1.

Original Lesson Plan

Lesson Lesson Objectives Vocabulary No. Of Interaction Skills & Activities Resources
Sessions
Pattern

2 • Examine Positive 2 Whole • Start the class with open

reinforcement, class
theories of Negative discussion, teachers ask the
learning in reinforcement, students to close their eyes
Classroom
relationship management and go back to the classroom
to classroom they were in last semester
practice during TP. Students need to
• Demonstrate recall some of the strategies
an initial they saw their MST’s using.
understanding And evaluate their
of classroom effectiveness whether they
management worked well or not; and why?
including Students should form groups
routines, of 4 to do this activity then
schedules and we will take the discussions
transitions with the main highlights to
• Apply the whole class interaction.
strategies for
teaching and Individual • The teacher will distribute • The reading text on
“Classroom
managing reading about the classroom
Management Strategies”
students, management strategies and
ensuring asks students individually to
active student read it and reflect on it and
participation then share their thoughts and
is encouraged critical reflections supported
and problems with evidence from their
are addressed. experience with the class.
• In the third activity, students • Sticky notes
Whole
class will write down 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.
 2. UDL Lesson Plan
Level: Bachelor Year one semester two

Unit: Practicum course

Tittle: Classroom Management

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

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

• Students will be able to reflect of the classroom management strategies and evaluate its
effectiveness-based in 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: Students will…. Other Evidence: Students will….

• Be involved in class discussions. • Demonstrate achievement of the

• Reflect on a video on classroom management
• Use Popplet to create a mind map of strategies
they have observed previously and say why
they chose this strategy on top of others.
• Create a list of classroom management
strategies that they would like to try on their TP
and why they choose them and how effective
they think they are. (Groups of Three max)
• Share their presentations with the class.
desired results through academic
prompts. (Based on the discussion
and reflection on the video
https://www.youtube.com/watch?v=
8U-Ro9E3Cjk )
• Reflect on the questions the teachers
will ask them and will reflect their
thoughts during the video segment.

Stage 3 – Learning Plan

Learning Activities:

• Start the class with open discussion, teacher 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, 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.
• Individually, students 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.
• Students must 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.

Technology Requirements for Learning Activities

Hardware Software Network

• Popplet
• Students: iPads or •
• YouTube Video College Wi-Fi
Phones or PCs
• Teacher: Desktop laptop
and projector
 3. Diversity Lesson Plan
Level: Bachelor Year one semester two

Unit: Practicum course

Tittle: Classroom Management

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

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

• Students will be able to reflect of the classroom management strategies and evaluate its
effectiveness-based in 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: Students will…. Other Evidence: Students will….

• Be involved in class discussions. • Demonstrate achievement of the

• Reflect on a video on classroom management
• Use Popplet to create a mind map of strategies
they have observed previously and say why
they chose this strategy on top of others.
• Create a list of classroom management
strategies that they would like to try on their TP
and why they choose them and how effective
they think they are. (Groups of Three max)
• Share their presentations with the class.
desired results through academic
prompts. (Based on the discussion
and reflection on the video
https://www.youtube.com/watch?v=
8U-Ro9E3Cjk )
• Reflect on the questions the teachers
will ask them and will reflect their
thoughts during the video segment.

Stage 3 – Learning Plan

Learning Activities:

• Start the class with open discussion, teacher 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, 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.
• Individually, students 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.
• Students must 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.

Technology Requirements for Learning Activities

Hardware Software suggested

• Students: iPads or
Phones or PCs
• Teacher: Desktop laptop
and projector
Network
Recognition Networks (the
“what” of learning) • College Wi-Fi
• YouTube Video
• Nearpod
• Edmodo

Strategic Networks (the “how”

of learning)
• Imovie
• Showbie
• Blackboard
• Pliker

Affective Networks (the “why”

of learning)
• Popplet
• Quizlet
• Kahoot
• Weebly
 Technology Tools that Support Diversity
1. Recognition Networks (The “What” of Learning)
Nearpod
Nearpod is a tool that can be used 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. Teachers 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 aim at. Some of the main 21st century skills are
collaboration, knowledge constructivism and problem solving.

