Month: June 2025

We all know about how unexpected events can affect a learning environment. If there’s anything particularly good that came from the global pandemic, I would argue that it’s that we could adapt and overcome the barriers of not being able to participate in things as a society face-to-face. As someone who was in high school during the peak years of the COVID-19 pandemic, I was able to see firsthand some of the adaptations that teachers were making to ensure our education was still being delivered in a way that set us up for success. When it comes to making my lesson more accessible and adapted to something unexpected, I draw on some of these ideas. 

To make sure students would still be able to learn successfully, I would start by setting up an online collaborative platform for our class. Google Classroom was the first one that popped to my mind, but anything within that realm of cloud-based software would be my choice. In creating this, the students get the sense of a “classroom” remotely, where they can come together to collaborate and access resources. Keeping everything in one location is ideal in reducing stress and task management, especially in a situation where a teacher isn’t physically present at the learning location. 

I would adapt this specific lesson into an online interactive slideshow. This makes the activity self-paced, which allows learners to absorb the information at the pace that works best for them. I would set target timelines for the tasks to keep them on track, and schedule times to join video meetings with peers and the class as a whole to discuss the topics that they’re learning about. Breaking the students out into smaller groups virtually allows them to still get some connection and build friendships, while having a target task to work on. 

I would also assign each student to a specific breakout group within the virtual classroom, with collaborative resources so they can work on tasks as a team. The whiteboard feature is ideal for this, but Google Drive as a whole is an excellent resource for collaborative work. Having set times for the entire class to meet up online for questions and lectures is another way that I would adapt this lesson. I would also be available throughout the self-paced learning for students to reach out with questions or concerns. I think the whole idea behind this new adapted version of my lesson focuses a lot on the learner’s needs and supporting them in making decisions for themselves, while providing structure and direction where needed.

I hope you enjoyed reading my thoughts about adapting my lesson for a virtual class! Cheers,

– Sharidyn

Hey Cassis! Thanks for sharing what you learned about direct instruction, and providing some personal insight into what it means and how it relates to our project. It was really helpful to be able to see what the potential benefits and drawbacks of using it to teach students about cyberbullying and mental health. The main points surrounding the tensions that can arise between structure and flexibility were particularly interesting to me, which I would say are important things to note when it comes to discussing an emotionally charged topic like cyberbullying. 

I agree with the idea that the highly structured nature of direct instruction could be helpful when introducing the core concepts of cyberbullying. I think being clear about what it is and having rigid structures surrounding the main ideas is crucial in ensuring that students are all exposed to the most important foundational information. I also agree with what you had to say about the drawbacks though. Direct instruction does leave little room for emotional processing and reflection, and that can cause problems with a topic like cyberbullying that depends on students to connect with themselves on an emotional level. 

Personally, I think a blended approach would be ideal when it comes to teaching a lesson on cyberbullying. Direct instruction would be a great way to introduce the students to some of the more foundation-level information that’s required for them to be able to perform more reflective activities surrounding the topic. While it may not be ideal as the entire structure of the lesson, it could provide a great start or component within the teaching style.

Thanks for sharing your reflection for blog 1, Devin. I think that tennis coaching is a perfect example to use for this reflection, and I appreciate your ability to be so introspective about it. I think the way that you were able to articulate the progression from constructivist/behaviourist approaches with beginners to using a cognitivist approach with advanced players shows a great understanding of the different types of learning. It demonstrates that you have a clear understanding of how different instructional methods can be tailored to the varying skill levels of theplayers you coach.

The emphasis you put on using modified constraints was something that stood out to me. Smaller courts, slower balls, etc, that help players learn the game and gain confidence and control in the sport. It goes to show the positive effects that reducing cognitive overload in the early stages of learning can set the foundation for better learning outcomes in the long run. 

As a coach myself, I agree that it isn’t a “one-size-fits-all” practice. It requires different types of instruction for different players. You take a great approach when it comes to helping players of varying levels build skills to move forward from where they are. Thanks again for sharing! I really enjoyed reading about the connections to learning styles you were able to make.

Sharidyn

Hey everyone! Today, I’m going to discuss cooperative learning, what it means, and how it aligns with our approach to a learning environment, particularly with our lesson on cyberbullying. 

So I bet you’re wondering what cooperative learning even is… Fear not! I’ve identified some key characteristics of it and how it might be implemented in the classroom. One of the main ideas when it comes to cooperative learning is shared success and interdependence. There’s a focus on students relying on one another for combined success. Another key factor is accountability. The students learn to be held accountable for their portion of the work in cooperative learning environments. One of the other benefits of cooperative learning is the opportunity for students to develop interpersonal and group work skills. 

I feel like cooperative learning aligns well with our team’s lesson plan and style. The interactive simulation will likely prompt students to discuss their experiences with one another and promote interactions with one another. The guided discussion portion is also a great way to foster cooperative learning in the classroom. The action plan brainstorming activity we have planned would also provide the students with the opportunity to bounce ideas off of eachothher and learn from their peers. Brainstorming as a group to come to a consensus is an ideal form of cooperative learning. 

I think that cooperative learning is one of the best ways to get students on a common wavelength and keep their ideas flowing. It’s always good to be able to observe how they learn from one another and keep those strategies in mind for when we are designing our own lesson plans.