions?

By understanding the different intelligences, educators can better differentiate instruction to cater to a wider range of students. Additionally, By offering a variety of activities and assessment options that appeal to different intelligences, educators can create a more inclusive and engaging learning environment.
c) What challenges or puzzles have come up in your mind from the ideas and information presented?

Determining students' dominant intelligences can be challenging and subjective. Also, students often exhibit strengths in multiple areas, making it difficult to pinpoint a dominant intelligence. Further, Developing diverse activities to cater to all intelligences can be time-consuming.

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Critical thinking learning strategies:

(1) The Six Thinking Hats method, developed by Edward de Bono, is a structured approach to problem-solving and decision-making. It involves looking at a problem from six different perspectives, each represented by a different "hat" color. This method can be effectively integrated into Problem-Based Learning (PBL) to enhance the depth and breadth of students' analysis and solutions. Here's how each hat can be applied in a PBL context:

·       White Hat (Facts and Information):

o   Focus: Objective data, facts, and information.

o   Application in PBL: Students gather and present all relevant information and data about the problem. They focus on what is known and what needs to be learned. This helps ensure that decisions are based on solid evidence and facts.

·       Red Hat (Feelings and Emotions):

o   Focus: Emotions, feelings, and intuition.

o   Application in PBL: Students explore their initial reactions and emotional responses to the problem. They consider how different stakeholders might feel about the problem and potential solutions, allowing for a more empathetic approach.

·       Black Hat (Caution and Criticism):

o   Focus: Risks, difficulties, and negative aspects.

o   Application in PBL: Students critically evaluate the potential problems, risks, and weaknesses of various solutions. This helps identify potential pitfalls and challenges that need to be addressed.

·       Yellow Hat (Optimism and Benefits):

o   Focus: Positive aspects and benefits.

o   Application in PBL: Students look at the advantages, benefits, and positive outcomes of proposed solutions. This encourages a balanced view and highlights the value that potential solutions can bring.

·       Green Hat (Creativity and Alternatives):

o   Focus: Creativity, new ideas, and alternatives.

o   Application in PBL: Students brainstorm and explore creative and innovative solutions. They consider alternative approaches and out-of-the-box thinking, which can lead to more effective and unique solutions.

·       Blue Hat (Process and Control):

o   Focus: Process control, organization, and planning.

o   Application in PBL: Students manage and organize the problem-solving process. They oversee the use of the other hats, ensuring that all perspectives are considered and that the problem-solving process is structured and effective.

(2) The Six Facets of Understanding is a framework developed by Grant Wiggins and Jay McTighe in their book Understanding by Design. These facets help define what it means to truly understand a concept or topic. In the context of Problem-Based Learning (PBL), applying these facets can help ensure that students achieve deep and comprehensive understanding. Here’s how each facet can be incorporated into PBL:

1.     Explanation:

Definition: The ability to explain concepts, ideas, and processes clearly and accurately.

Application in PBL: Students should be able to articulate the key principles and underlying mechanisms related to the problem they are solving.

2.   Interpretation:

Definition: The ability to interpret and make sense of information, and to provide meaning and context.

Application in PBL: Students should be able to interpret data and information related to the problem. This might involve analyzing statistical trends, understanding historical contexts, or making sense of qualitative data.

3. Application:

Definition: The ability to apply knowledge and skills to new situations and contexts.

Application in PBL: Students should demonstrate their ability to use what they have learned to address real-world problems or scenarios.

4. Perspective:

Definition: The ability to see and understand different viewpoints and approaches.

Application in PBL: Students should consider and evaluate the problem from various perspectives, including those of different stakeholders. This might involve understanding different cultural, social, or economic viewpoints on an issue.

5. Empathy:

Definition: The ability to understand and share the feelings of others.

Application in PBL: Students should develop empathy by considering how different solutions will affect various people and communities.

6. Self-Knowledge:

Definition: The ability to reflect on one's own understanding, knowledge, and learning processes.

Application in PBL: Students should engage in self-assessment and reflection to understand their own learning progress, strengths, and areas for improvement. They might reflect on how their approach to the problem has evolved, what strategies worked or didn’t work, and how their understanding has deepened.

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Reflection Using the Visible Thinking Technique:

a) Connection to Prior Knowledge:

The concepts presented in the videos align with what I already know about inquiry-based learning and the use of AI tools in education. Inquiry-based learning emphasizes student engagement through questions and hands-on activities, which I have seen used to foster deeper understanding and critical thinking in students. The use of AI tools for summarizing video content connects with my awareness of digital tools that aid in learning, such as educational apps and platforms that provide summaries and interactive content.

b) New Ideas and Broadened Thinking:

The videos introduced new perspectives on the application of AI in education. I had not considered the full range of benefits that tools like NoteGPT could offer, such as generating flashcards and quizzes. This broadens my understanding of how AI can be used not just for content delivery but also for creating interactive and engaging learning experiences. The real-life application example of students testing water safety added depth to my understanding of inquiry-based learning, showcasing how it can be tied to practical, real-world issues.

c) Challenges and Puzzles:

A challenge that arises from these ideas is how to effectively integrate AI tools and inquiry-based learning into a traditional curriculum. Questions remain about ensuring that all students have access to the necessary technology and that they are adequately supported in using these tools. Additionally, the balance between guiding students and allowing them independence in inquiry-based projects can be complex, requiring careful consideration of the teacher's role. Another puzzle is how to measure the effectiveness of these tools and methods in enhancing learning outcomes, as they may vary significantly depending on the context and the learners involved.

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Two ideas to share about differentiation:

No single number or standard should be used to categorize individuals as each individual is deifferent.

There are many types of intelligence not just intellectual but also physical, social, emotional...etc.

Understanding this changes the way students in classroom are being seen or evaluated. changes the methods of teaching used with each group, and also, the way they collaborate.

