UNIT PLAN

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Level: Bachelor Year one semester two Unit: Practicum course

Lesson plan Understanding by Design Template

Tittle: Classroom Management / Lesson 1

Stage 1 – Desired Results
Established Goals

• Examine theories of learning in relationship to classroom practice

• Demonstrate an initial understanding of classroom management including routines, schedules and transitions

• Apply strategies for teaching and managing students, ensuring active student participation is encouraged and
problems are addressed.

Understandings: Essential Questions:

• Students will be able to understand aspects of • What are rules?

behaviorism like positive and negative
reinforcement
• Students will be able to understand the
misunderstanding between controlling and
managing.
Students will know . . .
• Why do we have laws in the country?
• Why does the society have all of the behavioral
norms?
• We have behaviors, but what do you think will
happen if we don’t have laws and can’t predict
behaviours?
Students will be able to…

• Students will know why we have behavior norms. Students will be able to understand how important it is to foster
rules and how it links to the environment, school, parents, students and the community.

• Pre requisite is required: students must completed learning theory course from year one semester one

Stage 2 – Assessment Evidence

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Performance Tasks: Other Evidence:

• Revision of previous knowledge of pedagogical • Through academic prompts students will

theories of behaviorism through open ended
questions.
• Open discussion about the managing
• Answer a poll using nearpod to evaluate students’
critical thinking (e.g. we have behaviors, but what
do you think will happen if we don’t have laws and
can’t predict behaviors?)
• Research the different between controlling and
managing.
demonstrate acheivment of the desired results.
(Based on the discussion we had earlier, what do
you think are some other causes for misbehaviors
in class?)
• Students will reflect on the questions the teachers
will ask them and will reflect their thoughts during
the open discussion.

Stage 3 – Learning Plan

Learning Activities:

• Revise students’ background knowledge of theories of pedagogy, behaviorism and social leaning theories.
• Have an open discussion about rules and management (essential questions)
• Teacher share the Poll using Nearpod with her students and students answer the poll, then share their answers
with the entire class.
• Students research and look up the difference between controlling and managing, then share their findings with
their classmates.
• Based on students’ responses, teacher will be able to evaluate students understanding.

Technology Requirements for Learning Activities

Hardware

students:
Software Network
ipads or phones
teacher: Nearpod College wi-fi
desktop or laptop
projector

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 Synopsis NearPod
Techbyte 1: NearPod

Nearpod is a tool that I use for interactive presentations as well as an assessment tool. It brings the
classroom to life with interactive mobile presentations that teachers create and customize themselves.
Teaches can create a presentation simply by downloading a ready PPT or create a new one with quizzes,
polls and drawing boards or upload a PDF or PPT. Teachers have the option to add videos, images or any
web content they want and relate to their lesson. Nearpod supports the 21st century skills that all teachers
aims at. Some of the main 21st century skills is collaboration, knowledge constructivism and problem
solving,

How to use it?

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How I use Nearpod in differentiation in my classroom?

Collaboration: Nearpod allows students to work together collaboratively and respond to teacher
prompts.

Construct knowledge: Nearpod works as a tool to build up knowledge as students watch the
presentation and interact with it. Nearpod also includes videos, web content, and other methods
of exploring language. Students are not just passive receivers of information, they are the
contrary of that, they have the skills and the knowledge all they need to do is to test that
knowledge which Nearpod makes it an easier job. Also the teacher can assign student to tasks
and research but can be assigned tasks to research and test their knowledge.

Self-regulation: Nearpod provides a limited types of assessments and quizzes. But it gives
students the flexibility to work at their own pace on the quizzes and all. Also they can work on
other activities while they are waiting for their peers to finish, so they don’t sit board at the
lesson. However, if the teacher moves the Nearpod slides then whatever students’ were doing at
that time will stop and they all will be returned to the presentation and stop whatever students
were doing. Basically it allows the teacher to control the lesson which I think is a great
advantage. Because it will help students to be more focused rather than being distracted surfing
the internet while the teacher explains the lesson. It also help students to keep up with the rest of
the class and the teacher pace.

