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Edpuzzle

EdPuzzle. (n.d.). Edpuzzle. https://edpuzzle.com/

Description: Edpuzzle is an interactive video platform that allows educators to take any video and insert open-ended questions, multiple-choice quizzes, audio notes, and voiceovers. Educators can observe student engagement, track who has watched the video, and measure understanding through integrated formative assessments. It transforms passive video watching into an active, accountable learning experience.

Use: In a 10th-grade PE class, Edpuzzle could be used to show a video on good running form or strength training techniques. Throughout the video, strategically placed questions could prompt students to reflect on or anticipate outcomes. It’s also excellent for flipping the classroom—students could complete a video-based assignment before class, freeing up time for more hands-on activities during physical education periods.

SAMR: Edpuzzle falls under Modification in the SAMR model. Edpuzzle transcends merely showing a video by altering the experience to be interactive and tailored. It transforms the footage from a one-way content delivery into a two-way interaction where students participate, think critically, and demonstrate understanding. Students aren’t just consuming content—they’re actively engaged in it.

Google Slides

Google Slides. (n.d.). Google Workspace. https://workspace.google.com/products/slides/

Description: Google Slides is a cloud-based presentation tool that lets users create, edit, and collaborate on multimedia slide decks. It supports the attachment of text, images, videos, hyperlinks, animations, and audio files. Because it functions in real time and online, multiple users can co-edit the same presentation simultaneously, making it a perfect tool for interactive teaching and collaborative learning. Google Slides is available on any device and integrates easily with other Google Workspace apps.

Use: In a 10th-grade PE class, Google Slides can be used to make an engaging, interactive lesson on subjects like fitness principles, workout routines, or nutrition. For example, a teacher might create a slide deck introducing various types of fitness activities with embedded videos exhibiting each. Students could contribute in short "Think-Pair-Share" moments based on prompts built into the slides or be assigned collaborative group tasks to create their own fitness plans using slides.

SAMR: Google Slides falls under Modification in the SAMR model. Google Slides considerably alters conventional lecture or worksheet-based instruction by making lessons multimedia-rich, collaborative, and interactive. It supports flexible pacing, group discussion, and differentiated instruction all within the same tool, thus improving both instruction and learning far beyond static, one-directional methods.

Kahoot!

Kahoot! (n.d.). Kahoot! https://kahoot.com/

Description: Kahoot! is a game-based learning platform where educators create quizzes that students answer in real-time on their devices. It’s competitive, engaging, and includes features like timers, rankings, and feedback.

Use: PE teachers can assess knowledge on health topics, fitness principles, or game rules through interactive quizzes. It supports instant formative feedback and class-wide review sessions.

SAMR: Kahoot! predominantly falls under the Augmentation stage of the SAMR model. While it could also be deemed a Substitution, its true significance lies in its ability to improve the learning experience beyond a simple replacement. Kahoot! goes past simple substitution by including features like gamification, interactive elements, and immediate feedback on answers, making the quiz more engaging and effective.

YouTube

YouTube. (n.d.). https://www.youtube.com/

Description: YouTube hosts millions of educational videos, and educators can curate their own playlists. Videos may comprise fitness routines, skill tutorials, or animated descriptions of body systems.

Use: In PE, educators can show demonstrations of sports skills, injury prevention methods, or guided yoga practices. These videos support visual learners and provide extra in-class instruction.

SAMR: YouTube falls under the Augmentation stage in the SAMR model. Educators can improve these videos by adding subtitles, making quizzes, or integrating interactive elements. This transforms the basic video into a more engaging and interactive learning experience.

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Canva

Canva. (n.d.). Canva. https://www.canva.com/

Description: Canva is a visual design platform that lets students create posters, infographics, presentations, and even videos using professional-quality templates and tools. It allows students to express their creative skills and freedom of expression.

Use: Gifted and talented students can create infographics on subjects like the cardiovascular system, make digital posters for health campaigns, or design instructional graphics for younger peers. This provides an opportunity to extend learning creatively and independently.

SAMR: Canva falls under Modification in the SAMR model. Canva enables students to cooperate on poster creation by working together on the same design, which was not achievable with traditional methods. Canva allows students to go past paper posters to make polished, shareable digital work that incorporates research, design, and multimedia.

