My Glimpses of knowledge

This course expands the horizon of my learning towards the online learning process. From this entire course, I learned several things that would be beneficial for me in my whole teaching career. Thanks, Katia for effectively organizing the course outline. The overall journey is too exciting for me.

Welcome to my Summary of Learning. Hope, you all enjoying….

Posted in Uncategorized

Final Course Prototype

Welcome to my final course prototype on understanding the difference between living and non-living things in Grade 1! Have you ever wondered why a tree is considered alive, while a rock is not? These questions might seem simple, but they open up a fascinating world of biology and science. In this course, I will explore the characteristics that define living organisms and distinguish them from non-living objects.  In my course prototype, I use everyday examples and engaging activities in which the kids show involvement. Here is the YouTube video of my course walkthrough:-



Posted in Uncategorized

Enhancing Teaching and Learning through AI Integration

Artificial intelligence (AI) presents several opportunities in the field of education, especially in the teaching and learning process. Teachers can customize lessons, shorten paperwork, and promote a greater understanding of basic ideas by utilizing AI tools and methodologies. In my course prototype of Grade 1, AI integration improves teaching efficacy and the desired outcomes for students.


Integrating AI concepts into a course prototype could be immensely beneficial for teaching and learning. This is how I would go about my course prototype:-

Collaborative  Learning:-

  • Through group projects, collaborative learning in AI educates students with real-world abilities by simulating multifaceted interactions among professionals.
  • As students share thoughts and opinions, it enhances the understanding and problem-solving abilities of the learners.
  • Collaborative projects encourage creativity and innovation through diverse viewpoints and approaches.
  • Collaborative learning in AI education improves academic knowledge and fosters the development of interpersonal and career abilities that are essential for job prospects.
  • AI could help me to promote diversity and interactions, in which students can be separated into smaller groups and the students studying a specific living organism such as plants or animals or any other organism.


Interactive Learning Tools:-

  • Interactive learning tools actively involve the students in the learning process. These tools have different forms, like interactive workshops, as well as virtual games.
  • Provide numerous opportunities for learners to experiment with AI algorithms where they explore, manipulate, and see outcomes in an adequate time.
  • These resources can help teachers to improve student participation and promote a deeper understanding of AI thoughts.

Virtual Field Trips :-

  • Virtual field trips develop critical thinking skills and ecological awareness by simulating real-world scenarios and challenges.
  • Students can interact with virtual environments, deepening their understanding of ecosystems without any physical constrained. Virtual trips give students the chance to investigate a variety of ecosystems and see creatures in their natural environments.

I would want to learn more about ChatGPT for my course prototype which help me to go deeply into my topic needs and characteristics of living things for Grade 1. I believe this tool can help me effectively with establishing tasks that are straightforward for students and creating an assessment tool to evaluate the feedback of the students.

 Personalized learning –

Adaptive learning platforms with artificial intelligence (AI) can assess students’ learning styles and behaviors and modify the course material appropriately. This ensures that every student gets materials and attention appropriate to their unique learning style. In addition, AI systems evaluate student performance continuously and offer immediate feedback. AI could help me to provide the feedback that can be customized to strengthen the strengths or address particular areas of weakness. For example, if a student consistently makes errors in finding the living and nonliving things, then AI provides me with additional practice problems or suggests supplementary resources focused on that topic.

Using Data Analytics to Monitor Performance-

AI-powered data analytics solutions can collect and evaluate information on student performance, involvement, and learning patterns. This makes them useful for performance tracking. These observations can help me to identify issues with pupils immediately, customize solutions to meet each student’s requirements, and improve course materials and teaching methods with time.

To sum up, integrating AI into the classroom offers an innovative approach to education and learning.  AI improves engagement among students, encourages critical thinking, and personalizes education to meet each student’s needs through collaborative learning, interactive tools, virtual field excursions, personalized learning, and data analytics. Educators may encourage kids to perform well academically and prepare them with essential abilities for the future by utilizing AI technologies to create flexible and adaptable learning environments.