Communication skills: The teacher can share the screen with each and every student in the class
either on their IPad, PCs/ Macs or mobile phones. So the accessibility the students have makes it
lots easier for them to still be connected wherever and whenever they are. I can share the
Nearpod lessons with my students via emails or simply uploading the link to their blackboard
course.

The Use of ICT for learning: It is a tool for information and communications in that it allows
students to actively participate in their learning, reading the slides, answering polls, responding
to prompts and completing quizzes. I have used Nearpod to explain the concept of virtual

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 learning to my students and an example of the flipped classroom concept, which worked really
well with my learners.

Real-world problem-solving: Nearpod can be used based on the teachers need to impose some
real life critical issue for students to see their problem solving skills. All the teacher do is give
the problem in a context of explaining or informing using proper language, and students can post
their responses and teacher can evaluate their answers. Students can be innovative and creative
about their responses.

Classroom management: I’m working with adults but still I would need to use some classroom
management strategies to control the class. Nearpod actually makes my life a lot easier, as it
controls students’ devices once I play the presentation. And all their participation and responses
are recorded and if I shared it with the class everyone will be able to see others responses and
participations. However, when needed sometimes I can just go around the students and stand
behind them and basically observe them working independently or in groups.

Level: Bachelor Year one semester two Unit: Practicum course

Lesson plan Understanding by Design Template

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Tittle: Classroom Management / Lesson 2

Stage 1 – Desired Results

Established Goals

• Examine theories of learning in relationship to classroom practice

• Demonstrate an initial understanding of classroom management including routines, schedules and
transitions
• Apply strategies for teaching and managing students, ensuring active student participation is encouraged
and problems are addressed.
Understandings: Essential Questions:

• Students will learn some of the classroom • What are some of the classroom
management strategies management strategies you have
• Students will identify some of the good strategies observed in TP last semester?
used in their past teaching practice. • What would you suggest to be a bad
• Some predictable misunderstanding would be the strategy and what is a god strategy?
punishment strategies used in the classroom in the • How can you evaluate if the strategy is
government schools in contrast with what is good and effective or not?
suggested in the best practices.
Students will know . . . Students will be able to…

• Students will be able to reflect of the classroom management strategies and evaluate its effectiveness
based n their previous experiences as a students and teacher in training in semester one.
• Students will know how to create a good classroom strategy that encounter students’ needs and foster a
healthy learning experience and environment for both teachers and students.

Stage 2 – Assessment Evidence

Performance Tasks: Other Evidence:

• Students will be involved in in class discussions.

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 • Reflection on a video on classroom management • Through academic prompts students

• Using Popplet to create a mind map of strategies will demonstrate acheivment of the

they have observed previously and say why they desired results. (Based on the

chose this strategy on top of others. The second discussion and reflection on the video

part is creating a list of classroom management https://www.youtube.com/watch?v=8U-

strategies that they would like to try on their TP and Ro9E3Cjk )

why they choose them and how effective they think • Students will reflect on the questions

they are. (Groups of Three max) the teachers will ask them and will
reflect their thoughts during the video
• Share their presentations with the class.
segment.

Stage 3 – Learning Plan

Learning Activities:

• Start the class with open discussion, teachers asks the students to close their eyes and go back to the
classroom they were in last semester during TP. Students need to recall some of the strategies they saw
their MST’s using. And evaluate their effectiveness whether they worked well or not; and why? Students
should form groups of 4 to do this activity then we will take the discussions with the main highlights to the
whole class interaction.
• The teacher will play the video about the classroom management, a teacher modelling two ways of
dealing with misbehavior, one of them is highly ineffective but mostly seen in the government schools
and the other one is in line with the best practices in teaching. Students individually will look at the video
and reflect on it and then share their thoughts and critical reflections supported with evidence from their
experience with the class.
• In the third activity students will use popplet to think about strategies they have learned or observed that
they aim to apply in their current teaching practice. They have to explain the strategy and how to apply it
and how effective it might be and some possible problems that might occur in the lesson.
• Every group of 3 students will create one mind map presentation using Popplet and present it to the
class and their classmates should reflect on the strategies mentioned by their peers.