Edpuzzle

EdPuzzle. (n.d.). Edpuzzle. https://edpuzzle.com/

Description: Edpuzzle is an interactive learning tool that converts videos into active learning experiences by embedding quiz questions, reflections, and notes. Teachers can modify existing videos or upload their own, allowing for tailored content delivery that meets a range of learning needs and styles. Edpuzzle also delivers tracking features to observe student engagement and comprehension.

Use: For gifted and talented students in a 10th-grade PE class, Edpuzzle can provide deeper content exploration through advanced biomechanics videos, sports science explanations, or leadership principles in team sports. Students can complete interactive video lessons independently to extend their knowledge beyond the core curriculum. This independent, self-paced work allows gifted learners to dig into complex material and apply higher-order thinking before contributing in enriched discussions or practical applications during class.

SAMR: Edpuzzle falls under Modification in the SAMR model. Edpuzzle changes the conventional method of passive video watching by encouraging active engagement and critical thinking. For gifted students, it converts content into a self-directed learning opportunity, allowing them to examine and synthesize information at a more advanced level.

Google Sheets

Google Sheets. (n.d.). Google Workspace. https://workspace.google.com/products/sheets/

Description: Google Sheets is a cloud-based spreadsheet tool that allows for real-time data entry, formulas, charting, and collaboration. Students can envision trends and arrange numerical data efficiently.

Use: Students can collect and input heart rate data from fitness sessions, build graphs comparing recovery time, or design a workout tracking log. Advanced students might calculate VO2 max estimates or study connections in fitness behavior.

SAMR: Google Sheets mostly falls under the Augmentation of the SAMR model. Utilizing Google Sheets to leverage its built-in formulas, functions, and data analysis tools to enhance the efficacy and usefulness of a task. This includes features like automatic calculations, data visualization, and collaboration tools.

Screencastify

Screencastify. (n.d.). https://www.screencastify.com/

Description: Screencastify is a Chrome extension that records screen activity with narration. Students can make tutorials, explain processes, or demonstrate digital learning. Students can examine lessons at their own pace, and educators can build individualized learning experiences.

Use: Gifted and talented students can record themselves describing a fitness principle (e.g., how to check your heart rate using an app), narrate over Google Sheets data, or make “how-to” videos for skill drills. This reinforces mastery through teaching, research, and repetition.

SAMR: Screencastify lets educators make screencasts that can serve as direct substitutes for conventional teaching methods, like in-person lectures or written instructions. Teachers can record themselves exhibiting concepts, sharing slides, or delivering feedback on student work, enhancing the old-fashioned methods with a digital format.

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GoNoodle

GoNoodle. (n.d.). GoNoodle. https://www.gonoodle.com/

Description: GoNoodle delivers interactive movement and mindfulness videos designed to promote physical activity and emotional regulation. Activities range from dance-alongs to breathing exercises.

Use: Students with sensory processing needs or attention challenges benefit from organized, engaging movement breaks. It can also serve as a warm-up or brain break to help transition times.

SAMR: GoNoodle mainly falls under Substitution in the SAMR model. GoNoodle can straightforwardly substitute a conventional activity, like a teacher-led class discussion, with a video presentation of a similar topic. The technology swaps one form of teaching with another, but the core activity remains largely the same.

Google Slides

Google Slides. (n.d.). Google Workspace. https://workspace.google.com/products/slides/

Description: Google Slides is an accessible, cloud-based presentation tool that supports multimedia content, collaboration, and real-time sharing. It provides simple navigation, changeable font sizes, text-to-speech extensions, closed-captioning options for inserted videos, and compatibility with assistive technologies such as screen readers. Slides can be personally shared and modified for diverse learner needs.

Use: In a 10th-grade PE class, Google Slides can be personalized to present fitness routines, exercises, or health concepts using simple language, step-by-step visuals, large text, and audio narrations. Teachers can make differentiated slide decks for students with special needs — for example, breaking down a fitness skill (like a squat) into smaller, manageable steps with embedded videos, icons, and checklists. Students can interact with the slides by dragging and dropping phases in the right sequence or responding through built-in comment sections, allowing for both visual and kinesthetic engagement.

SAMR: Google Slides falls under the Modification stage in the SAMR model. Google Slides adjusts traditional instruction by delivering individualized, multimodal access to content. Instead of simply receiving verbal or paper-based instructions, students with special needs interact with lessons in a more accessible and tailored way, fostering independence, comprehension, and active engagement through visual, auditory, and hands-on supports.