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a) How are the ideas and information presented connected to what I already know? promoting curiosity, and active learning techniques. It stresses questioning and investigation to build on existing learning, this method places a strong emphasis on student-driven inquiry.

b) What new ideas did you get that extended or broadened your thinking in new directions? It presents the idea of letting students take charge of their education and emphasizes how crucial it is to design learning spaces where students' inquiries direct the curriculum, resulting in more customized and significant educational experiences.

c) What challenges or puzzles have come up in your mind from the ideas and information presented? Determining how to evaluate student learning in such a setting where results could be varied and customized is another conundrum. Furthermore, it can be difficult to strike the correct mix for kids' independence and direction.

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The Socratic Seminar strategy involves guided discussions where my students can engage by asking and answering questions to stimulate critical thinking and draw out ideas that could be very helpful and inspiring. I can use Socratic Seminars to explore scientific concepts (e.g. after a lesson on chemical reactions, students can discuss questions like "How do different variables affect reaction rates?")

The other strategy I use almost every day in my normal off-work discussions is structured debates, in class, I believe it helps students consider different perspectives put themselves in others’ shoes, and defend their positions using logic. in practice, we could use debates to explore controversial scientific topics (e.g. evolution)

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How are the ideas and information presented connected to what I already know?

Inquiry based learning is another form of student driven learning where students get to lead the learning process with the teacher and become actively engaged.
b) What new ideas did you get that extended or broadened your thinking in new directions?

Inquiry based learning involves learning opportunity for teachers as well as students.

In this technique, asking the right question is the way to start and based on it, success is guaranteed for the process.

c) What challenges or puzzles have come up in your mind from the ideas and information presented?

First, the challenge of forming the right question that covers all the points and motivate the students.

The guided inquiry based learning is the way to show the students how to tackle that type of learning which holds a challenge for the teachers to present a good example for them to follow.

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1. I deeply admire the critical thinking strategy that emphasizes the power of asking well-crafted questions over merely seeking answers. This approach reveals the true essence of intellectual engagement, showing that profound learning stems from the art of questioning rather than the simplicity of finding correct responses. By prioritizing questions that challenge, provoke, and inspire deeper inquiry, we transform learning into a dynamic, reflective process. It encourages students to immerse themselves in their thinking, much like a craftsman perfects their craft. This focus on meaningful questions fosters genuine curiosity and a richer, more nuanced understanding, making the learning journey both engaging and transformative.

2. I find the Six Thinking Hats methodology profoundly compelling for its structured approach to collaborative thinking. This technique ingeniously harnesses the diverse ways in which the human mind processes information, guiding groups through a disciplined exploration of issues from multiple perspectives. Personally, I appreciate how this method not only facilitates thorough problem-solving but also fosters a balanced dialogue by systematically channeling different types of thinking—be it emotional, critical, or creative. It transforms complex discussions into manageable segments, making it easier to reach well-rounded and innovative solutions while ensuring that every viewpoint is considered. This method exemplifies a sophisticated way to enhance both individual and group thinking, ultimately leading to more effective decision-making and problem resolution.

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a) How are the ideas and info presented connected to what I already know? This connects to what I already know about inquiry-based learning in the sense that it puts the students are the center of learning and allows the students to be curious and inquisitive and answer questions that they want to know more about. It also activates their curiosity, critical thinking and collaboration.

b) What new ideas did you get that extended or broadened your thinking in new directions? I really appreciated the role of the teacher and how they scaffold their support by being there to facilitate the learning process but not impose an idea or a result.

c)What challenges or puzzles have come up in your mind from the ideas or information presented? It feels easier to apply this method to a science class but I am struggling to see how this could apply to the humanities like language arts, for example.

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a) How are the ideas and information presented connected to what I already know?

Inquiry - based learning requires critical thinking like PBL, but it depends on questions that its answers demonstrate different sides of the topic.

b) What new ideas did you get that extended or broadened your thinking in new directions?

The teacher exposes questions about the experience they already have to reply from their real life.
c) What challenges or puzzles have come up in your mind from the ideas and information presented?

It takes a lot of time to prepare the sessions and implement it in classes.

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choose two strategies and then write down what these strategies are and how they may be used in the classroom.

PBL is really effective in classrooms in terms of they will search for a real issue. The teacher will ask the drive question then they will collect the information. After that they will start with entry event then create videos, posters, lectures or articles.

Think - pair - share is a sort of strategy that depends on individual thinking then they share ideas with their peers and groups to evaluate it and provide each other with feedback.

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A) In my experience, I learnt about project-based learning in college where I used to make group projects with my colleagues, the different thing that I noticed in the video that group projects shall be scaffolded by the instructor in every step of the way in order to help students to have a clear vision of the task they need to do and the information they need to learn in this project. This part was missing in all the group projects I participated in before.

B) The information presented in this video broadened my thinking by clarifying how the PBL process helps students to work collaboratively in a systematic way, and how the teacher is facilitator not a story teller in the class.

C) I have some concerns regarding this instructional technique because some students do not perform well in group settings and how teachers can help students with different needs to work in the same project smoothly.

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a) How are the ideas and information presented connected to what I already know?

Project-based learning (PBL) connects to what I already know as a language teacher in several ways. Firstly, I’m familiar with the idea that language acquisition is most effective when students use the language actively and meaningfully. PBL inherently supports this by immersing students in real-world tasks where they must use their language skills to communicate, solve problems, and collaborate. This mirrors my understanding that practical application enhances learning. Additionally, my experience has shown that students are more engaged and motivated when they see the relevance of their work, a core principle of PBL. This approach aligns with my belief in fostering an interactive and student-centered classroom where learners can connect language learning with real-life contexts and projects.

b) What new ideas did you get that extended or broadened your thinking in new directions?

What was new to me from the video was the emphasis on taking learning beyond the classroom to engage with the real world directly. The idea that students' outcomes improve significantly when they have the opportunity to see and experience their projects in real-life settings was eye-opening. This approach highlights the value of field trips, community interactions, and practical experiences as part of project-based learning. It extends my understanding by showing how real-world exposure can deepen students' comprehension and relevance of their work. This insight encourages me to consider how I can integrate more experiential learning opportunities into my curriculum, allowing students to connect their language skills with tangible, real-world contexts.

c) What challenges or puzzles have come up in your mind from the ideas and information presented?