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 Technology Requirements for Learning Activities

Hardware

Software Network
students:

ipads or phones or PCs Popplet

teacher: You tube Video College wi-fi

desktop or laptop

projector

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 Synopsis Popplet
Techbyte 2: Popplet

Popplet is a free easy to set up and use collaboratively online tool that allows teachers to create mind
mapping and brainstorming diagrams. Popplet can be used for brainstorming, presentations and as a
productivity tool that allows learners to organize ideas graffically. Popplet is an interactive presentation
tool that is out of the usual, teachers or students can create and design their own map of constructed
knowledge and present it or share it with their peers. Teachers have the option to add images or draw the
content they want and relate to their lesson. Popplet supports the 21 st century skills that all teachers aims
at. Some of the main 21st century skills is collaboration, knowledge constructivism and problem solving,

How to use it?

How I use Popplet in differentiation in my classroom?

Collaboration: Popplet allows students to brainstorm collaboratively for ideas and thoughts, for example
when asked to brainstorm for list of idea to write a topic. I teach students the practicum course and we
focus on professionalism, I have asked students to list as much words as they can that represent the term
professionalism to the. They colored the one they really do in one color and things they want to do and
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improve in another color. Then they had to share their mind map with their peers. And they commented in
each other’s on a discussion board on the blackboard. The option is available for more than one student to
work on the same Popplet at the same time.

Construct knowledge: Popplet can be used to trigger learners’ prior knowledge. For example at the
beginning of the course I have asked students to create a mind map about their prior knowledge and what
they have learned last semester from the Practicum course, this also helped me to build upon that
knowledge and most importantly to know what my students already know. And they build up on the same
map as they gradually add things along the way when they learn something new. Then we have a breakup
session at the end of the semester where students share their journeys from the semester. They can keep
it for reference and build in it in the next years. Students can also be asked to make a connection between
two themes or more, or find a common theme and they can use Popplet to complete it and present their
work and share it with everyone in their field.

Self-regulation: Popplet actually gives the power to it user, when students use Popplet they are in control
of their work and everything. It can teach students to be responsible about their work as the tool is entirely
under their control. So the teacher can simply gives them an activity or a task and ask them to organize
their ideas to complete the task. Popplet actually supports students autonomy, which is a powerful thing
and important that students learn to be responsible about their own teaching and learning.

Communication skills: Popplet allows students- teacher’s communication, for example the teacher can
share her Popplet map with her students and vice versa. Students can also share their Popplet maps with
their peers and teachers. Popplet provides a board for interactive collaboration, most importantly at the time
of planning or as a discussion board. Popplet boards can be shared as an image or PDF.

The Use of ICT for learning: Popplet is a tech tool that can be used in the classroom pretty simply. The
teacher can ask students to research atopic and gather all their thoughts, ideas and create a Popplet board
to present their work. They can use images, texts, websites and videos on Popplet to elicit the use of ICT.
Popplet encourages the dynamic use of ICT in teaching and learning.

Real-world problem-solving: Popplet can be used to represent the problem solving and ask students to
critically think of an issue and reflect on it and find a solution. For example in the Practicum course and the
learning to teach in the contemporary UAE, students were presented with some problems or difficult

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situations that they might face at the school and each group had to search for a way to resolve the
situation. They did it in a step to step directions to how to overcome an issue. Students can also use
Popplet to make a study on a topic and they make their own maps and represent them to the class and
have an open discussion.