Posted in Uncategorized

Reflection on feedback as well as on the Accessibility and Equity

In response to the feedback provided on the course profile for Grade 1 students focusing on the topic of “Needs & Characteristics of Living Things,” it’s evident that the course has been designed to cater to the needs and interests of young learners. However, from the reviewers, I came to know about the further improvements or adjustments that enhance the overall learning experience.


Some highlights of the feedback received from the reviewer:-

  1. The course effectively meets the needs of Grade 1 students which acknowledges their curiosity and eagerness to learn about their environment.
  2. Reviewers also mentioned that the course profile is easily accessible and clearly labeled, ensuring ease of comprehension for all students. Instructions and guidelines are detailed, facilitating effective learning guidance.

3.    A variety of platforms are used within the course shell, such as worksheets on Canvas, LUMI interactive videos, and numerous Learning Management Systems (LMS). True/false and multiple-choice questions are used in interactive videos to promote student involvement. The assessments found in the Canvas worksheets consist of fill-in and multiple-choice questions, ensuring an accurate evaluation.

4. Both formative and summative assessments are integrated to evaluate student understanding comprehensively. Assessments are designed to reflect real-world scenarios and experiences.

5. The course material is tailored to the age group and interests of Grade 1 students, enhancing engagement and cognitive skills. It covers objectives effectively, enabling students to differentiate between living and non-living things and understand basic characteristics of living organisms.

Both in our Week 7 session and in the feedback comments, we received very welcoming and valuable feedback from our colleagues. The feedback indicated several persistent themes, such as the appreciation of the materials’ good organization, ease of use and attention to the student needs.

Thanks for reading my blogs and giving me the useful feedback.

Reflection on Accessibility and Equity:-  The last class’s topic on equity and accessibility was informative. I appreciate Katia’s work for sharing several resources and going into great detail about the topics.


Equity and accessibility are essential in the context of online learning. It is challenging to handle the issues constructively without it. Online learning environments use multiple accessibility components to meet the needs of a wide range of learners. These could include customizable font sizes, color contrasts, screen reader compatibility, alternate text for photos, and keyboard navigation options.

Online learning offers convenience, it also assumes access to technology and reliable internet connections. Instructors should be mindful of this and consider providing resources or support for students who may face barriers due to technology constraints. To address equity and accessibility in online learning, continuous improvement and adaptation are needed. Teachers must ask students about their experiences in the classroom and any obstacles to accessibility they may have encountered. By using this feedback, course design and delivery may be improved continually, maintaining inclusivity and ease of access for all students.

Posted in Uncategorized

LUMI# Module 1:- Differentiate between living and non-living things

LUMI provides intuitive tools to help for stay on track and implement different questions such as multiple choice, fill in the blanks, true/false, and so many others. In this module, basic information is provided about living and nonliving things which helps the learners of grade 1 to build more interest in science.

Here is the YouTube video that will be helpful for kids.

For my interactive LUMI  lesson, I choose a YouTube video around 3:36 minutes  in which plenty of examples are given that showing the difference of living and non living things. Grade 1 students really enjoying this video and I mention some questions on this video that helps the kids to rethinking the things again.  Here is the link, please open this

To explain more about the living and non living things, I create a worksheet for grade 1 students  and for doing this assignment kids can be easily able to differentiate between  living and non living thing. The worksheet contains total 10 marks in which 4 are multiple choice questions, 3 are fill in the blanks and remaining 3 marks for the activity in they find two living and non-living things in their surroundings and draw them on the scrapbook.

Here is the link of Worksheet:-   :-

Posted in Uncategorized

Blog-2 ( Student-instructor Interactions through various tools)

In designing the course prototype, I plan to incorporate several student-instructor interaction methods to ensure a dynamic and engaging learning environment. These methods include the justification and guidelines/ assessment practices as well:-

  1. In-person classes or synchronous online sessions:- These provide for real-time communication between teachers and students, facilitating discussions, cooperative learning, and prompt concept clarification. The potential for active participation, specific suggestions, and building a sense of community are among the arguments.