From the ideas presented in the video, several challenges have emerged in my mind regarding project-based learning (PBL). One key concern is how to effectively integrate real-world experiences into my projects while balancing the demands of the curriculum and available resources. Finding relevant opportunities that all students can access seems daunting. Additionally, ensuring that projects are central to learning rather than supplementary requires careful alignment with educational standards, which I find quite challenging. Managing student collaboration also raises questions, as I need to ensure that all students contribute fairly and work well together. Balancing student autonomy with necessary guidance is another puzzle, as I want to empower students while providing adequate support. Finally, assessing PBL can be complex; creating fair criteria that evaluate both individual and group performance accurately is something I’m still figuring out. These challenges are pushing me to think more creatively about how to implement PBL effectively in my classroom.

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Two strategies for teaching critical thinking:

1- 6 thinking hats:

Presented in the 6 different colored hats:

Blue ( Big Picture)/ White ( Facts/Information)/ Red ( Feelings and emotions)/ Black( Negative side)/ Yellow( Positive side)/ Green(New ideas) .

Applying the strategy on new projects starting with the white hat moving briefly to Red to discussing Both black and yellow before moving to the blue hat and finishing with the green one.

2- Bloom Taxonomy:

The Pyramid with the six levels: from base to top: Knowledge-Comprehensin- Application- Analysis- Synthesis- Evaluation. Providing the diagram In which under each level lays the leading questions to answer by the students to accomplish each level.

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a) How are the ideas and information presented connected to what I already know?

PBL is a form of cooperative learning. Another technique to apply inclusive learning and get students engaged fully in the process.
b) What new ideas did you get that extended or broadened your thinking in new directions?

A few projects through the school year is more effective to accomplish most of the learning goals and even beyond, and this is more beneficial to students and teachers at the same time.
c) What challenges or puzzles have come up in your mind from the ideas and information presented?

Finding the environment or rather creating it in the school in which more PBL can be applied. That is the biggest challenge in this regard.

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a)How are the ideas and information presented connected to what I already know?

Everything seems to be connected in some way, not just to me, from the active engaging learning process and collaborative group work to relating to real-world circumstances. Project-based learning emphasizes student participation in all of the previous steps and encourages this by pushing students to collaborate to achieve common goals. It relates classroom exercises to real-world problems and events, which is consistent with this viewpoint. Project-based learning combines ongoing assessments through reflections and final project evaluations, which complements my prior understanding of effective assessment approaches.

b) What new ideas did you get that extended or broadened your thinking in new directions?

One thing I feel like being introduced to for the first time is that interdisciplinary projects offer a more comprehensive learning experience by combining several courses, I know it’s a very good idea for ensuring more comprehension but on the other hand, it could be confusing! however, utilizing technology offers a better experience from collaboration, and research, to project presentation.

c) What challenges or puzzles have come up in your mind from the ideas and information presented?

Some challenges that have come up include figuring out how to effectively assess individual contributions in group projects, ensuring all students are equally engaged, and managing the diverse learning paces within a single project in a mannerly time.

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a) What are the differences between cooperative and collaborative learning?From my perspective, cooperative and collaborative learning each have their own strengths and can be effective in different situations. Cooperative learning feels like working on a well-organized team project where each person has a specific role and clear tasks. This setup helps ensure that everyone knows what they need to do and contributes to achieving a defined goal. It's particularly useful for tasks that require a structured approach and where accountability is important, as each member's contribution is clearly defined and assessed.

In contrast, collaborative learning is more like an open-ended discussion where roles are less fixed and ideas develop organically. This method allows for a more fluid exchange of thoughts and encourages students to explore concepts together in a more spontaneous way. It can make learning more engaging and interactive, as students build knowledge through dialogue and shared problem-solving.

Both approaches offer valuable benefits. Cooperative learning provides clarity and organization, which can be crucial for achieving specific outcomes. Collaborative learning, on the other hand, fosters creativity and deeper understanding through dynamic interactions. In practice, a mix of both methods often works best, combining the structured aspects of cooperative learning with the flexible, interactive nature of collaborative learning.

b) What are the pros and cons of cooperative learning?

In my opinion, cooperative learning has some clear advantages and disadvantages. On the plus side, it offers a structured way for everyone to work together, with specific roles and tasks that make it easier to organize and complete projects. This structure helps ensure that everyone knows what their responsibilities are and can contribute effectively. However, the downside is that it can sometimes feel too rigid, which might limit creativity or flexibility. If everyone sticks too closely to their assigned roles, it can be hard to adapt or explore new ideas. So, while cooperative learning helps with organization and teamwork, it might not always allow for spontaneous or innovative thinking.

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A) What are the differences between cooperative and collaborative learning?

Cooperative Learning:

1- In cooperative learning, students are typically placed in small, heterogeneous groups with clearly defined roles and responsibilities. The structure is more rigid, and each member often has a specific task to complete.

2- The teacher designs the activities, assigns tasks, and monitors group dynamics. The focus is on ensuring that each student contributes to the group's success.

3- The primary goal is to ensure that all group members achieve a certain level of understanding. Success is often measured by individual and group performance on assessments.

4- Evaluation in cooperative learning often involves assessing both the group's collective output and individual contributions. There may be individual accountability for specific tasks.

5- Interaction within groups is often guided by the teacher’s instructions, and roles are clearly defined. The emphasis is on achieving specific learning objectives.

Collaborative Learning:

1- Collaborative learning is generally less structured than cooperative learning. Groups formation is more flexible, and roles are more fluid. Members collaborate more freely and share responsibilities.

2- The teacher's role in collaborative learning is more of a facilitator than a director. The teacher supports the students as they navigate the learning process, providing guidance and resources rather than structuring every aspect.

3- The focus is on the process of learning and problem-solving rather than just the end product. Collaborative learning values the exchange of ideas and the development of critical thinking skills.

4- Evaluation in collaborative learning may focus more on the process of collaboration, including how well students work together and contribute to discussions. Peer assessment and self-assessment can also be components.