Classroom management: I’m working with adults but still I would need to use some classroom
management strategies to control the class. Popplet gives the entire control up to the user, so some
interventions has to be made t keep students on track and focused on task. If students had to use Popplet
in the class, I would observing them and walk around the groups and make sure that all students are on
task. I could also assign a group leaders to make sure that her classmates are doing the worked they have
been asked to. But if students were working on the tool outside the class, I would ask them to share their
work with their peers, and probably gives them a deadline. F they faild to meet they will have
consequences.

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 Level: Bachelor Year one semester two Unit: Practicum course

Lesson plan Understanding by Design Template

Tittle: Classroom Management / Lesson 3

Stage 1 – Desired Results

Established Goals

Examine theories of learning in relationship to classroom practice

• Demonstrate an initial understanding of classroom management including routines, schedules and

transitions
• Apply strategies for teaching and managing students, ensuring active student participation is
encouraged and problems are addressed.
Understandings: Essential Questions:

• Reflect on own teaching and use of strategies • What was the classroom
• Critically analyze the strategies used in TP and management strategy that you used
suggest improvements in TP?
• How to effectively implement a classroom • How effective was your
management strategy. implementation of the strategy?
• Predict possible problems and put possible • What would you do differently next
solutions. time?
• How your strategies are differ from
your MST’s?

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 Students will know . . . Students will be able to…

• Students will know how to implement a classroom management strategy and reflect back on their
own teaching.
• Students will be able to critique on the strategy they used in the classroom in terms of its
effectiveness and whether it worked well or not. Then suggest possible improvements in the
strategy itself or the way of implementation.
• Before students starts the class they will be able to predicts possible behaviors of the students and
prepare some intervention strategies that might prevent the misbehaving.

Stage 2 – Assessment Evidence

Performance Tasks: Other Evidence:

• Student will be on their teaching practice. • Through academic prompts

• They will implement few classroom management students will demonstrate

strategies to manage the misbehaving issues and acheivment of the desired results.

to reinforce the good habits. Based on the discussion in the

Black Board.
• During TP they will be involved in online
• Teacher observation of students
discussions in Black Board.
teaching and implementation of
strategies during TP.
• Specific criteria to grade the
responses in the BB Learn and the
depth of analysis of the response.

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 Stage 3 – Learning Plan
Learning Activities:

• On the Previous class the teacher asked the students to prepare a list of possible strategies they
want to implement tin their teaching practice (students used Popplet to create that mind map).
• During TP students are required to implement three strategies at least per week.
• In the Black Board there is an ongoing discussion about the strategies students used every week.
Every student must participate in the discussion as per the instructions.
• Instructions are as follow:
• Share with your classmates your experience of implementing some classroom management
strategies. Mention what the strategy you used? Why you have used this strategy for what
purpose (positive reinforcement/ negative reinforcement/ routine/ transition, etc.). How effective it
was, did it work well? Why do you think so, what evidence proves it worked/ Why didn’t it worked?
What were some of the possible problems you anticipated? What was your intervention plan? How
confident are you in using classroom management strategies at this moment?
• Students have to reply at least to two of their peers’ inputs.
• At the end of the week on the day that we meet in class we pick one highlight issue of the week
and may be suggest some possible solutions to some issues that weren’t resolved during TP.
Open class discussion.

Technology Requirements for Learning Activities

Hardware
students: Network
ipads or phones or PCs Software
teacher: BlackBoard
College wi-fi
desktop or laptop

projector

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 Synopsis BlackBoard
Techbyte 3: BlackBoard

Blackboard is the Virtual Learning Environment (VLE) used at most universities and colleges. Blackboard
provides access to learning materials and activities online. All that is needed to access Blackboard is a
computer with internet access. People can also access Blackboard from a mobile device (such as a mobile
phone or tablet). Blackboard supports the 21st century skills that all teachers aims at. Some of the main
21st century skills is collaboration, knowledge constructivism and problem solving,

How to use it?

How I use BlackBoard in differentiation in my classroom?