Justification:- The collaborative atmosphere of these sessions encourages active participation and engagement with the curriculum. It enables instructors to provide comments and suggestions depending on the needs of individual students.


  • Facilitate group activities, peer-to-peer interactions, and collaborative projects to promote teamwork, knowledge sharing, and problem-solving skills development.
  • Encourage students to actively engage in discussions, ask questions, share insights, and contribute to collaborative activities.
  • Create opportunities for students to connect, establish rapport with their peers and instructors, and develop a supportive learning environment through group discussions or other activities.

2. Live Q&A Sessions:- These sessions can be utilized to conduct interactive tasks, address questions, and make concepts more clear. Students who use this method concentrate only on the opinions of other people, which sharpens their critical thinking skills and facilitates a full understanding of the subject matter.

 Justification:- Live Q&A sessions in educational environments foster a strong sense of community and involvement among students by providing quick feedback and customized among other beneficial aspects. In addition to encouraging active engagement, these sessions give teachers the chance to evaluate students’ understanding in real-time, which helps them better adapt their lessons to meet individual requirements.


  • Schedule classes at times that is convenient for all the students.
  • Promote engagement by asking students to submit questions in advance.
  • Record sessions for students who are unable to attend live, ensuring accessibility and inclusivity.

3. Collaborative Projects: In collaborative projects, students work in small groups to solve issues, finish tasks, or produce course-related objects.

Justification:- Collaborative projects improve the critical thinking, communication, and teamwork abilities required in many various fields. Students’ understanding of the subject matter is improved when they collaborate to apply theoretical knowledge to practical situations. Diverse viewpoints provided by peer collaboration enhance the educational process and better equip students for obstacles they may face in the real world.


  • For consistency and clarity, identify the project’s objectives, responsibilities, and roles.
  • Regular check-ins and feedback sessions will help to foster collaboration and communication among group members.
  • To ensure equity and fairness, we examine both individual contributions and collective outcomes.

4. Zoom Meetings or Video Conferencing: Students and instructors can communicate in the present moment using Zoom live sessions. Discussions, group projects, and presentations can all be facilitated via these sessions.

Justification:- Zoom meetings give users a way to communicate synchronously and interact with each other in real-time. Zoom’s face-to-face format also helps to create a sense of community because users can see and interact with one other, even in distant locations. A more cohesive and engaged group dynamic can result from this sense of connection, which strengthens bonds and increases trust among team members.


  • Clearly communicate the schedule for Zoom meetings in advance.
  • Establish rules for participation to ensure everyone has an opportunity to contribute.
  • Encourage active engagement through polling, breakout rooms, and chat discussions.


Posted in Uncategorized

Blog (Analysis and Design)


Hello Everyone! Welcome to the exciting world of science in first grade! We desire to capture the interest of our young scholars and develop an everlasting enjoyment of learning as we explore the fascinating universe of living things. Understanding the needs and characteristics of living things serves as an essential component of our curriculum and provides a foundation for a more in-depth comprehension of the natural world. We ensure that each lesson stimulates curiosity and excitement by designing our approach with the five to eight-year-olds minds with full questioning. Our objective is to establish an exciting learning environment where students grow as an outcome of engaging discussions, interactive exercises, and practical learning opportunities. The main question arises: why this distinction is so important? Well, knowing what makes an organism a living thing helps us appreciate biological systems, ecosystems, and the complex equilibrium of life on Earth more comprehensively. It also improves our cognitive abilities.

Here, I added a YouTube animation video clip that helps the kids to understand the living and non-living things:

So, how can we accomplish this vision? Our curriculum is accessible and diverse, allowing for a wide range of learning preferences and methods. Numerous enriching learning activities such as arts and crafts, interactive technology, field trips and so many others make the teaching-learning process more productive. 