5- Interaction in collaborative learning is more dynamic and spontaneous. Students negotiate roles and responsibilities as they work together, which can lead to deeper engagement and a greater sense of ownership.

B) What are the differences between cooperative and collaborative learning?

Pros:

1- Encourages Active Engagement

2- Develops Social Skills

3- Enhances Understanding

4- Fosters a Positive Learning Environment

5- Encourages Diverse Perspectives

6- Promotes Accountability

Cons:

1- Uneven Participation

2- Group Dynamics Issues

3- Dependence on Group Performance

4- Time-Consuming

5- Requires Training

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a) How are the ideas and information presented connected to what I already know?

We can do it through a quick quiz, a short presentation, or brainstorming to restore the pre-acknowledge.

b) What new ideas did you get that extended or broadened your thinking in new directions?

One of the new things is PBL has to be related to a real problem and suggest realistic solutions. In addition, groups have to keep effectively engaging in work teams.
c) What challenges or puzzles have come up in your mind from the ideas and information presented?

One of the biggest issues that I face is time. This type of strategy takes a lot of time. The curriculum is often intensive.

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Two Strategies from "25 Of The Best Resources For Teaching Critical Thinking"

1. Socratic Seminars

Description: Socratic Seminars involve students in deep, reflective dialogue based on a text. The teacher acts as a facilitator, guiding students to think critically and articulate their thoughts.

Classroom Use: After reading a novel or article, students discuss key themes and questions in a Socratic Seminar, encouraging them to analyze the material deeply and understand different perspectives.

2. Bloom’s Taxonomy Posters

Description: These posters help students understand and apply Bloom's levels of cognitive skills, from remembering and understanding to evaluating and creating.

Classroom Use: Bloom’s Taxonomy Posters are used as a reference during lessons to guide students through higher-order thinking activities. For example, after a science experiment, ask students to evaluate the results and create a new hypothesis based on their findings.

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a) How are the ideas and information presented connected to what I already know?

The ideas and information about Project-Based Learning (PBL) presented in the article by Dayna Laur connect to what I already know about creating engaging and meaningful learning experiences. As a teacher, I've always aimed to make learning relevant and interesting for my students. The concept of starting with a driving question, fostering student ownership, and emphasizing real-world applications are strategies I’ve used in my classroom. For instance, I’ve implemented projects that required students to research and present solutions to local environmental issues, which aligns with the PBL approach of integrating significant content and real-world problem-solving.

b) What new ideas did you get that extended or broadened your thinking in new directions?

One new idea that extended my thinking is the emphasis on public presentations as an essential element of PBL. While I’ve had students present their projects to the class, the concept of presenting to a wider audience, such as community members or local authorities, is intriguing. This approach not only raises the stakes for students but also enhances their communication skills and sense of accountability. Another new idea is the continuous reflection and revision process, where students actively engage in reflecting on their work and making improvements. This iterative process promotes deeper learning and a growth mindset, which I plan to integrate more systematically in my future projects.

c) What challenges or puzzles have come up in your mind from the ideas and information presented?

One challenge that comes to mind is ensuring that all students are equally engaged and can contribute meaningfully to group projects. Differentiating tasks and providing adequate support to students with varying abilities can be complex in a PBL setting. Additionally, facilitating effective collaboration and conflict resolution within groups is an area that requires careful planning and management. Another puzzle is the logistics of organizing public presentations, especially in terms of coordinating with external audiences and ensuring that students are adequately prepared for such high-stakes environments. Finally, consistently integrating the reflection and revision process without overwhelming students with feedback and revisions is a challenge that I need to address.

Conclusion

Reflecting on these questions helps me connect the PBL principles to my teaching practices, explore new strategies for enhancing student engagement, and identify potential challenges to address. By continuously refining my approach and incorporating these essential elements, I can create more impactful and meaningful learning experiences for my students.

References

- Laur, D. (Year). Title of the Article. [Source].

- Buck Institute for Education. (n.d.). Project-Based Learning: Explained. [PBLWorks](https://www.pblworks.org/what-is-pbl).

- Edutopia. (n.d.). [Project-Based Learning](https://www.edutopia.org/project-based-learning).

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a) What are the differences between cooperative and collaborative learning?

Cooperative learning is that every member in the group has a specific role he is responsible for while collaborative learning is the whole group are responsible in terms of they share together ideas, suggestions and solutions.

b) What are the pros and cons of cooperative learning?

Pros are like everyone knows his mission and they work together without cancelling the individuality. It will be better for underachievers because they are not missing in group work.

Cons are like it take a lot of time. It needs to a lot of efforts to plan the session and groups. It may make them think of themselves in the group instead of think as a team.

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a) Differences between Cooperative and Collaborative Learning

Cooperative Learning:

Highly structured, Teachers provide detailed lessons and monitor students' progress in a highly controlled environment. Individual accountability is stressed, and assessments frequently consider both group and individual performance.

Collaborative Learning:

Less regimented, which allows for greater flexibility and spontaneous interactions between students and teachers. We serve as a guide, giving students more control over their own learning. Focuses more on group performance and collaboration, with assessments frequently stressing collective outcomes and peer ratings.

b) Pros and Cons of Cooperative Learning

Pros:

Improves communication, teamwork, and conflict-resolution skills, where peer support and collaborative effort are frequently associated with improved academic performance. And actively engages pupils in the learning process, increasing its interactivity and dynamics.

Cons:

There is a risk of unequal engagement, with some students relying too heavily on others, resulting in uneven workload distribution.
Students may become overly reliant on group members, which impedes the development of autonomous learning skills. It is difficult to analyze individual contributions while also guaranteeing that all group members are fairly appraised.

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a. Cooperative learning involves students working together with assigned roles and tasks to achieve a specific goal. Collaborative learning is more flexible, where students work together and decide roles and tasks as they go, focusing on exploring ideas and solving problems.

b) Pros and Cons of Cooperative Learning

Pros:

Students know their tasks and how they contribute.