Collaboration:

Construct knowledge: I use Blackboard as a teaching and learning platform. Blackboard is a program that
allows teachers to add resources and materials that students can access from their own accounts. It can be

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used for all grade levels – I am using it at college level, my students can access their accounts and check
their work. They can also check the weekly plans, announcements, etc. Even though I am using blackboard
at college level now, my students still have need a bit of practice to get comfortable using it.

Self-regulation: Blackboard adds variety to teaching and grading as students can be assigned a diversity
of tasks to choose from and then submit. It provides an assortment of choices for teaching and learning
within it, ranging from blogs, discussion boards, journals, e-mail, surveys, and if you run out you can even
add links to other learning sites. Students can do the work at their own pace, unless the teacher set a day
and time for the content to close.

Communication skills: blackboard allows students- teacher’s communication, for example the teacher can
share contents with her class and create a discussion board or blogs and students can interact with that.
Blackboard has a variety of features that opens the door fro collaboration. Like; Announcements, Calendar,
Discussion boards, Grade center, Building content folders, Assessment tools (tests, surveys, and
assignments). Many teaching and learning features to choose from, you can basically teach wholly from
Blackboard because it is one website with a variety of toolset connections to other tools for the teacher to
use. Drawbacks: Not user-friendly, takes practice to master it

The Use of ICT for learning: The standards I am currently addressing for using Blackboard in teaching
Education students is based on the learning outcome that they have to be able to use technology to learn
and practice English and the content knowledge. Therefore my requirements for them is to be able to
access course materials, read and respond to announcements, manage their work in a timely manner
(since you can set deadlines and have the assignment closed after a certain day and time), and participate
in course activities using Blackboard.

Real-world problem-solving: Blackboard can be used to represent the problem solving and ask students
to critically think of an issue and reflect on it and find a solution. For example in the Practicum course and

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the learning to teach in the contemporary UAE, students were presented with some problems or difficult
situations that they might face at the school and each group had to search for a way to resolve the
situation. They responded in the shared discussion on the blackboard. They also have shared their
experiences in TP and they were reading each other’s comments and reflections.

Classroom management: For testing and evaluations, you can create a test on Blackboard, or you can
upload tests that you’ve made on Microsoft Word, and it arranges it into a proper exam format, and corrects
it for you too. It has a full grade center, where you can assign certain grades for certain tasks, and then you
can arrange it so that blackboard calculates a certain percentage from each task for the final grade (for
example you can assign 70% for coursework, and 30% for tests, and then label an assignment as
coursework or test, that way blackboard will calculate the final weighting according to what you specified). It
basically does the entire math for you. The teacher can set time and date fro certain tasks therefore she
can manage students work. If students didn’t submit the work on time the blackboard will close and teacher
will know who did the work and who didn’t. Blackboard gives the teachers the control to manage the class
somehow, and for testing the teacher can create a lockdown browser in BB learn, that will prevent students
from accessing any website but the BB learn.

Level: Bachelor Year one semester two Unit: Practicum course

Lesson plan Understanding by Design Template

Tittle: Classroom Management / Lesson 4

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 Stage 1 – Desired Results
Established Goals

• Examine theories of learning in relationship to classroom practice

• Demonstrate an initial understanding of classroom management including routines, schedules and
transitions
• Apply strategies for teaching and managing students, ensuring active student participation is
encouraged and problems are addressed.
Understandings: Essential Questions:

• Students will understand to observe their MST’s
use of the strategy and running a class.
• Identify the class routine
• Identify strategies used to manage transitions in
class.
• Reflect on MST teaching and compare and
contrast MST style of teaching and the student
teacher.
• Tell me about the strategies you used
to manage the children when you were
teaching. What worked? What didn’t
work?
• Tell me about a strategy your MST
used to manage the children.
• Describe a daily classroom routine.
• Describe how you started and/or
ended the day with the children. What
strategies did you use to manage the
children?

