Summary of "My observation PPT on wayground👩🏻‍💻Online teaching in Sharjah 💻 Tips & Tricks"

Main ideas / lesson conveyed

• The creator shares an observation-focused PowerPoint designed for fully online teaching, used during an online observation period in Sharjah.
• The PPT is built around Wakelet/interactive features, including:
  • student submissions
  • audio recordings
  • visible responses
  • timing data
• The lesson topic shown is Energy Transfer, structured as a complete instructional flow:
  • Do Now
  • Brainstorming
  • Starter / questioning (critical thinking)
  • Main task (with clear parts)
  • Plenary
  • Self-reflection
• Key instructional philosophy emphasized:
  • For observation lessons, avoid “too many simple slides.”
  • Use a topic students have already learned, then reframe it into higher-order Bloom’s levels—starting at Analyze/Application and ending at Evaluation/Creating—rather than beginning at Knowledge/Understanding.
• Differentiation is discussed:
  • The creator’s school emphasizes HPL (higher-order thinking), critical thinking, inquiry-based thinking, and adaptive learning more than heavy differentiation.
  • Differentiation is still included through scaffolding (e.g., sentence starters and keywords), adjusted to different student levels.
• The creator also notes adapting lesson elements to what the observer needs, since different observers may prioritize different skills.

Methodology / structure of the PPT (detailed)

1) Opening slide setup

The first slide includes:

• Date
• Title: Energy transfer
• Learning objective
• Success criteria (3 items)
• HPL focus (optional, only relevant if the school uses HPL frameworks)
• Keywords
• Planned time: 3 minutes for explaining the objective/success criteria

2) Wakelet “library / round” navigation

• The author’s PowerPoints/works are accessed via a Wakelet round “library.”
• Each PowerPoint can be previewed and navigated through the slides.

3) Slide: Do Now (from previous lesson)

• Purpose: activate prior learning
• Task:
  • Recall the previous lesson
  • Write the three methods of energy transfer
• Submission workflow:
  • Students submit responses
  • The teacher can see all responses on screen immediately

4) Slide: Brainstorming / definition check

• Question prompts:
  • What is insulation?
  • Where do we see insulation in everyday life?
• Interactive feature:
  • Students can record themselves and send audio
  • The teacher can hear everyone’s recordings
• Highlighted benefit:
  • Works well for interactive online lessons

5) Slide: Starter (critical thinking statement analysis)

• Instructional focus: critical thinking
• Students analyze a statement:
  • “All materials insulate equally”
• Student deliverables:
  • Decide if the statement is correct or incorrect
  • Explain and link to energy transfer
  • Provide one real-life example to support the justification
• Timing/feedback (Wakelet features):
  • A timer is added for each question (teacher can see who submitted on time vs late)
  • Students can continue writing after the time ends, but submission timing is tracked

6) AFL / progress check after starter

• Students select one answer to provide evidence of progress (AFL).

7) Main task: “Winter jacket design challenge” (3 parts)

• Total main-task time: approximately 15 minutes
• Success-criteria-aligned and divided into three parts:

Part 1

• Students choose three features for a jacket
• They must justify their choices
• Linked to: success criteria 1 (also described as “connection finding” / HPL-related emphasis)

Part 2

• Students justify again using scientific reasons
• They also draw their winter jackets
• Linked to: success criteria 2 (described as “purely evaluation” within its section, depending on how she labels parts)

Part 3 (plenary-style evaluation due to time constraints)

• Prompt:
  • State one limitation of the jacket design
  • Explain how they would improve it with more resources
• Linked to: success criteria 3 and evaluation/critical thinking

8) Slides supporting student interaction during main task

• Jacket drawing submission:
  • Each student submits their drawing
  • The teacher views all jackets on screen

9) End of lesson: Plenary (critical thinking emphasis)

• Instead of the common:
  • “3 things understood / 2 things to learn”
• The creator used:
  • a single critical thinking question
• Reason:
  • The observer’s required focus was critical thinking, so the end-of-lesson routine was adjusted accordingly.
• Note:
  • Other plenary options exist, but only this one appears in the video.

10) Self-reflection slide

• Students identify which HPL element they focused on
• Teacher can see and track responses

Key lessons / tips the creator explicitly states

• Observation lesson design tip
  • Don’t start at Bloom’s Knowledge/Understanding
  • Start at Analyze/Application and end at Evaluation/Creating to align with higher-order expectations
• Topic selection tip
  • Choose a topic already taught, but apply it in a new real-world context
• Slide count tip
  • Avoid using too many slides for observation presentations
• Differentiation approach (within her school context)
  • Prioritize HPL / critical thinking / inquiry / adaptive learning
  • Use differentiation through scaffolding (sentence starters, keywords) matched to learner levels
• Time/adaptation tip
  • Modify lesson structure based on observer feedback and priorities
• Tool capability tip
  • Wakelet supports strong online interactivity through live visibility of responses, audio recordings, timers, and drawing submission

Speakers / sources featured

• Speaker: the YouTube video author/teacher (unnamed in subtitles; referred to as “my channel” and “I”)
• Source / platform mentioned: Wakelet (including “Wakelet round”)

Category

Educational

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