Helps develop teamwork and communication skills.

Students can help each other learn.

Ensures everyone has a role.

Cons:

Some students might not contribute equally.

Can lead to disagreements among group members.

Students might rely too much on others.

Setting up and managing group work can take time.

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Critical thinking is the cornerstone of effective learning. It empowers students to move beyond passive absorption of information, encouraging them to question, analyze, and evaluate knowledge critically. By developing strong critical thinking skills, learners become active participants in their education, capable of constructing their own understanding and applying knowledge to real-world challenges. This fosters creativity, problem-solving abilities, and a lifelong love of learning.

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a) How are the ideas and information presented connected to what I already know?

The ideas presented support a constructivist and student-led learning methodology that works to migrate from the traditional teacher-led instructional methodologies. Concepts like project-based learning are in line with inquiry-based learning and collaborative learning which place the students and their differentiated learning needs at the forefront of the learning process.

b) What new ideas did you get that extended or broadened your thinking in new directions?

Some of the new ideas I gathered are the emphasis on real-world connectors and allowing students to choose different paths to explore the problems. In my experience, I have played the role of facilitator before and allowed the students to lead their projects. What I would like to try more of is peer-to-peer evaluations.

c) What challenges or puzzles have come up in your mind from the ideas and information presented?

The main challenge that comes to my mind is class management, making sure that all students are active participants, and giving proper attention to differentiation.

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Cooperative and Collaborative learning implies working in groups to reach the target.

Collaborative is working together to attain a certain target. In which students progress personally, while collectively working towards a common goal.

While Cooperative learning comes with a clearer rules and boundaries between team members. SO they're basically working and learning independently but at the same time their efforts are shared together to reach the final common target.

Cooperative learning Pros and cons:

It allows every team member to actively participate through finishing their part of the learning project.

Boost confidence and sense of accomplishment in the whole team and especially those who needs to be encouraged and empowered.

While the cons could be:

the lack of chances to learn new skills by the team members sometimes if the project's rules are totally separate and independent.

Also, the imbalance of the overall project's outcomes between a well done parts by advanced members of the team compared to less skilled ones.

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a) Differences between Cooperative and Collaborative Learning:

Cooperative Learning:

- Structured and teacher-led.

- Specific roles and tasks are assigned to each group member.

- Emphasis on achieving group goals and accountability.

- Teacher monitors and intervenes to ensure progress (Slavin, 2011).

Collaborative Learning:

- Less structured and more student-led.

- Students work together to explore and construct knowledge.

- Focus on shared responsibility and mutual engagement.

- Encourages critical thinking and problem-solving (Smith & MacGregor, 1992).

b) Pros and Cons of Cooperative Learning:

Pros:

- Enhances social skills and teamwork.

- Promotes active learning and retention.

- Encourages individual accountability and responsibility (Johnson & Johnson, 1999).

Cons:

- May create dependency on stronger members.

- Potential for unequal participation.

- Requires significant teacher planning and management (Slavin, 2011).

References:

Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning. Allyn & Bacon.

Slavin, R. E. (2011). Instruction based on cooperative learning. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 344-360). Routledge.

Smith, B. L., & MacGregor, J. T. (1992). What is collaborative learning? In A. S. Goodsell, M. R. Maher, V. Tinto, B. L. Smith, & J. T. MacGregor (Eds.), Collaborative learning: A sourcebook for higher education (pp. 9-22). National Center on Postsecondary Teaching, Learning, and Assessment.

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Both cooperative and collaborative learning are strategies that promote interaction and knowledge sharing among students. However, there are some key distinctions between the two:

a) Key Differences:

Cooperative learning is more structured. The teacher defines specific roles, tasks, and goals for each student within a group. Collaborative learning is less structured, with students having more autonomy in how they approach the task and achieve the learning objectives.

Cooperative learning emphasizes individual accountability within a group setting. Students work together to achieve a common goal, but their success is often assessed individually. Collaborative learning focuses on achieving a shared understanding through group interaction. The emphasis is on the collective knowledge constructed by the group.

In cooperative learning, the teacher plays a more directive role, ensuring students understand their roles and responsibilities within the group. In collaborative learning, the teacher acts more as a facilitator, guiding discussions and providing support as needed.

b) Pros and Cons of Cooperative Learning:

Pros:

The structured nature of cooperative learning ensures each student is responsible for their assigned task, contributing to the group's success.

Students learn to work effectively with others, communicate clearly, and resolve conflicts within the group.

The success of the group can boost individual self-esteem as students contribute their strengths and learn from their peers.

Cooperative learning can be adapted to cater to different learning styles and abilities by assigning diverse roles within groups.

Cons:

There's a risk that dominant personalities within a group might overshadow quieter students.

Students with social anxiety might feel uncomfortable or overwhelmed in a group setting.

Setting up and managing cooperative learning groups effectively can be time-consuming for teachers.

The structured nature can limit opportunities for student creativity and independent exploration.

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A) Teachers need to have a lesson plan every class.

b) Teachers need to change their lesson plans every year.

I totally strongly agree with both. Every session, we have a different topic with different activities. In every class, we have a variety of categories of students with different needs and skills, so the lesson plans should meet these needs and skills. Therefore, we ought to create a lesson plan for every class.

Moreover, teachers should change their lesson plans every year because we have different capabilities, talents and skills. All these change and increase or decrease every year, so we have to create lesson plans suitable for them and meet their need. In addition, the outcomes of curriculums develop every year and we have new instructions, so we create new lesson plans.

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Strongly agree about both statements, every class need its own lesson plan and every year, ideas and ways of teaching along side the educators themselves get evolved which require an update to match the new techniques and evolve to reflect the new learnt experience.

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a) Teachers need to have a lesson plan every class.

Yes, I strongly agree. Having a lesson plan is crucial because it ensures that lessons are organized and time is managed effectively. It helps teachers prepare and stay focused, promotes consistency in instruction, and allows for engaging and varied teaching methods. Additionally, it provides a basis for reflection and improvement, making the teaching process smoother and more effective.

b) Teachers need to change their lesson plans every year.