• Think about the classroom resources

such as IWB. What did you do with this
resource and how did it increase
student learning?

Students will know . . . Students will be able to…

• Students will know observation, critical thinking, compare and contrast between two styles of
teaching, evaluate students’ responses to teachers’ strategies, reflect on critical thinking questions
and gain some depth of analysis.

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 • Students will be able to observe their MST teaching and reflect on her style and use of strategies.
Evaluate the effectiveness based on their observation and what is suggested by the best practices in
teaching.

Stage 2 – Assessment Evidence

Performance Tasks: Other Evidence:

• Student will be on their teaching practice. • Through academic prompts students

• Students will do observations to their teachers will demonstrate acheivment of the

teaching. desired results. Based on the

reflection questions in Edmodo.
• Students will have to reflect their experiences
through some critical questions set in Edmodo. • Teacher observation of students

They have to participate with one reflection every teaching and implementation of

week and respond to minimum of two Reponses strategies during TP.

from their peers. • Specific criteria to grade the

responses in the Edmodo and
measure the depth of analysis of their
response and responses to their
peers.

Stage 3 – Learning Plan

Learning Activities:

• Students are still on teaching practice, the theme this time requires students to observe their MST’s
teaching style and specifically how they manage their classrooms.
• Students have to reflect on their MST strategies if they worked well or not and why? And what would
they do if they were in their MST’s shoes.
• Students should create an account in Edmodo and join the class that I have prepared, on Edmodo
students will be asked to participate in reflective discussion (reflection).
• Every week the teacher will post a question and students should respond accordingly based on their
observations during TP.

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 • Students are also required to respond to minimum two of their peers, responses should be reflective
and constructive and show depth of analysis of the topic.
• At the end of the week the teacher and the students get together and have another open class
discussion where the teacher picks one reflection from the students’ responses and expand on the
topic.

Technology Requirements for Learning Activities

Hardware
students:

ipads or phones or PCs Software Network

teacher: Edmodo College wi-fi

desktop or laptop

projector

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 Synopsis Edmodo
Techbyte 4: Edmodo

Edmodo is a free easy to set up and use collaboratively online tool that allows teachers to create a class
and share it with their students. Edmodo is an online networking application for teachers and students.it is
safe and controlled environment appropriate for schools, colleges and universities. Edmodo is primarily a
tool for within class communication, but it also provides several ways for teachers to connect with other
teachers. Edmodo supports the 21st century skills that all teachers aims at. Some of the main 21st century
skills is collaboration, knowledge constructivism and problem solving,

How to use it?

How I use Edmodo in differentiation in my classroom?

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Collaboration: Using Edmodo, teachers invite students into private groups that can be used for online
classroom discussions, but in a format that keeps the teacher firmly in control. Teachers give students a
class signup code, which can be deactivated once all students have signed up. For younger children the
code can be shared with their child’s parents to allow them to monitor their child’s activity. Edmodo is
meant to mirror a secure offline classroom that intruders cannot access, with rules of appropriateness
enforced by software. For example, just as students aren't supposed to pass notes in class, they can't send
private messages to each other. They can post only to the group or the teacher, and group messages can
be moderated by the teacher if necessary. So students to students interaction is a little bit limited in
Edmodo, but overall students can still share as a whole group which is more interactive.

Construct knowledge: Edmodo can be used to create content and share materials. Edmodo creates
quizzes for teachers to post that students can access online, also students can turn in assignments online
and teachers can keep track of grades in real time with the grade book teacher. Social constructivism
studies show that students get a deeper understanding of what they are learning from group discussions.
Edmodo allows students to work together to help each other construct knowledge.

Self-regulation: teachers can use the planner function to create a calendar to keep track of tasks, lesson
plans and events. Teachers have access to a personal library, keep all their resources and important
information organized in the virtual library. Teachers can ask poll questions to find out students’ thoughts
and feelings. Also award students badges for good work. Students can use Edmodo at their own pace by
the deadline set to them by their teachers. They have the full access to the materials that their teachers
have shared with them. Students are control of their own learning in a virtual learning platform like Edmodo.

