In the following entry, you'll find a lesson plan that has been created in accordance with the "Warmer, Web, What's next" framework proposed by Dudeney and Hockly in their book "How to teach with Technology" (2007, p. 37). In order to make the lesson more inclusive, I've decided to use LINO (see description and tutorial links below) as well as the benefits of using it according to different theoretical frameworks I've explored.

LINO is an online sticky-note tool that enables individuals to place digital sticky notes onto a virtual bulletin board or canvas. These notes can include plain text or incorporate images.

1) To start working, log in.

2) Click on "create a new canvas"

3) Create a name and choose your background. Then, set the accessibility details.

4) Once you're ready, you can choose the colour of the sticky note and start writing. You can choose the font and make some changes.

SAMR (Substitution, Augmentation, Modification, Redefinition):

• Redefinition: LINO can transform traditional teaching methods. Instead of merely substituting physical sticky notes with digital ones, in this lesson plan it redefines how students engage with content. In this case, it allows for real-time collaborative note-taking, enabling students to work together. This redefinition of classroom activities can be particularly inclusive for students who may face mobility or access challenges as well as concentration difficulties.

• Modification: LINO can modify learning activities by making them more adaptable to individual needs. Students can customize the format and content of their sticky notes, which can cater to various learning styles, including visual and kinesthetic. This flexibility ensures that the platform accommodates diverse learning preferences and abilities.
  
  

Bloom's Taxonomy:

1. Remembering: LINO allows students to easily access and review information, in this case about the video, catering to different learning paces and memory retention abilities. Inclusivity is enhanced as students can revisit and reinforce their knowledge at their own pace.

2. Understanding: Through LINO, students can work on comprehension activities, such as the one proposed in the lesson plan, so as to make it more visually engaging. Also, it fosters a collaborative learning environment where understanding is collectively achieved.

3. Applying: Students can use LINO to post practical applications or examples of course content. This promotes active engagement and inclusivity by accommodating different learning styles. In the activity proposed using LINO, students have to apply the content of the lesson directly on the app, making it more interesting and attractive for the students to engage in the application activity.

4. Analyzing: LINO's collaborative nature allows students to analyze and evaluate each other's ideas. In the What’s Next stage of the WWW lesson presented, the students will engage in discussions, checking comprehension and analyzing their classmates' productions through digital sticky notes, promoting critical thinking and accommodating diverse viewpoints.

5. Creating: LINO supports creative activities such as brainstorming and idea generation. Students can collaborate on projects by creating and arranging digital sticky notes with their ideas, which fosters creativity and inclusivity by allowing different voices and perspectives to contribute to the creative process.

Incorporating these theoretical frameworks, LINO can enhance classroom inclusivity by promoting collaboration, accommodating diverse learning styles, and facilitating networking and engagement among students. It goes beyond simple substitution, bringing about transformative changes in the learning process to make education more inclusive.

Unit of work: Animals

Topic: Animal descriptions

Theme: Comparing animals

Objectives:

• Identifying differences between animals

• Comparing animals using comparatives and superlatives

General information:

• Age: 8 year-olds

• Language level: beginners

• Physical location: Classroom + ICT lab

• Time allotted: 1:20hs

• Recycled language: giraffe, dolphins, lion, zebra, penguins, hippo

Warmer (10’):

As the students have already been working on comparatives and superlatives to compare animals, they will work on the following online worksheet. The idea is for the teacher to project the worksheet on the whiteboard so that the whole class can play together. This will help to activate the students’ prior knowledge and revise the topic.

Web (40’):

The students will watch the following YouTube video that presents a scene from the movie Madagascar.

Then, in pairs, the students will create their own sticky notes on LINO, (ready-made template) including the animals that appear in the video and their names. As this is a collaborative website, everyone can see the contributions of their classmates. 

After having checked comprehension, each pair will create a new sticky note comparing some of the animals that appear. They should write at least three comparisons and they may add pictures. 

What’s Next (30’):

The students will share and present their sticky notes to the rest of the class. We will check their  content in order to revise and they will be their content in order to revise and they will be invited to leave nice comments on their classmates’ notes.

Sneed. (2016). Integrating Technology with Bloom’s Taxonomy. Retrieved from https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/

TeachThought Staff. (2016).  Bloom’s Digital Taxonomy Verbs For 21st Century Students. Retrieved from  https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs-21st-century-students/

Wedlock, M.S (2017) The Technology Driven Student: How to Apply Bloom’s Revised Taxonomy to the Digital Generations  http://jespnet.com/journals/Vol_4_No_1_March_2017/4.pdf