In of creative writing skills on the theme

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In Module 2 I learnt to focus on the appropriate selection of digital
technology to achieve the planned learning goals, for example Multimedia Projector
influences to enhance learners’ understanding of concepts and simulations
help in developing verbal and facial expressions of learners. I realised that
English subject
teachers can use online free applications like digital storytelling, digital
poster and journal making for improving literacy skills. Henceforth,
provision of equitable access to emerging
technologies and digital resources in school keeping all safety measures in
focus. I have implemented and also agreed with this factor that classroom
conditions of technology capacity, computer–learner ratio to be seriously
followed up to ensure electrical capacity in the classroom. The sustainability
of applicable digital resources must ensure the teaching of lessons at
redefinition level through innovative use of digital tools that produce
high-end results. It should also be considered that the technology
should be easy for teachers to troubleshoot for smooth teaching process. To
make my lessons effective, I have tried to incorporate necessary factors
while selecting digital technologies for my lessons to achieve the planned
learning objectives (Tschirgi, 2017).
The digital
technologies supported my learners in creating posters
and digital stories on “pollution free environment” and in achieving learning
outcomes of creative writing skills on the theme of pollution. In this lesson
I selected Multimedia projector
to conduct the recap session starting with a
video on (save the earth). The session was interactive, “wait
time” was focused, the appropriate illustrations and animations developed
learners’ interest, mostly learners were responsive yet
their knowledge was limited. As per my evaluation, some effective teaching
strategies should have been planned to keep learners’ focused, pre-lesson
reading task on Edmodo could be planned.
I used Plickers (Software Applications) to receive on the spot real-time data of formative assessment without need
for learners’ devices. I used Plickers with mobile phone during my lesson to
get instant feedback of multiple choice questionnaire. Initially learners required
training to carry Plicker cards according to specific technique to record
answers, which consumed time, learners of group one created digital story books about
saving the earth on which is a Storybook creation
site, it provided an outlet for learners to
enhance their writing skills and imaginations. Learners narrated
ideas to pursue about different responsibilities of people for saving the earth;
they supported their writing with colourful illustrations, props and scenes
and also option of recording narration which helped in developing their speaking
skills. Storyjumper was an appropriate selection, however,
few learners consumed more time in navigation and exploring the customized
options, which drifted them away with the theme and also delayed their tasks. In group two learners designed their digital posters on,
they had ample of options to choose customized layout, photos, grids, shapes,
lines, illustrations, text(font styles) and backgrounds. It provided options
to create appealing digital posters to convey the message of “pollution free
environment”. In spite of following How to guide, learners consumed time in
web searching the images of their choice however all available images were
not free and they had to choose alternate ones. Their digital posters were
displayed in school environment. Energizers and brain breaks played effective
role to break the monotony and boosted my learners’ energies for lessons,
this technique was enjoyed by whole class. Padlet online app was used for
reflective writing activity; it is a visual collaboration tool
which allowed learners to exchange thoughts on a common topic.
Learners posted feedbacks about lesson was obtained on Padlet wall. Except for few, mostly learners need training to be more critical for sharing reflections.The
compatible grouping developed collaboration amongst learners, yet I reflect
upon my research of managing inclusion effectively. I also reviewed that lessons
can be based on flipped classroom strategy to prepare learners for better
response and understanding of concepts, their feedbacks can improve through
higher order questions in assessment tools, also to save time while working
with different digital apps and websites by saving How to videos on
respective Netbooks to ease the navigation.
In lesson 2 whole unit plan was reviewed in a recap
session, it was interactive and learners were inquisitive. Multimedia
Projector was used for conducting question/answer session, sharing audio
recordings of learners, showed some Edmodo sharing of learners. It was
observed that learners have developed good vocabulary and English speaking
skills, one statement surprised me saying “Solution of Pollution is
recycling”. The session took more time than planned due to selecting several
ideas for discussion and so learners were losing interest in the end.
AdobeSparkPage (online web page) was introduced to create e-portfolios. Learners
were given a higher level task by creating digital portfolios. Learners organized
their pages into sections to showcase portfolios they have made, information
text they have written, and their reflections on what they have learned about
the theme of “Pollution”. My learners found this online tool a bit
challenging because they struggled for finding out images through web search
as all pictures were real and all were not of learners’ choice. Learners’
finished portfolios were published on Edmodo through sharing the links of
individual portfolios. Second group of learners have shown their creative
skills on, they logged in with their Penzu accounts. Learners
enjoyed working on this online tool as it facilitated learners through its’
customizable features (font types, colours, images)
helped to keep them engaged for their journal writing , along with that they had digital autonomy of selecting pictures
through web searching , to support their text ; learners were given with word
list to ease their web search. Some higher level of learners’ written more
text some lower level learners who were able to write few lines. Learners’
finished digital journals were saved and shared on Edmodo forum. Penzu app
also offers features like commenting, tagging, managing and sharing entries
with classroom which can be utilized in future assignments on Penzu. Last
group worked on Notebooks to write key ideas or reflections about videos on
different pollution related topics. It was a small group and they managed to
work on Notebook app (on tablets), they generated the idea of recycling
process by watching videos on tablets and even tried to draw the process
cycle as well. As my observation, few learners watched all available videos
and even twice, due to this, they consumed extra time and could not complete
their tasks on time. In future I should plan to assign tasks with instruction
sheets and learners to be made conscious of allotted time.
I believe programme plan is a working
document and I kept on reviewing and modifying it based on my ongoing
research and feedbacks from learners and mentor. I perceived that proper
streamlining of learning aims and learning objectives helped in integrating