Communication skills: Using Edmodo teacher can communicate with each other anywhere and at any
time. Communication can be from teacher to students or student to student. Students can also connect with
other classes. They can upload photos or files. Teachers can provide feedback on all projects or students
work. Students can provide feedback to each other, or comment on each other’s posts.

The Use of ICT for learning: Edmodo helps learners create their own learning process by allowing them to
connect with students in other classroom using IC, give and receive feedback with peers and access wide
amount of information in one place. Teachers can put links to other websites or videos that students can go
into and explore.

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Real-world problem-solving: Connectivism and social constructivism theories believe that when students
can work together on problem solving and topic discussions it can help them to learn more information and
retain it for longer periods. Connectivism acknowledge learning as a process through social and culture
context.

Classroom management: Edmodo allows teachers to control and properly manage their classrooms.
Edmodo can be used as interaction interactive tool within a lesson or as a virtual learning experience
through the flipped classroom concept. Either way they teacher doesn’t have a great control over what the
students do, except she can know who participated n the discussion or did the quiz and who didn’t. She
can grade and keep the online gradebook using the features from Edmodo. But its up to the students to
keep up with their studies at their own pace. They can aces the material and respond to discussions by
within the limit of deadline the teacher sets.

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 Level: Bachelor Year one semester two Unit: Practicum course

Lesson plan Understanding by Design Template

Tittle: Classroom Management / Lesson 5

Stage 1 – Desired Results

Established Goals

• Examine theories of learning in relationship to classroom practice

• Demonstrate an initial understanding of classroom management including routines, schedules and
transitions
• Apply strategies for teaching and managing students, ensuring active student participation is
encouraged and problems are addressed.
Understandings: Essential Questions:

• Students will understand to gather evidence from
their teaching practice about classroom
management strategies.
• Collect materials during TP.
• Create weebly website with all their TP experience.
• Misunderstanding might be in putting any evidence
• What are some different classroom
management styles?
• Why have you used this particular
strategy and when?
• Was the strategy effective?
• What literature support that you have
for using this strategy?

that might not relate to the course, students are

only to have authentic evidence that supports their
reflective writing about the classroom management
strategies and behavioral issues.

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 Students will know . . . Students will be able to…

• Students will know observation, critical thinking, present authentic evidence for strategies used in
TP, best practices and justifications of the strategies used.
• Students will be able to create and e-book using weebly. Discuss the different types of classroom
management styles, routines, schedules and transitions. Provide justification by providing links of
these classroom management strategies with theories or any other related literature.

Stage 2 – Assessment Evidence

Performance Tasks: Other Evidence:

• Student will be done with their teaching practice.
• Students will show their understanding through the
e-book that they will be creating using weebly
• Students understanding of the content will be
judged based on the E-Book criteria set by the
teacher, it measures students understanding of the
• Through academic prompts students
will demonstrate achievement of the
desired results.
• Students will have to submit the E-
book in Weebly sit.
• Specific criteria to grade the
evidence and information and

content, depth of analysis, relating to pedagogical measure the depth of analysis of

their reflections.
theories, providing authentic and appropriate
evidence.

Stage 3 – Learning Plan

Learning Activities:

• Students will be back from their TP, and they will have to submit an E-book using Weebly.
• Students will create an E Book which outlines and justifies different classroom management styles,
routines, schedules and transitions. The E Book will include examples from teaching practice –
video clips, photographs.
Student individually will:

• Create and e-book using weebly.

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 • Discuss the different types of classroom management styles, routines, schedules and transitions.
• Include video clips, photographs and any other documentations obtained during practicum.
• Provide justification by providing links of these classroom management strategies with theories or
any other related literature.
• Include a reference list of minimum 3 sources.