Microsoft Immersive Reader

Immersive Reader. (n.d.). https://www.microsoft.com/en-us/edge/features/immersive-reader?form=MA13FJ

Description: Immersive Reader is a free tool that reads text aloud, breaks it into syllables, highlights parts of speech, and allows translation into multiple languages. It's intended to make reading more available for diverse learners, including those with learning differences, language learners, and emerging readers. It delivers a range of features to enhance readability and comprehension, including text-to-speech, modifiable fonts and spacing, and visual aids.

Use: When students with reading difficulties are accessing health or fitness-related readings, this tool improves understanding by providing text-to-speech and visual scaffolding. Some versions include the feature, Reading Coach, which gives students feedback on reading speed and accuracy.

SAMR: This falls under the Augmentation level in the SAMR model. Microsoft Immersive Reader improves reading by increasing accessibility and providing multimodal supports for learners who might otherwise have difficulty with standard text.

Pictello

App Store. (n.d.). Pictello. https://apps.apple.com/us/app/pictello-visual-stories/id397858008

Description: Pictello is an app that helps create talking photo albums and social stories using pictures, text, and narration. It supports sequencing, procedures, and social behavior demonstration.

Use: PE teachers can use Pictello to build step-by-step guides for game rules, skill sequences, or locker room expectancies for students with autism or other developmental needs. Pictello can be used to help students express their needs or feelings by using photos or audio to seek for help or articulate frustration.

SAMR: Pictello falls under Augmentation in the SAMR model. Pictello provides a way to improve existing storytelling tasks. Instead of writing a story, students can produce a visually engaging presentation with narration, audio, and other multimedia elements, adding value and improving the final product.

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Throughout my educational journey, my understanding of the role of technology in teaching and learning has evolved significantly. I firmly believe that technology is not merely an optional addition to traditional instruction; it is a transformative force that enhances student engagement, individualizes learning, supports diverse needs, and prepares students for the digital world beyond the classroom. When integrated thoughtfully, technology creates more prosperous and more dynamic learning environments where every student has the opportunity to succeed.

Various types of technology—including interactive platforms, digital collaboration tools, multimedia resources, and assistive technology—can dramatically enhance teaching and learning. For instance, tools like Nearpod and Edpuzzle turn passive content delivery into active learning experiences, allowing students to engage with material at their own pace. Platforms like Padlet and Google Slides encourage collaboration and creativity by enabling students to share their ideas visually and in real time. Assistive tools such as Read&Write support students with special needs or English language learners, helping to level the academic playing field. These examples demonstrate that when technology is purposefully selected, it has the potential to address many instructional challenges.

Throughout this course and my overall program, I have made significant progress in my comfort and proficiency with various educational technology resources. I am proficient in using Google Workspace tools, including Google Docs, Slides, and Forms, to create interactive lessons and assessments. I have mastered using Edpuzzle to embed formative assessments directly into video content and Nearpod to create dynamic, student-centered presentations. Additionally, I have learned to utilize collaborative apps, such as Seesaw, to encourage reflective learning among students and differentiate instruction for diverse learners. This growth has made me more confident in designing lessons that integrate technology meaningfully, rather than using it as an add-on.

Technology integration will have a significant impact on teaching and learning in my classroom. It enables me to meet better the needs of individuals with varied learning styles, whether visual, auditory, kinesthetic, or those with reading and writing modalities. It also helps me differentiate instruction to support gifted students, students with disabilities, and English language learners. Technology enables me to provide multiple avenues for students to access information, process it, and demonstrate their understanding, thereby supporting the principles of Universal Design for Learning and fostering a more inclusive environment.

Moreover, technology plays a vital role in helping students develop 21st-century skills. Students can apply critical thinking, creativity, and collaborative problem-solving skills by integrating authentic local and global issues into digital projects. For example, students could use Google Slides to collaborate on a fitness education campaign addressing a community health issue or use Edpuzzle to analyze sports videos and discuss strategies in team sports. These activities build academic skills while connecting students to real-world problems.