Students have a greater understanding of the complexity and beauty of the natural world when they can distinguish between different living creatures and examine interconnections within ecological systems. The first and foremost thing is how to observe and differentiate the living and non-living creatures. However, knowledge about the broad range of life on Earth comes from observation. We can classify living organisms according to their appearance and behavior through the notice of certain characteristics. In contrast to plants, which show traits like growth, photosynthesis, and seed or germ reproduction, animals, for instance, show movement and behaviors like feeding, sleeping, and reproducing.

Analyzing Interactions:- An essential component of education is assessment, which helps students track their development and strengthen their comprehension. Formative assessments serve to reinforce concepts acquired in class by asking students to identify and categorize living and non-living objects based on their qualities. Moreover in summative assessment, students can demonstrate their grasp of the subject matter through such as making recollection books of living and non-living objects.

Educational Technologies:- To enhance learning outcomes and involve students in interactive learning experiences, the curriculum utilizes a variety of educational platforms and technologies, including Google Classroom, projectors, classroom discussions, and flashcards. Teachers may design dynamic and engaging learning experiences that promote collaboration and critical thinking, accommodate different learning styles, and ultimately increase student engagement and accomplishment through the integration of these educational platforms and technology into the curriculum.

To sum up, the objective of a first-grade scientific curriculum is to stimulate children’s interest, promote exploration, and provide a strong basis for their future investigations into the natural sciences. We aim to stimulate a future generation of knowledgeable who will greatly enhance their understanding of the world by fostering an enjoyment of science from the beginning.

Posted in Uncategorized

My Course Profile

For my course profile, I chose a topic of the needs and characteristics of living things of grade 1 students, and I found this topic very stimulating. In the analysis and design section, plenty of things are covered that will be helpful to understand the topic deeply. Here is the link to my ADDIE template:

Posted in Uncategorized

My experience with blended learning.

Blended learning signifies the method of combining traditional classroom education with digital or online learning components. These strategies combine the beneficial characteristics of traditional and digital teaching methods to improve all aspects of the educational experience. According to my own teaching experience, blended learning provides numerous resources and activities that cater to different learning styles, making the learning experience more engaging for students. Students may appreciate the flexibility of accessing online materials at their own pace, allowing for personalized learning experiences. Technology can provide additional resources such as multimedia content, simulations, and interactive tools to make complex concepts more accessible. Online platforms and tools can facilitate collaborative learning, allowing students to work together on projects and share ideas beyond the classroom. When reflecting on my own experiences, consider how navigated these aspects and any other unique challenges or successes that encountered in implementing blended learning or integrating technology in your teaching context. Additionally, ongoing reflection and adaptation are essential as educational technology continues to evolve.

Challenges and Opportunities: –

One of the most common challenges is dealing with technical issues. Students and teachers may face difficulties with online platforms, internet connectivity, or device compatibility. For example, during the COVID pandemic educational institutions like schools, colleges, and universities totally depend upon online resources and be teacher in India I faced several problems regarding network issues and sometimes I could not listen to the students’ voices properly. However, it might be difficult to keep students interested in an online setting. Without the structure of a typical classroom, some students can find it difficult to stay motivated and maintain their self-control. A traditional classroom physical layout, presence of a teacher, and other students all contribute to the establishment of a disciplined and targeted learning environment. In an online setting, students may miss out on these tangible elements, making it harder to establish a routine and sense of community. Additionally, blended learning allows for flexibility in the times and locations at which learning takes place. This adaptability can take into account different learning preferences and styles. Furthermore, having access to an abundance of online materials, including experiments, movies, and interactive information, can improve learning outcomes and offer different perspectives on challenging subjects.

In summary, blended learning is a dynamic approach that accommodates a variety of learning styles and increases engagement by integrating traditional and digital approaches. The flexibility and availability of a wide range of resources offer substantial potential for individualized and enhanced learning experiences, even though maintaining student engagement in an online setting and overcoming technological obstacles are concerns.

Posted in Uncategorized