Technology Requirements for Learning Activities

Hardware

Network
students:
Software
ipads or phones or PCs
Weebly
teacher: College wi-fi

desktop or laptop

projector

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 Synopsis Weebly
Techbyte 5: Weebly

Weebly is a free easy to set up and use collaboratively online tool that allows teachers to create interesting
online classes using weebly website and students to share their work. Weebly for Education is a fantastic
resource for educators who want to create a class website or for students who want to display their course
work on-line. The easy-to-use drag and drop interface allows users to create professional looking websites
with the many available features. Weebly supports the 21st century skills that all teachers aims at. Some of
the main 21st century skills is collaboration, knowledge constructivism and problem solving,

How to use it?

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How I use Weebly in differentiation in my classroom?

Collaboration: Creating a website is a great way for students to display their work to a larger
audience. The ease of on-line access to student work offers many advantages. For instance, parents can
be more involved in the learning process as they can view their child's work on a more regular basis. I have
used Weebly in my class to ask my students share with me their work from their practicum experience.
They included everything, from their responsibilities and work and extra-curricular activities. They also have
shared an evidence of their work which supports their overall presentation. Those websites were also
shared between the class members to allow maximum benefit from TP and the use of Weebly. Another way
I have used Weebly in my class is though blogs. I used it to ask students to post their daily journals or any
interesting story they want to share from TP. Also if they face any issues and are looking for advises from
their peers or me. And we would respond in a daily or maximum and weekly basis.

Construct knowledge: Weebly can be used to trigger learners’ prior knowledge. For example at the
beginning of the course the teacher can ask students to build a website about their prior knowledge and
what they have learned last semester from the Practicum course, this would help the teacher to build upon
that knowledge and most importantly to know what her students already know. And they build up on the
same website as they gradually add things along the way when they learn something new. At the end of the
teaching practice period studnets can create another website that demonstrates their work and
responsibilities they carried on TP. Also their chaievments nad highlight points from their TP. They can
keep it for reference and build in it in the next years. Students can use Weeblu to create and present their
work and share it with everyone in their field.

Self-regulation: Weebly actually gives the power to it user, when students use Weebly they are in control
of their work and everything. It also allows students creativity. It can teach students to be responsible
about their work as the tool is entirely under their control. So the teacher can simply give them an activity,
assignments, blog or tasks and ask them to organize their ideas to complete the task. Students can create
their own websites and be creative about their representative tools. Weebly actually supports students
autonomy, which is a powerful thing and important that students learn to be responsible about their own
teaching and learning.

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Communication skills: Weebly allows students- teacher’s communication, for example the teacher can
create a class with her students and vice versa. Students can also share their websites with their peers
and teachers. Weebly provides a board for interactive collaboration, most importantly at the time of
planning or as a discussion board through the use of blogs. Weebly blogs and websites can be published
and shared with other people around the globe.

The Use of ICT for learning: Weebly is a tech tool that can be used in the classroom pretty simply. The
teacher can ask students to research a topic and gather all their thoughts, ideas and create a Blog or a
website to present their work. They can use images, texts, websites and videos on Weebly to elicit the use
of ICT. Weebly encourages the dynamic use of ICT in teaching and learning.

Real-world problem-solving: Weebly can be used to represent the problem solving and ask students to
critically think of an issue and reflect on it and find a solution. For example in the Practicum course and the
learning to teach in the contemporary UAE, students were presented with some problems or difficult
situations that they might face at the school and each group had to search for a way to resolve the
situation. So students can participate in the Weebly Blog to share their ideas and thoughts and possible
solutions for some authentic issues that might occur in their classes.

Classroom management: I’m working with adults but still I would need to use some classroom
management strategies to control the class. The best feature of Weebly for Educators is the teacher-
controlled working environment for students. Not only can teachers bulk create up to 40 free accounts, but
public access to these accounts can be directly managed by the teacher. In addition, teachers, parents
and students can be confident that all on-line activity is safely monitored on a regular basis.

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