Research supports the positive influence of technology in education. According to Darling-Hammond et al. (2014), effective technology integration must be linked to instructional goals and student learning outcomes, rather than simply adopting new tools for novelty. Similarly, Koehler and Mishra's (2009) TPACK framework emphasizes the importance of simultaneously considering content knowledge, pedagogical strategies, and technology integration to achieve meaningful educational outcomes. These resources have deepened my understanding of how technology should serve learning, rather than the other way around.

At the beginning of this course, my knowledge of technology integration was basic; I could use tools like PowerPoint and simple online quizzes, but I did not fully understand how to strategically integrate technology to support diverse learners. After completing this course, I can confidently design technology-infused lessons that promote engagement, differentiation, and higher-order thinking skills. One of my most significant learnings has been matching the right tool to the right learning objective, rather than focusing solely on the tool itself.

Looking ahead, my future goals include exploring emerging technologies, such as augmented reality (AR) and artificial intelligence (AI) tools, to further enhance student learning. I also intend to pursue professional development in digital citizenship education to better prepare students for responsible online behavior.

Ultimately, I aim to share my growing expertise with my colleagues by hosting informal workshops, creating resource guides, and demonstrating technology integration strategies during professional learning community (PLC) meetings. By collaborating with others, I aim to cultivate a school culture that leverages technology as a powerful and transformative educational tool.

Darling-Hammond, L., Zielezinski, M. B., & Goldman, S. (2014). Using technology to support At-Risk students’ learning. https://all4ed.org/wp-content/uploads/2014/09/UsingTechnology.pdf

Mishra, P., & Koehler, M. (2009). Using the TPACK framework: you can have your hot tools and teach with them, too. In Learning & Leading With Technology: Vol. May 2009 (pp. 14–16). https://files.eric.ed.gov/fulltext/EJ839143.pdf

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Edpuzzle

EdPuzzle. (n.d.). Edpuzzle. https://edpuzzle.com/

Description: Edpuzzle enables educators to integrate interactive questions and notes into educational videos, enhancing engagement and creating a more organized viewing experience. Additionally, it supports the inclusion of subtitles and audio instructions in multiple languages.

Use: In PE, educators can develop Edpuzzle videos that clarify soccer game rules or showcase exercises, incorporating closed captions and comprehension questions in English and the students' native languages. ELL students can view, review, and engage with the content at their own pace, enhancing their understanding before participating in physical activities.

SAMR: EdPuzzle is mainly categorized as a Modification within the SAMR model. Its primary advantage is the ability to enhance existing videos with interactive features, such as questions, quizzes, and voiceovers. This change enables educators to design tailored learning experiences that actively engage students and facilitate formative assessment, an option made possible by technology.

Google Translate

Google Translate. (n.d.). Google Translate. https://translate.google.com/?sl=auto&tl=en&op=translate

Description: Google Translate is a free, multilingual translation service that can translate text, speech, images, and real-time conversations in over 100 languages. It can be accessed via an app or a web browser, ensuring easy availability on all devices.

Use: In a 10th-grade PE class, English language learners can utilize Google Translate to understand better exercise instructions, safety regulations, or fitness terminology. For example, a teacher might offer printed or digital workout guides that students can scan for instant translation, helping them engage in physical activities with greater confidence.

SAMR: Google Translate mainly represents the Augmentation stage of the SAMR model. Students can utilize the audio feature to enhance their pronunciation skills in a foreign language. This tool fosters effective communication and understanding among speakers of diverse languages, thereby enriching their learning experience.

Nearpod

Nearpod. (n.d.). https://nearpod.com/

Description: Nearpod is an engaging lesson delivery platform that lets educators design lessons incorporating quizzes, polls, videos, and activities. It provides students with the opportunity to interact with content at their own pace and their desired level of language proficiency, featuring translation options and audio assistance.

Use: For English Language Learners (ELLs), physical education (PE) lessons can utilize interactive Nearpod slides that incorporate translated vocabulary (e.g., words like "agility," "balance," "coordination") and visual aids, such as images or GIFs, illustrating various exercises. ELL students can complete lessons independently, listening to vocabulary pronounced aloud and answering questions in either multiple-choice or open-ended formats.

SAMR: NearPod is categorized at the substitution level in the SAMR model. It directly replaces conventional teaching methods, such as PowerPoint presentations or paper activities. For instance, educators can upload their presentations to NearPod and present them to students via the "Live Lesson" feature.