digital technologies with curriculum. The allotted time to all lessons was
appropriately distributed considering the time consumption issue during
digital activities. I explored new software apps, online tools and websites
to cater to inclusive and innovative lessons. Learners were given opportunity
to explore a variety of digital tools in lessons, yet they have not found
creating web page interesting and the
tasks became challenging due to inflexible features, learners
struggled to complete the task of creating digital portfolios on web pages on time, and I felt
learners lacked motivation and did not find it up to their capabilities. One
more factor could be the variance in the levels of skill, confidence, and
knowledge learners have; when using digital technologies and it did impact on
the quality of their use of the technology. While most learners express positive
attitudes towards technology for learning and show confidence in using
digital tools in school, yet there are skills gaps. Some learners do not have digital
resources at home and they lack confidence or some of them are used to touch
technology and not familiar with Netbook handling. My excitement about
integrating technologies in lessons was high. I looked forward to see my
learners exploring all creative features of the online web tools. Learners
showed willingness to digital activities, however, they spent good time in
exploring the available features and options on digital story making and
poster making online web tools and navigating the websites; and due to this
their tasks were delayed. As per my evaluation, I was more focused on the use
of technology and somehow subsiding the content knowledge, I realized that my
aim was to help the learners achieve their learning goals whereas technology
could help achieve them in a more organised manner. The digital formative
assessment tools I used for lessons served the purpose and learners were
engaged well in giving quick response through online quizzes and real-time
formative assessment data, yet they took more time in understanding the
procedures due to being unfamiliar and new to the techniques. However it was
observed that learners consumed more time in responding to google docs and
reflections on Notebook apps as compared to online quizzes and online survey
forms. The digital tools I used for lesson evaluation were not enough helpful
as they were mostly in reflective descriptions about lessons and all learners
were not able to give critical feedback due to incompetent reflective writing
skills. I have also developed some understanding of catering all learners
through differentiated instructions .In my programme plan I also prioritized
flexible grouping keeping the learning objectives in mind at the same time
holding all higher-level and lower-level learners to same standards. Keeping
differentiated grouping and providing differentiated digital technologies to
them facilitated me to cope with all levels of learners, whereas classroom
management became a challenge for me since at times I had to struggle to
cater many queries at a time (Stern, 2017). It was also reviewed that
programme plan is a document which should be structured to assess learners’
understanding of content and lesson topics, moreover the activities and
online free web tools to be selected carefully and according to learners’
the module I adopted the practice to evaluate not only my teaching but other
factors such as selection of digital technologies for my learners to meet the
lesson objectives, obtaining learners’ feedback through assessment and
evaluation tools and developing my reflective practices. My understanding of
inclusive teaching improved with continuous research work as I modified some
lessons by increasing the number of groups of learners to cater different
ability groups. My reflective logs on Blogger after each lesson allowed me to
reflect upon some crucial points to ponder like What I am good at, What needs improvement and
Way forward  to it (CIE Resource: Planning and Designing
Learning). In some lessons I realized I did more than what I
planned for that particular lesson made me reflect to manage time
effectively, henceforth, I was also contended to meet my learners’ needs and
that is why I prefered to include energisers, brain breaks, classroom online
audience tools and other scaffolding strategies. Participating on educational
blogs and viewing teachers/experts’ views about teaching with technology have
also developed my knowledge and ideas about teaching with technology. In a
feedback session with mentor, it was discussed that learners were not able to
provide reflective lesson feedback due to younger age group, which resulted
in obtaining one to one feedback from them. It was decided to plan age
appropriate evaluation tools in order to get more accuracy and reflection in
feedback. It was reviewed that if I would have used quantitative data that would
give me clear picture of progression and could have further improved the
lessons. Keeping the age group in mind, it was evident that learners were not
able to produce critical and effective feedback which eventually could not
help develop my lessons further. I also used checklists to assess assigned
tasks after each lesson, however it was realised that checklists should have
been given before the lesson as well to gauge learners’ understanding. I
evaluated my strategies of attaining learner feedback through assessment
tools which transformed from paper pencil to podcast and Plickers, which
helped in adopting new teaching methodologies. Using online data gathering
tools supported me to access data at any time, generate results and save
time. I have also prioritized to keep strong back up plans in hand in case of
any technology failure to avoid any hassle during lessons. It is equally
important to analyse the competency level of the digital technologies planned
for lessons, as per experience, there were few online tools which were not
compatible for the tablets available in my school due to which I had to
manage with appropriate replacement. I have realised that as being a
digitally aware teacher, I used to get overwhelmed about using all available
digital technologies, however I somehow managed to ensure an appropriate
balance for integrating technology in my lessons (Walker and Logan, 2009).

Areas of Development

Steps Take In

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Time Frame

Success Criteria

·       Utilising
digital technologies to conduct formative assessment.
·       Catering
inclusion to improve learners’ learning outcome.
·       Enhancing
learners’ knowledge about  lesson

·       Research
to find age appropriate digital assessment tools, discussion on edutopia
and other learning communities
Develop higher
order questions in assessment tools
Designing learner profile
Exploring age appropriate digital tools
Evaluate the effectiveness of selected
digital tools and integrate them in the lessons
Review the impact of inclusion in the
Plan  pre-lesson reading tasks on Edmodo

May 2018
December 2018
December 2018

Learners will
be able to give reflective lesson feedback
All learners will be able to perform the tasks
according to their learning ability
Learners will be able to respond during the lesson
about the focused topic

Categories: Management


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