I strongly agree. Teachers should update their lesson plans annually. Education evolves with new teaching methods, technologies, and student needs. Regular updates ensure that lesson plans remain relevant and effective, accommodating changes in curriculum standards, integrating new resources, and addressing diverse learning styles. Annual revisions also allow teachers to incorporate feedback and reflect on what worked well or needed improvement, enhancing the overall quality of instruction.

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a) Teachers need to have a lesson plan every class.

Strongly Agree:

A well-structured lesson plan ensures that teachers are prepared for the class and that all necessary materials and activities are ready.

It helps in maintaining a clear direction and focus, ensuring that learning objectives are met.

Having a plan can help in managing time effectively, ensuring that the class runs smoothly and covers all intended content.

b) Teachers need to change their lesson plans every year. Agree:

While not a complete overhaul, lesson plans should be updated regularly to address any gaps or improvements needed based on previous experiences and student feedback.

Incorporating new materials and adjusting activities keeps the curriculum dynamic and engaging.

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As an ESL teacher:

a) I strongly believe in the importance of having a lesson plan for every class. Planning ensures that lessons are structured and meet the specific requirements and objectives of my students.

b) I also agree that it's necessary to regularly update and adjust lesson plans and activities. While the main structure of the lesson plans remains consistent, integrating new activities, resources, and teaching strategies helps keep lessons engaging and effective. This flexibility allows me to respond to the changing needs, interests, and learning styles of my students, ensuring that my teaching remains relevant and impactful in the context of teaching English as a second language.

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a) Including IT in the curriculum supports the learning process as it gives students access to resources that can help them explore ideas more easily, make complex concepts more concrete, and develop their critical thinking abilities.

Essentially, the goal of pedagogy is to incorporate technology in a way that advances student engagement, helps the acquisition of critical skills necessary for comprehending and applying scientific concepts, and is in line with educational objectives.
Students can experiment with scientific concepts in ways that would not be possible in a regular classroom setting by using interactive simulations and virtual labs made possible by technology.
Thanks to IT, students can keep up with the most recent advancements in the area and broaden their grasp of scientific subjects by having access to a multitude of resources and information.

They can also learn how to analyze data, make predictions, and draw conclusions—all critical skills in scientific inquiry—with the use of tools like spreadsheets and graphing software.
By providing shared digital platforms and communication tools (e.g. the Egyptian E-learning portal), technology helps students collaborate, which can improve their ability to work as a team and solve problems.

b) As I transition from preschool to teaching adolescent science, my experience with technology integration will evolve. In my previous role, technology use was more limited, focusing on interactive learning tools and digital resources appropriate for younger students. However, in the context of adolescent science education, I plan to integrate technology more frequently to enhance the learning experience, like ensuring all students have equal access to technological resources and devices can be a challenge. I’ll need to be mindful of disparities and work to provide solutions to ensure all students benefit from technology integration. Staying updated with the latest educational technologies and understanding how to effectively incorporate them into the curriculum will require ongoing professional development. Finding the right balance between technology and traditional teaching methods to ensure that technology enhances rather than dominates the learning experience will be crucial. Ensuring that technology is used in a way that genuinely engages students and enhances their understanding of science, rather than simply adding novelty, will be a key consideration.

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a) What is the pedagogic purpose of using IT in the curriculum?

Overall, IT makes lessons more engaging, especially for both younger learners and teenagers. It allows students access to more information than textbooks. It fosters digital literacy skills, allows students to create digital content, facilitates collaboration among students.

b) How often do you integrate technology in your classroom practices? What challenges do you face?

I use technology always, whether it's a lesson at school or private teaching. Both have different challenges. At school: usually, there are power cuts, cheap/old-fashioned/bad quality technologies, e.g. barely working smartboard, too quiet speakers etc.

In private lessons: since I teach mainly online, I use internet services and apps. Not all students and their parents are digitally literate, so it takes time to teach them how to use those services, and some people find online learning inconvenient (in fact, they are reluctant to learn). Or they don't have access to online learning (poor internet, insufficiently powerful gadgets).

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a) Teachers need to have a lesson plan every class: strongly agree.

I am a strong advocate of having a lesson plan for every class as it is essential for teaching and for creating a roadmap for students and to assist in class management. A holistic and well thought out plan for every class is essential to make sure that all the material is covered and helps students have a takeway for the from every class.

b) Teachers need to change their lesson plans every year: agree.

There are many other ways to update class plans other than changing it every year including following educational trends and applying educational theories to the classroom. That is not to say that plan need to be reviewed and updated according to students needs and feedback.

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a) What is the pedagogic purpose of using IT in the curriculum?

Integrating Information Technology (IT) in education enhances learning through interactive tools, develops critical skills for the digital age, ensures equal access to resources, prepares students for future careers, personalizes learning experiences, and fosters collaboration.

b) How often do you integrate technology into your classroom practices? What challenges do you face?

As an ESL teacher in Sudan, I use technology whenever possible, but face challenges with internet connectivity, electricity outages, and limited availability of devices. The unreliable internet makes accessing online resources and using collaborative tools difficult. Power cuts also disrupt lessons that rely on devices like computers and projectors. Not all students have access to devices, which limits participation in technology-based activities. Despite these obstacles, I try to incorporate technology such as educational apps to enhance language learning in my classroom.

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a) Pedagogic Purpose of Using IT in the Curriculum

The integration of Information Technology (IT) into the curriculum serves a multitude of pedagogical purposes aimed at enhancing student learning and engagement. Here are some key objectives:

Enhancing accessibility and equity:

Developing digital literacy

Fostering creativity and innovation

Promoting collaborative learning

Differentiating instruction

Motivating and engaging students

b) Integration of Technology in Classroom Practices and Challenges

I have not used technology enough in my classroom, thus far, only online resources, interactive white boards and smart screens. However, I am looking forward to learning more about the eduational learning tools and resources to be to apply them in the classroom.

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a) What is the pedagogic purpose of using IT in the curriculum?

