Technological application in teaching and learning: Difference between revisions

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<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Use of LMS'''</span></div>Vinschool Learning Management System (LMS) supports teachers in managing their online presence for traditional face-to-face, blended learning, flipped, completely online courses, and remote teaching, as well as other e-learning projects and faculty collaborations.
Differentiation is usually presented as a teaching approach where teachers think of learners as individuals and learning as a personalised process. According to Alyce Hunter in ''Differentiated Instruction in the English Classroom'' “Differentiated instruction is a recognition that students vary in their needs, interests, abilities, and prior knowledge. It's a springboard from which students work toward the same ends, but they use different content, processes, and products to get there. It's all about successfully teaching each student. And it can be done in the regular English classroom.”


LMS provides a user-friendly environment with multiple tools that faculty and students can use to learn, share information, and interact with each other.


Although precise definitions can vary, typically the core aim of differentiation is viewed as ensuring that all learners, no matter their ability, interest or context, make progress towards their learning intentions.  It is about using different approaches and appreciating the differences in learners to help them make progress.  Teachers therefore need to be responsive, and willing and able, to adapt their teaching to meet the needs of their learners.
Below are some of the most common LMS functions used in ESL classes:




There is no one unique style teachers should adopt. Teachers do not need to differentiate everything for everyone every day; instead, they should select appropriate moments in the instructional sequence to differentiate. In other words, effective differentiation is part of an experienced teacher’s daily lesson plan. It is important that teachers are able to respond to the needs of their learners and use the techniques they deem to be most suitable.
'''Teacher- Student interactions:'''
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* '''''Quizzes''''': When creating a quiz, teachers have a variety of options to choose from, including whether to use it as an ungraded or graded survey, a practice or a graded quiz.
* '''''Assignment'''''s: Teachers can create an assignment, modify assignment settings, and assign to only groups or individuals if desired.
* '''''Discussion''''': Teachers can create a discussion, modify discussion settings, and monitor the discussion threads.
* '''''Announcement''''': Teachers can make announcements and modify announcement settings. An announcement will be sent to all enrolled students within the course.
* '''''Inbox''''': Teachers can interact with students (the whole class or individual) asynchronously.


It can be difficult to fit in all the syllabus content and support all learners, keeping them engaged in their learning. This is a challenge for teachers the world over.  Although there is no single formula that creates a differentiated classroom, when differentiation is in place, opportunities for innovation and ongoing reflection are created that boost teaching and learning in a way which  would not be possible in a ‘one size fits all’ lesson.


'''Course materials uploading and storing'''


Effective differentiation is heavily reliant on teachers being able to respond to each individual and fully understand their needs to best support their next steps. The viability of this will depend on each teacher’s specific context, motivation, obstacles to overcome and training.
LMS has a simple, yet powerful, content editor that is available anytime for creating new content (Announcements, Assignments, Discussions, Pages, Quizzes, or Syllabus).<br />
 
 
There is no single, optimum way to conduct differentiated teaching. However, we can provide a selection of strategies to help teachers to become more confident in their teaching practice.
 
Differentiation is predominantly supported in the following ways:
 
*differentiation by questioning (embedding questioning strategies to inform better next steps)
*differentiation by grouping (using mixed ability groups)
*differentiation by outcomes (multiple modes of learner output or how learners demonstrate/show their learning)
*differentiation by task (additional worksheets).<br />
 
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Understanding individual learners is vital for successful differentiation. In order to be effective, figuring out what the individual already knows or can do is a vital step in the process.
 
Getting to know learners is, however, more than just finding out what they know. It is also about a broader understanding of learner difference. Learners and their learning can be different for a number of reasons: they may have different levels of interest in the topic; they may have differences in their levels of motivation, their ability to remember information, their confidence, the accuracy of their handwriting, their levels of vocabulary acquisition.
Having knowledge of the individual helps teachers to plan for learning rather than teaching, and ensures that they are always supporting progress. In a differentiated classroom, teachers and learners collaborate in learning and learners have ownership and responsibility. Offering choice can encourage ownership of individual work and learning, creating a learning environment in which learners ‘have no fear’ and apply effort.
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In an attempt to turn the classroom into an interconnected environment, Vinschool has developed a Bring-Your-Own-Device (BYOD) policy which is applicable to Secondary students.
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Differentiation is one of the most important criteria in classroom observation rubrics at Vinschool. Differentiated factors are required not only in lesson planning but also in real teaching practice. The highest judgment for differentiation is given when “content, teacher delivery, instructions, activities, and assessments are differentiated, as appropriate, for individual learners based on the teacher's prior understanding of their students' abilities” (extracted from [https://drive.google.com/drive/u/1/folders/16IR96HOLt680Hb0QVQOxXVFgMNywjHs2 Vinschool’s Classroom Observation Rubrics])<br />
The details of the policy can be read [https://drive.google.com/file/d/1bROxQ3o9Jp1fSmDHJ0fqNHE3FAx7bXBa/view here].<br />
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Latest revision as of 12:17, 14 September 2022

The use of technology has become an important part of the learning process at Vinschool. Teachers are encouraged to employ suitable technological tools, make use of technological materials and promote the use of Internet in order to support learning process. Technological integration has proven effective in making students more motivated and proactive in knowledge exploration and skill practice. It also opens door to more educational opportunities that meet their needs.

Use of LMS
Vinschool Learning Management System (LMS) supports teachers in managing their online presence for traditional face-to-face, blended learning, flipped, completely online courses, and remote teaching, as well as other e-learning projects and faculty collaborations.

LMS provides a user-friendly environment with multiple tools that faculty and students can use to learn, share information, and interact with each other.

Below are some of the most common LMS functions used in ESL classes:


Teacher- Student interactions:

  • Quizzes: When creating a quiz, teachers have a variety of options to choose from, including whether to use it as an ungraded or graded survey, a practice or a graded quiz.
  • Assignments: Teachers can create an assignment, modify assignment settings, and assign to only groups or individuals if desired.
  • Discussion: Teachers can create a discussion, modify discussion settings, and monitor the discussion threads.
  • Announcement: Teachers can make announcements and modify announcement settings. An announcement will be sent to all enrolled students within the course.
  • Inbox: Teachers can interact with students (the whole class or individual) asynchronously.


Course materials uploading and storing

LMS has a simple, yet powerful, content editor that is available anytime for creating new content (Announcements, Assignments, Discussions, Pages, Quizzes, or Syllabus).

BYOD policy


In an attempt to turn the classroom into an interconnected environment, Vinschool has developed a Bring-Your-Own-Device (BYOD) policy which is applicable to Secondary students.


The details of the policy can be read here.

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