Quizlet

Quizlet. (n.d.). Quizlet. https://quizlet.com/

Description: Quizlet is an online flashcard and study resource that allows users to create personalized vocabulary sets, engage in practice games, participate in matching activities, and take test-style quizzes. It features text-to-speech capabilities and permits users to add images and translations for every term.

Use: In physical education, teachers can create tailored Quizlet sets that focus on fitness vocabulary, exercise instructions, and sports terms. English Language Learner (ELL) students can enhance their language skills through matching games, audio pronunciations, and translated definitions that prepare them for participation in group activities related to physical education.

SAMR: Quizlet is categorized at the Augmentation level of the SAMR model. It replaces physical flashcards with digital alternatives, improving the study process through audio and visual enhancements, while also allowing users to study on multiple devices. These additional features, along with the convenience of digital flashcards, enhance the overall learning experience compared to traditional formats.

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Subject Area: 10th Grade Physical Education
Lesson Topic: Components of Fitness & Personal Goal Setting
Lesson Length: 45 minutes

Central Focus of Lesson

Standard:

California State Physical Education Standards – High School PE:

Standard 3.5: Develop personal goals to improve one’s performance in physical activities.

Focus:

Students will investigate the five elements of fitness—cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition—and use technology tools to establish individualized fitness goals.

This lesson caters to diverse learners by offering differentiated technology tools such as visual aids for English Language Learners (ELLs), extensions for gifted students, simplified templates for those with special needs, and collaborative resources for whole-group engagement.

Learning Goals/Objectives

Students will:

·      Identify and outline five elements of fitness.

·      Establish a tailored fitness objective based on one element of fitness.

·      Leverage technology to monitor and outline steps to reach that objective.

Objectives:

Students will define the five fitness components with 80% accuracy. They will create a SMART fitness goal using a digital template and complete a formative fitness knowledge check, achieving a 3 out of 4 or higher score.

Academic Language

Vocabulary Terms:

1. Cardiovascular Endurance

2. Muscular Strength

3. Flexibility

4. SMART Goal

Language Usage:
Students will identify fitness terms in group discussions, incorporate them in crafting their personal fitness goals, and articulate their choices during peer sharing. English learners will utilize sentence frames ("My fitness goal is to improve my ___ by doing ___ because ___.")

Materials

Teacher Materials:

Laptop/Tablet: Project and guide the Nearpod lesson, monitor Padlet submissions, and facilitate Edpuzzle and Google Slides tasks.

Projector or Smartboard: For effectively presenting Nearpod interactive slides, video content, vocabulary terms, and class instructions.

Whiteboard and Markers: Utilize to present objectives, key vocabulary, and the SMART goal framework during classroom discussions and brainstorming activities.

Printed Visual Aids (Optional): For students requiring extra assistance, like printed diagrams of the five fitness components or sentence frames for ELL students.

Student Materials:

Student Laptops or Tablets: Each student will need a device to:

Interact with the Nearpod lesson activities (polls, quizzes, collaborative boards)

Complete their personalized fitness goal worksheet in Google Slides

View the Edpuzzle fitness video and answer embedded questions (ELL students)

Collaborate and brainstorm on Padlet (gifted and talented students)

Internet Access: A Reliable internet connection to access all digital tools.

Headphones (Optional but Recommended): For ELL students and others who need to focus when watching the Edpuzzle video without distractions.

Fitness Tracking Templates (Optional Printable Backup): In case of technology failure or accommodations are needed for students who benefit from paper-based work,

Tool

Nearpod

Interactive whole-group lesson delivery; quizzes, polls, and drawings (Whole Class)

Google Slides

Digital SMART fitness goal planning; simplified template for support (Special Needs Subgroup)

Edpuzzle

Self-paced video learning with embedded questions (ELL Subgroup)

Padlet

Collaborative extension activity (designing new fitness challenges) (Gifted and Talented Subgroup)

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Materials Support and Enhancement

·       Accessibility: The materials are crafted to offer various ways to engage, catering to visual, auditory, and kinesthetic learners.

·       Differentiation: Google Slides templates are simplified for students with special needs, sentence starters and visuals are provided for ELL students, and creative open-ended tasks are available for gifted students to ensure appropriate challenges and support.

·       Flexibility: Students have the option to work alone, in pairs, or in small groups, making use of technology both collaboratively and independently to address their learning requirements.