How to use it?

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 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 helps students to keep up with the rest of the class and the
teacher pace.

Communication skills: The teacher can share the screen with each 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 learning to
my students and an example of the flipped classroom concept, which worked 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 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 other 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.

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
aim at. Some of the main 21st century skills are collaboration, knowledge constructivism and
problem solving.

How to use it?

How I use Edmodo in differentiation in my classroom?

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.

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 it is up to the students to keep up with their studies at their own pace. They can
access the material and respond to discussions by within the limit of deadline the teacher sets.
 2. Strategic Networks (The “How” of Learning)
iMovie
Why is it selected?
IMovie is a video editing software applicable for iOS that turns normal and traditional videos into
movie magic. I have found it more creative and interesting comparing it to the movie maker that
is supported by Windows. One of the main reasons pushed me to choose this application is that I
can edit it on my iPhone, or iPad and then finish it on my Mac. To be more specific, in the while-
reading stage of presenting a short story about animals’ babies, I decided to create the story using
iMovie because it was a great way of integrating technology to make the learning process more
attractive and less boring. While reading a story for students, teachers cannot ensure that all
learners are paying attention, however, using iMovie to present a story will help teachers focus on
learners’ motivation as they can pause any time to ask a question. Moreover, young learners feel
more interested in videos that are supported with audios and pictures.

TPACK (iMovie & Enhancing Content Knowledge)

Based on the TPACK model, Content Knowledge (CK) is about the subject matter and the deep
learning of concepts in curriculum. Consequently, Technological Content Knowledge (TCK) is
about understanding curriculum through integrating technology and finding out the changes of
curriculum (Mishra & Koehler, 2006). Using iMovie for lesson 3 was purposeful to enhance the
learning and teaching processes. IMovie was used to expose learners to different animals’ babies
as it was supported by pictures. Learners could predict some of the animals when they saw the
pictures and they pronounce some of them correctly. By the end of the lesson, students could
remember names of animals’ babies (Mother & Baby Game) and this concluded that the
technology enhanced the Content Knowledge (CK) and met the main goal of the lesson to identify
some of animals’ babies.

Diverse Learners & iMovie

Students do not learn in the same way as they have different learning styles and come to schools
with different backgrounds. IMovie offers many ways to support diverse learners in the classroom.
For example, visual learners will have a great opportunity to focus on the content of a story while
using their visual strengths. As a result, teachers can ensure that most of students are focusing on
the story and assisting others who may need help. ESL is taught all over schools in the UAE and I
think using iMovie with added captions of subtitles will play a great role to assist English language
learners. To clarify, subtitles will help learners connect between their own language and the
English language. In addition, adding captions will help learners develop their reading skill as well
as learners with hearing difficulties will be able to read the text.

Showbie

Why is it selected?
Showbie has a crucial role in making the writing skill more fun as we are going to download the
two worksheets for this session. Therefore, our students could view worksheets by using their
class code in order to practice the main content of the lesson to measure their level of
understanding.

This smart app is gathered all course materials and resources in one drive that is downloaded by
course instructors which makes course contents available in 24/7 as well the uses of iPad in our
school make us close to our leaners in the tool that levels up their learning skill.

TPACK (Showbie & Enhancing Content Knowledge)

Using technology is being a main tool to transfer the lesson content as well it makes a strong
relationship between teaching and learning activities. This app is a factor to do so by sharing any
lesson resource that takes seconds. Additionally, educators can send a quick feedback to learners
through multi-media ways, such as writing notes or voice records to meet student’s interest in the
ways to attract them to advance their progression. Of course, this smart app creates a great
relationship between students and their parents as each has a portfolio that is automatically set up
since they sign in a class code that is given by their teacher. So, we can enhance our students
leaning skill to gain knowledge in such a collaborating way depending on their understanding and
level.

