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write haiku on paper and talk about it in or out of class, with a little enthusiasm about this lesson our pupils might plow through reams of paper, which could easily be lost or destroyed. But thanks to ubiquitous mobile phones (including phones donated to underprivileged schools and students), free wifi, hard-to-erase Internet communication and other technological innovations, composing text, sharing, “liking” and other social chatter as well as reviewing and reflecting nowadays can be done more easily online, which is where so many teens and their friends are
anyway (Lenhart, 2015), and what they can relate to--and in an environment like our team has designed, a place where young teens can learn deeply and have fun.


PART 1. What are the benefits or challenges for students to able to relate to each other?
There are numerous benefits associated with students’ ability to interact and share ideas together in and outside the classroom. Some of these benefits are:

One, it places the students at the center of the teaching and learning processes as they are actively involved in all the learning activities.
Two, it motivates children to take part in the teaching and learning process effectively. Thus, it improves students’ participation in a lesson thereby increasing their confidence and moral attitudes, and instructional objectives become easily attainable (Kimberly, 2013).

Three, it helps to improve students’ communication skills as well as building good student -student relationships through discussion with their peers. Good student-student relationship involves free flowing conversation and giving students opportunities to express their opinions and ideas, and hear those of their peers without acrimonies. This in turn, involves learners in higher order cognitive skills such as analysis, synthesis and evaluation.
Finally, students’ ability to relate with each other helps to provide them with experience and practices which are much closer and serves as a means of measuring how well students are able to apply previously learned knowledge, skills and attitudes to the real life situation (Uget, Habibah, Jegak, & Turiman, 2006).

PART 2. Do you think this is important for your group’s lesson?

If so, how will you incorporate this in your lesson? Students ability to relate with each other is worthy of consideration and very important to be incorporated into our group’s lesson. In
doing so, we decided that students be allowed to give peer to peer feedbacks in the lessons to help improve their relationships in that each student would look at how their peers have created their haikus and give them feedbacks.

Since our group’s lessons would be held online, the students would be guided to be doing all their peer to peer feedback-activities in Haiku software that is embedded in ThumbScribes.

Centers for Disease Control and Prevention (2015). Child development: Young teens (12-14 years of age). Retrieved from [NOT ALLOWED to provide Web URL link on ThumbScribes;
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Committee on Developments in the Science of Learning, Committee on Learning Research and Educational Practice, & National Research Council (2000). The design of learning environments. In How people learn: Brain, mind, experience, school (pp. 131-154). Washington, DC: National Academies Press.

Common Core State Standards Initiative (2015). English language-arts standards. Retrieved from [NOT ALLOWED to provide Web URL link on ThumbScribes; software assumes link may be spam]

Gould, J.D. and Lewis, C. 1985. Designing for usability: Key principles and what designers think. Communications of the ACM 28(3), 300-311,
Lenhart, A. (2015, April 9). Teens, social media & technology overview 2015. Pew research center: Internet, science & tech. Retrieved from [NOT ALLOWED to provide Web URL link on ThumbScribes; software assumes link may be spam]

Narciss, S. (2008). Feedback strategies for interactive learning tasks. In J. M. Spector, M. D. Merrill, J. Van Merrienboer & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed.) (pp. 125-143). New York, NY: Lawrence Erlbaum Associates.
Ryan, R. M., Stiller, J., & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. Journal of Early Adolescence, 14, 226–249.

Skinner B. F. (1986, October). Programmed instruction revisited. Phi Delta Kappan, 10, 104-110.

Tanner, K. D. (2013). Structure matters: twenty-one teaching strategies to promote student engagement and cultivate classroom equity. Approaches to biology teaching and learning. CBE—Life Sciences Education 12, 322–331.
Uget, A. U., Habibah, B. E., Jegak, U., & Turiman, C. (2006). Academic adjustment and psychological well-being among students in an international students in Kuala Lumpur, Malaysia. Pendidikan, 127-136.

Vega, V. and Terada, Y. (2012). Research supports collaborative learning. Edutopia. Retrieved from [NOT ALLOWED to provide Web URL link on ThumbScribes; software assumes link may be spam]