{"id":769,"date":"2017-06-28T12:26:46","date_gmt":"2017-06-28T12:26:46","guid":{"rendered":"https:\/\/support.vedamo.com\/?p=769"},"modified":"2022-12-19T13:54:51","modified_gmt":"2022-12-19T13:54:51","slug":"virtual-classroom-sessions-tips","status":"publish","type":"post","link":"https:\/\/www.vedamo.com\/knowledge\/virtual-classroom-sessions-tips\/","title":{"rendered":"Tips For Organising Online Sessions In The VEDAMO Virtual Classroom"},"content":{"rendered":"

VEDAMO\u00a0virtual classroom<\/a> has rich functionalities for collaboration and interaction. Lack of a lesson structure and interactivity demotivates the learners. In this <\/em>article you can find an <\/em>example how to organize your online teaching sessions. Virtual classroom sessions tips.<\/em><\/p>\n

For the organisation of the virtual study sessions the common tripartite model is recommended:<\/p>\n

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  1. Introduction \u2013 activating previous knowledge and relating it to new knowledge<\/a><\/li>\n
  2. The Main Body \u2013 presentation and practice<\/a><\/li>\n
  3. Conclusion \u2013 summary, reflection, application<\/a><\/li>\n<\/ol>\n

    Part I: Introduction \u2013 activating previous knowledge and relating it to new knowledge<\/h2>\n
    \"Virtual
    Virtual classroom sessions tips – activating previous knowledge and relating it to new knowledge<\/figcaption><\/figure>\n

    Key points in the lesson are introduced through real life examples relevant to learners\u2019 experience. Specific imaginary situations, intriguing facts from celebrities\u2019 lives, popular films, songs, quotes can all be used to this end. Motivate learners by telling them how the new knowledge will contribute to what they already know. (This can be achieved by assigning them a problem-solving task.) Point out the key moments in the lesson.<\/p>\n

    Part II: The Main Body \u2013 presentation and practice<\/h2>\n
    \"Virtual
    Virtual classroom sessions tips – The Main Body \u2013 presentation and practice<\/figcaption><\/figure>\n

    In the main body new key knowledge is presented and demonstrated. This can be done by simple examples for practice and experimenting with new knowledge. Alternation of presenting new key knowledge and time for its comprehension and practice is repeated according to the number of key knowledge items. These items must not be more than 5. New knowledge is introduced through the presentation of information which has been adapted for the learners\u2019 age. Key knowledge may be upgraded where suitable. New knowledge can be illustrated by additional examples like: images, diagrams, tables, etc. This facilitates the transition between learning and skills acquisition. Exercises in the lesson are graded by difficulty.<\/p>\n

    Part III: Conclusion \u2013 summary, reflection, application<\/h2>\n
    \"Virtual
    Virtual classroom sessions tips – Conclusion \u2013 summary, reflection, application<\/figcaption><\/figure>\n

    In the final part of the lesson a succinct revision is done on key knowledge and main points presented in the introductory part. Time for reflection is provided. For this purpose you can assign homework which requires creativity and analytical thinking. The learner is given a situation which requires more in-depth thinking, comprehension of the material learned and demonstrating new knowledge and skills.
    \nThe virtual learning environment facilitates the implementation of the educational aims and the study activities in three basic forms:<\/p>\n