In addition, this app applied the SAMR model by making the traditional activities of learning
dressing smart ways to meet 21 learners’ skills to achieve course content curriculum.
Diverse Learners & Showbi

Showbie guides teachers to choose and provide the quick assistance for each student after they
receive their work through this app which firstly increases their participation and make them
practice their learning skills in such way make them more comfortable and a key to advance their
challenge through the lesson content. Related to this lesson, students were able to select the correct
vocabulary that present the right habit per animal in the worksheet with some multi-choices
questions and word puzzle to develop their writing skills. To sum up, differentiating teachers’
choices in one worksheet engages most of learners in one class.

Plickers

Why it selected for this session

Plickers is an effective tool that can be used by teachers to collect real-time formative assessment
data without the need for student devices. More accurately, Plickers is an organized student
response system that is done through distributing QR codes to students on large cards. This tech
tool helps teachers to make the learning process more fun through distributing cards (paper clicker)
to students, and then teachers use your phone to scan them for instant feedback. The data will be
saved automatically student by student to the website “plickers.com”.

A crucial reason made me choose this tool is that is works well for classroom management because
students do not have to scream for answers as they just need to raise the paper clicker card. Based
on my experience in teaching young children, when I used to ask questions or show a picture card,
students screamed a lot and not all of them were participating. Another important reason for
choosing this tool is that it is a great resource for collecting assessment data to be used any time
throughout the year.

TPACK (Plickers & Enhancing Content Knowledge)

The TPACK model highlights that integrating technology into any lesson must fit with the
curriculum outlines and the pedagogical needs. Using Plickers in the second lesson was very
effective and met the goal of the lesson which was about identifying different types of animals that
live in Wadi Wuraya. I presented multiple choice questions about animals and students raised their
cards to present the correct answer. This tool can help helped teachers to get immediate feedback
from students about their learning process. I have noticed that by the end of the lesson, students
were able to identify the different types of animals (CK) and I have decided to move on and focus
on a new area which was identifying some of animals’ babies that was introduced in lesson 3.

Diverse Learners & Plickers

Plickers has different features that provide teachers with ideas used to differentiate instructions.
Having immediate response allows teachers to decide if they should move on or they need to focus
more on some concepts. It shows who need more time to work with. To clarify, after collecting
answers, teachers will be able to know which students need more focus and decide if the activities
are adequate for their levels of not. Based on that, teachers will be able to change instructions that
suit students’ levels and needs.

It is important to offer activities that suit different learning styles. This website helps teachers to
give the chance to students who prefer to work individually. Also, students who feel shy to
participate or express their opinions in front of others will have more privacy by just holding up
their cards to answer a question. Another type of students prefer competitions to learn, so teachers
can use this website for hosting a review game. Have students hold up their cards and see who
responds first, so he/she is the winner. This is another way of using it for diverse learners.

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 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 for collaboration. Like;
Announcements, Calendar, Discussion boards, Grade centre, 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 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 centre, 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 for 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.
 3. Effective Networks (The “How” of Learning)
Quizlet
Why is it selected?
Quizlet is a tool that offers flashcards, matching games and much more for creating new kinds of
learning. It has different options for teachers to use, such as flashcards, speller, tests, and games. I
have found it a fantastic tool to use in lesson 1 for focusing on the target vocabulary. Teachers can
search for any topic and find thousands of resources and they can create their own lists of
vocabulary as well. One of the great options I have found in this tool is that it can be used for
creating tests using different types of questions, such as matching, written, true/false, and multiple
choice. It can also be used as a memorization game, so teachers will have instant feedback of
students learning and what areas need more focus. Furthermore, it saves the environment as we
don’t need to print big numbers of flashcards and all your work will be saved to use anywhere and
anytime.

TPACK (Quizlet & Enhancing Content Knowledge)

TPACK is a framework for teachers’ knowledge and technology integration called Technological
Pedagogical Content Knowledge. Technology can’t be used in the classroom without any purpose.
However, teachers should bear in mind that technology not only need to meet curriculum goals,
but also should contribute to the digital literacy as mentioned by Mishra & Koehler (2006). Using
quizlet was clear to help learners focus on the main vocabulary of the lesson. After creating
flashcards of the vocabulary and uploading pictures of animals, I used the scatter game and divided
students into four groups to match pictures with sentences. At this stage, students did not need
their own devices as I displayed the game on the board and asked students to use the interactive
white board to choose the correct answers. Learners were motivated and could revise the content
knowledge (CK) of the lesson during this game. Furthermore, I decided to continue focusing on
identifying different types of animals till lesson 2 as I noticed that learners needed more attention
to this area.
Diverse Learners & Quizlet