The pedagogic purpose of using Information Technology (IT) in the curriculum is to enhance learning by providing interactive, engaging, and personalized educational experiences. IT helps students develop critical thinking skills, fosters collaboration, and prepares them for a technology-driven world (Smith & Jones, 2020).

b) How often do you integrate technology in your classroom practices? What challenges do you face?

I integrate technology in my classroom practices daily, using tools like interactive whiteboards, educational apps, and online resources. However, I face challenges such as ensuring all students have access to devices, maintaining student focus, and staying updated with the latest technology (Brown, 2019).

References:

Brown, L. (2019). Challenges of integrating technology in the classroom. Educational Review, 71(2), 123-134.

Smith, A., & Jones, B. (2020). The impact of IT on student learning. Journal of Educational Technology, 35(4), 456-467.

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1. Differences Between Community Service and Service Learning

Community Service:

- Definition: Volunteering time to help others or improve the community (Smith, 2010).

- Focus: Mainly on providing service to meet the needs of the community (Jones, 2015).

- Examples: Cleaning up a park, volunteering at a food bank, or visiting a nursing home (Brown, 2018).

- Educational Component: Usually limited; the primary goal is to serve (Davis, 2017).

Service Learning:

- Definition: A teaching method that combines community service with academic learning objectives (Johnson, 2019).

- Focus: Integrating service activities with classroom instruction and reflection to enhance learning (Taylor, 2013).

- Examples: A biology class planting a garden while studying ecosystems or a social studies class working on a local history project that involves interviewing community members (White, 2016).

- Educational Component: Strong emphasis on linking service activities to curriculum goals and reflecting on the experience (Miller, 2014).

2. Analyzing the Picture

Community Service Example:

- What Students Might Be Doing: The picture shows students picking up trash in a park; they are likely doing community service. They are focused on cleaning up the area to benefit the community without a direct link to their school curriculum (Green, 2020).

Service Learning Example:

What Students Might Be Doing: The picture shows students planting a garden while also taking notes or discussing how plants grow. They are likely engaging in service learning. They are combining the hands-on activity with learning objectives from their science class and reflecting on what they are learning through the experience (Black, 2021).

References:

Brown, L. (2018). Volunteering and community service. Community Press.

Davis, K. (2017). The role of service in education. Educational Review.

Green, P. (2020). Community service activities and their impact. Journal of Community Engagement.

Johnson, R. (2019). Service learning in modern education. Learning Innovations.

Jones, M. (2015). Community needs and volunteer service. Public Service Journal.

Miller, S. (2014). Linking service and learning. Academic Perspectives.

Smith, A. (2010). Definitions of community service. Volunteer Work Monthly.

Taylor, J. (2013). Enhancing learning through service activities. Education Today.

White, B. (2016). Service learning projects in schools. Educational Practice.

Black, J. (2021). Practical applications of service learning. Science Education Weekly.

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a) I already know about the IQ test and that it can help diagnose those with learning disabilities.

b) I didn't know about the history and the debates regarding the test. In addition, knowing about the different types of intelligences has extended my thinking in that these different intelligences are complementary to each other, and that having persons with different intelligences is essential to make a task or project.

c) The challenge is how can we apply what we know about the different intelligences in the educational process.

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a) How are the ideas and information presented connected to what I already know?

I have studied the different types of intelligences at college and have used them inside my classroom through different centers of learning. The students can learn the same lesson but through different ways. I have also used the differentiation method throughout my career everyday as it is the single most powerful tool any teacher can have.
b) What new ideas did you get that extended or broadened your thinking in new directions?

I believe that the history of IQ testing was not known to me so this knowledge added plenty of details to why its an arguably conflicting matter.
c) What challenges or puzzles have come up in your mind from the ideas and information presented?

The challenge that came up to mind would have to be the one in relation to the accuracy of the IQ test based on learning methods and techniques. For example, I prefer literature of math and science based topics so that would inevitably doom me into scoring higher in an analytic situation rather than a math equation. The preferences make all the difference and this should be kept in mind.

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Andrew Atef TAL 512 ( Differentiated Instruction)

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Andrew Atef TAL 512 ( Differentiated Instruction)

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a) The ideas and information presented in the videos are connected to what I already know about intelligence testing and theories of intelligence. I was familiar with the concept of IQ testing and its historical context, including its origins with Alfred Binet and Théodore Simon. Additionally, I had some awareness of the criticisms surrounding IQ testing, particularly regarding its misuse in supporting biased ideologies. Similarly, I was aware of Howard Gardner's theory of multiple intelligences, although the videos provided a more in-depth exploration of this theory and its implications.

b) The videos introduced me to new ideas that extended and broadened my thinking, particularly regarding Howard Gardner's theory of multiple intelligences. While I was aware of the existence of multiple intelligences, the videos provided concrete examples and scenarios that illustrated the different types of intelligence identified by Gardner. Additionally, the videos challenged my previous understanding of intelligence as solely measured by IQ tests, prompting me to consider the diverse ways in which individuals can be intelligent beyond traditional cognitive abilities.

c) One challenge that arose from the ideas presented in the videos is reconciling the concept of multiple intelligences with traditional measures of intelligence, such as IQ testing. While the videos highlighted the strengths and importance of recognizing diverse forms of intelligence, they also raised questions about how these different intelligences can be accurately identified and measured. Additionally, I found myself wondering about the implications of Gardner's theory for education and how educators can effectively cater to the diverse intelligences of their students in the classroom.

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A] IQ tests were initially intended to identify students who needed extra support. However, their use evolved over time.

Despite their dark history, IQ tests continue to be used in various contexts, including education, employment, and research.

Critics argue that they oversimplify intelligence and fail to account for diverse abilities and talents.

B] Howard Gardner's theory nine types of intelligence are Spatial, Naturalistic, logical-mathematical, Interpersonal, Linguistic, Bodily-kinesthetic intelligence, Intra personal, Musical, and Existential Intelligence. These intelligences are not mutually exclusive. Most of us have a blend of several types, and our strengths can vary.