Classroom Arrangement and Grouping

Physical Arrangement:

Small Group Clusters: Students will be grouped into clusters of 4–5 desks to encourage collaboration, discussion, and facilitate movement during fitness demonstrations or group activities.

Technology Stations: Designated areas in the classroom will be set up for individual tech use, such as a quiet corner where students can work on Edpuzzle videos or their SMART goals using Google Slides.

Open Movement Space:  A large area, either in the center or on the side, will be kept open for students to demonstrate fitness concepts during energizers or quick lesson-related activities physically.

Teacher Station:  The teacher will have a central location near the projector or Smartboard to guide the Nearpod lesson, but will also move around to check in with groups and provide support.

Grouping Strategies

Whole-Class Activities:

·       Students will begin the lesson together with a teacher-led interactive Nearpod session that introduces fitness components and vocabulary.

Small Group Collaboration:

·       Following the whole-group instruction, students will work collaboratively in small groups to discuss fitness components and brainstorm their personal fitness goals.

·       Each group will comprise mixed-ability students to promote diverse peer support, which is particularly advantageous for ELL and special needs students.

·       Peer buddies will be assigned as needed, pairing more proficient English speakers with ELL students and providing added support through collaboration.

Targeted Subgroup Supports:

·       Gifted and Talented Subgroup: Students in this category will engage in an extension activity on Padlet, where they'll create an innovative fitness challenge that includes various fitness components.

·       Special Needs Subgroup: Students requiring additional structure will work closely with a peer buddy and utilize a simplified Google Slides template, allowing them to concentrate on developing a realistic SMART fitness goal.

·       ELL Subgroup: ELL students will engage with Edpuzzle videos that include comprehension questions, which can be accessed with English captions or subtitles in their native language if needed, to improve understanding. Peer buddies will be encouraged to help clarify vocabulary during group activities.

How This Arrangement Supports a Positive Learning Environment

Collaboration: Students learn with and from each other, promoting inclusivity and valuing diverse perspectives and learning styles.

Flexibility: The open movement space allows kinesthetic learning opportunities, helping students who learn better through physical demonstration and active engagement.

Accessibility: Proximity to teacher support, visual displays, and clear organization of space ensures that students with special needs, ELL students, and others who need assistance can easily access resources.

Engagement: Group-based tasks and differentiated extensions keep students actively engaged, regardless of their ability level or learning preferences.

Community Building: The small-group setup promotes communication, shared responsibility, and a supportive classroom culture where every student’s contribution is valued.

Instructional Approach

Setting the Stage (5 minutes):

·       Quick energizer: play the "Name that Fitness Component” game.

·       Introduce learning objectives and vocabulary using Nearpod.

Lesson Delivery and Guided Practice (25 minutes):

·       Whole-group: Use an interactive Nearpod presentation that covers the five fitness components (including polls, drawings, and mini-quizzes).

·       Gifted Students: Following Nearpod, they will participate in a Padlet challenge to design a new fitness activity that integrates two or more fitness components.

·       Special Needs Students: They will use a pre-formatted Google Slides template with clear guided prompts to establish a SMART fitness goal.

·       ELL Students: They will view an Edpuzzle video that explains fitness components, which includes pauses for simplified comprehension questions.

Accommodations and Modifications:

·       ELLs: Provide visuals, sentence frames, and translated key vocabulary.

·       Special Needs: Offer simplified, scaffolded Google Slides, additional time, and visual checklists.

·       Gifted: Assign an extension project that involves higher-order thinking.

·       Whole Class: Conduct frequent comprehension checks via Nearpod.

Assessment

Formative Assessment:

·       Nearpod quiz questions are included to evaluate understanding of fitness components. Edpuzzle comprehension questions are designed for English Language Learner (ELL) students.

Summative Assessment:

·       SMART fitness goal plans developed by students were submitted through Google Classroom and assessed using a rubric that focused on the clarity of goals, their relevance to fitness components, and their feasibility.

·

Summary of Technology Tools Used:

Instruction Type

Whole-group: Nearpod-Interactive instruction and formative check

Gifted subgroup: Padlet-Extension challenge - create new fitness activities.

Special needs subgroup: Google Slides- Scaffolded personal goal planner

ELL subgroup: Edpuzzle- Accessible fitness concept instruction