Quizlet has different types of questions which suite different types of learners. Teachers can create
various practice questions that suit learners’ needs. For example, some learners understand more
using multiple choice questions while others work well with true/false questions. These varieties
provide teachers with an adequate environment for diverse learning. Being more specific, the
matching game used in quizlet was done in groups. Some learners feel shy to participate in front
of others, so working in a group made them feel more comfortable and the same time able to
understand. Another type of learners can’t understand without clarifications, so quizlet has the
option of adding pictures to suit visual learners.

Kahoot

Why is it selected?
This educational app makes class astomphere more interactive as students practice the pervious
lesson content in such a competeive way. So, as educators we used this app to measure leaners’
understanding through a collaborative game. Also, it is an effective way to make the formative
assessment a more powerful tool. To clarify, there are several questions we added by using quiz
options to know if students can idenfy the right simple present term (has/have) for any displaying
pictures in the device screen. Consequently, learners have to choose the answer within the time
limit per question and immeditaely their results are going to show up in the smart part, so we can
give a direct feedback for any inaccurate answer.

TPACK (Kahoot & Enhancing Content Knowledge)

Related to TPACK model, this app assesses student’s knowledge through interactive learning
activities regarding to the features provided within each activity, such as the colours and the visual
media which are making the session more collaborative and motivating for all learners’ types.
Thus, gaining content knowledge in a way that advances student’s participation and motivation
can be a great measurement to their progression.
Diverse Learners & Kahoot

Learning activity process is a main factor to advance student’s progression as we are dealing with
the 21st century learner. This smart tech provides the necessary features to encourage diverse
learning interest for those learners we have in one session. The sounds’ effect that automatically
appear when educator run a class quiz makes learners more and more motivated. As we chose this
app for our young learners to assess their understanding of lesson in a way they prefer to do. By
this we mean, educators can play the quiz in pairs or in groups which increases the choices of
learner’s preferences of class participation.

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 graphically. 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 it to their lesson. Popplet supports
the 21st century skills that all teachers aim at. Some of the main 21st century skills are collaboration,
knowledge constructivism and problem solving.
How to use it?
How I use Popplet in differentiation in my classroom? (21st Century Skills)

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. In the practicum course, we
focus on the concept of professionalism. Students are asked to write down as much words as they
can that represent the term professionalism to them. They coloured the one they really do in one
color and things they want to do and improve in another colour. Then they had to share their mind
maps with their peers. And they comment on each other’s in the discussion board. 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, students were asked to create a mind map about their prior knowledge
and what they have learned last semester from the Practicum course, this also helped in building
upon that knowledge and most importantly to know what students already know. And they build
up on the same map as they gradually add things along the way when they learn something new.
At the end of the semester students will have a breakup session where they 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 its users, 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 give them an activity or a task
and ask them to organize their ideas to complete the task. Popplet supports students’ autonomy,
which is a powerful thing and important that students learn to be responsible about their own
learning.

Communication skills: Popplet allows students-teacher communication, for example the teacher
can share the Popplet map with the 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 simply. The
teacher can ask students to research a topic 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 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: Popplet gives the entire control up to the user, so some interventions
have to be made to keep students on track and focused on task. If students had to use Popplet in
the class, it is suggested that teachers observe them and walk around the groups and make sure that
all students are on task. Teachers can assign group leaders to make sure that their classmates are
doing the work they have been asked to. But if students were working on the tool outside the class,
the teacher can ask them to share their work with their peers, and probably gives them a deadline.

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 aim at. Some of the main 21st century skills are
collaboration, knowledge constructivism and problem solving,
How to use it?

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 students can create another
website that demonstrates their work and responsibilities they carried on TP. Also their
achievements and highlight points from their TP. They can keep it for reference and build in it in
the next years. Students can use Weebly 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.

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 using 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.