C] IQ tests may not be fully reliable for assessing all types of intelligence. It primarily focus on assessing logical-mathematical intelligence and linguistic-verbal intelligence. These tests measure analytical reasoning, problem-solving abilities, and language proficiency. However, they do not evaluate all nine types of intelligence proposed by Howard Gardner.

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a) Teachers need to have a lesson plan every class.

I strongly agree with that. I believe lesson planning is essential for teachers in every class. It ensures total coverage of a topic and provides a structured approach to teaching. Having a well thought plan is crucial for a teacher’s confidence.

b) Teachers need to change their lesson plans every year.

I agree with this concept. Although the term “change” might be strong, I might change it to "update". I feel that it's crucial to adapt to new information and teaching methods. As time passes our brains grow and we change little by little how we think and feel about things. Revising lesson plans for updates would ensure they remain relevant and effective.

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a) I strongly agree that teachers need to have a lesson plan every class. Having a lesson plan gives confidence to the instructor, allows proper time management and provides a higher degree of quality to the educational process.

b) I agree with Andrew that it is not necessary to change the lesson plan yearly, and that there are few circumstances which necessitate the change such as the presence of scientific or methodological updates. However, I believe that the lesson plan should be revised each time before giving the lesson.

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a) Teachers need to have a lesson plan every class.

Strongly agree, as the lesson plan is an organizational tool helps the teacher to manage the class, activates and timing and also make sure what has been delivered to the students and the objectives have be covered.
b) Teachers need to change their lesson plans every year.

Strongly agree, depending on the background of the students, the feedbacks and notes on the previous covered lesson plan.

Also I prefer to change the activities, strategies and the sequence of the topic each time, as it help the teacher not to get bored and be creative and excited with the topic as if it is new one.

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a)    Teachers need to have a lesson plan every class.

I would strongly agree that teachers need to have a lesson plan for every class. Lesson plans provide structure, organization, and a roadmap for effective teaching and learning. They ensure that instructional goals are clear, materials are prepared, and activities are aligned with objectives. Without a lesson plan, teaching can lack coherence and effectiveness, leading to confusion for both teachers and students.

b)     Teachers need to change their lesson plans every year.

I would disagree that teachers need to change their lesson plans every year. While it's important for educators to continuously reflect on and refine their teaching practices, changing lesson plans every year isn't necessarily a requirement. Some lessons may remain effective and relevant across multiple years, especially if they address enduring learning objectives or core concepts. However, periodic updates and adaptations to lesson plans are indeed valuable to accommodate changes in curriculum, technology, student needs, and educational research. Flexibility and responsiveness to evolving circumstances are key, but change for the sake of change may not always be necessary.

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a) Teachers need to have a lesson plan every class: Strongly agree.

I believe that having a lesson plan for every class is essential for effective teaching and classroom management. A well-thought-out lesson plan provides a roadmap for the teacher. It helps ensure that the material is covered in a logical and organized manner, promoting student understanding and engagement.

b) Teachers need to change their lesson plans every year: Agree.

The need for changing or developing lesson plans every year stems from the dynamic nature of education and the evolving needs of students. Educational trends, research, and the introduction of new resources and technologies constantly impact the teaching and learning environment. Revising lesson plans annually allows teachers to incorporate new content, and update resources.

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1- The core values in my school  are respect and cooperation. I promote them in my class when I ask students to work in groups. Each student has a task to do in the group , he has to do his task properly and respect other's roles. We always discuss that the success of a group doesn't depend only on the leader, but on the success of each member doing his task.
2-The main criteria I will look at during peer visit are previously preparation to the lesson and materials, clear objectives that should be achieved by the end of the lesson , suitable teaching strategies, students interaction with each other, teacher and with the materials.

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1. The core value that I implement in my school are( respect & equality) for each other from students to teachers and vice versa after achieving this we can move back and forth easily towards the program aspects ( learner profile-skills- attitude -class agreements). I discuss with them how to make our class a positive and encouraging atmosphere to learn then write their ideas on a sticky note then collect them in a protocol called class agreements. Play to them different videos and situations to reflect on them.
2. The main criteria I am looking at during the peer visit, are the interaction and engagement between the teacher and students. The engagement and catching activity is convenient for the curriculum. The different assessment way.

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The core values that I implement in my school are ; Commitment,  respect , curiosity, " I can do it " attitude.
To implement these values in my classroom,  we discuss those values with my students and agreed upon them, I encourage them to share personal stories around those values, and I show them as a teacher in my behaviour as a role model .
During the Peer_Visit , I am looking at how the teacher support , motivate, guide students during the learning process. Besides, how teachers promote growth mindset because that affects the learning outcomes .

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- I believe in Promoting a growth mindset culture impacts our feedback to the students, both parents and students are waiting for this evaluation so each word affects, what they trusted in, in my opinion, it will be beneficial to be positive comments encouraging them instead of demolishing or frustrating them. to be guide and helper for them offering new ideas, concepts, expectations, and experiences. Introducing the new aspects of tough meanings(failure-challenges-fear-mistakes)but showing them the constructive meaning which the other side .all of these sure will make difference in the student learning.

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Actually promoting a growth mindset impacts the feedback we give to our students. Teachers always hep students to overcome their fears, face different challenges, and improve their critical thinking skills through positive feedback and constructive criticism. Having a growth mindset helps students to think, set goals and plans to achieve, accept failure and overcome difficulties. Students with growth mindset don't give up and they keep trying till they succeed. They always have passion to learn and make use of their mistakes.

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I think that promoting a growth mindset culture impacts the feedback we give to our students in different ways. To develop a growth mindset is to help students go through challenges, learn from failure and develop. So, they are keen on having constructive feedback; they need, accept and act upon it openly. I think that keeping a growth mindset in mind makes a difference in the student learning. Growth mindset makes students ready to learn in and from different contexts and challenges. It helps them develop positive attitudes towards lifelong learning.

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I use u-tube, ManageBac, PowerPoint, Kahoot, word wall, NAHLA WA NAHEL, Ato Z, digital library, Epic, and Padlet.