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TEC-541 Benchmark—Exemplar Distance Learning Lesson

Here is the public view link to the Canva module/lesson plan information for Bloom's Taxonomy

 

https://www.canva.com/design/DAG1DGvPYBA/32SvfWgZkz3YyVCGEDTBww/view?utm_content=DAG1DGvPYBA&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h71b98844cf 

        Here is the link to the BLOOM'S TAXONOMY KAHOOT!

https://kahoot.it/challenge/06215707 

 

The importance of technology coaches being able to demonstrate to other teachers how to construct a distance learning lesson or unit should not be underestimated. The following lesson includes objectives and student opportunities (i.e., based on Bloom’s six-level taxonomy), interactive media elements (i.e., Sprouts video), assessment (i.e., Kahoot! quiz), classroom management/implementation (i.e., Classdojo.com), maximizing technology for effective classroom management/collaborative learning strategies (i.e., Classdojo.com for collaboration of students, parents, and teachers), support/extended learning/opportunities (i.e., teachers collaborate together offline/infographic toward online engagement), and local/global communication (i.e., Bigbluebutton.com).    

Objectives and Student Opportunities

As stated in my Canva module/lesson, "Bloom’s Taxonomy is for Everyone (Grades 7-12)”

Bloom’s  Taxonomy Levels (i.e., remember, understand, apply, analyze, evaluate, and create), Above--Educational Objectives (Remembering & Understanding of Bloom’s Taxonomy)

• Remembering Level--Learners will be able to identify Bloom’s six levels of thinking skills from lowest order thinking skills/LOTS to higher order thinking skills/HOTS

• Understanding Level--Learners will be able to identify, understand, & choose correct LOTS/HOTS in Kahoot! quiz

Throughout the module, small groups of students collaborate online through Zoom breakout rooms (or teacher’s/district’s choice of platform) to formulate watch a related video, formulate possible questions for the quiz, and take the formative Kahoot! assessment together with differentiated questions (i.e., difficult to easy). A study guide based on Bloom’s Taxonomy and the Sprout video is supplied for offline study between students and parents. Also recommended is Classdojo.com for communication, learning, and collaboration of students, parents, and teachers.

Interactive Media Elements

The interactive media element is the Kahoot! formative quiz. The synchronous components are writing/sharing questions/answers in Google Docs through Zoom breakout rooms with previously teacher-assigned diverse learning small groups who collaborate, communicate, and learn/practice content materials with teacher present. Small groups together formulate five study questions about the order/definitions of LOTS and HOTS. After student groups formulated the questions/answers, they shared the questions/answers with other student groups. The asynchronous element is the transcript of the Sprouts video about Bloom’s Taxonomy which students received in the lesson, also shared on Classdojo.com to be studied at home with parents before taking the quiz. Cady (2020) recommends establishing communication and maintaining avenues of positive feedback to and from teachers, students, and parents, creating safe and secure learning environments with peer-to-peer support, and integrating tasks with students that move beyond mere rote learning toward HOTS rather than LOTS as best practices.  

Assessment

            The formative assessment following the study of Bloom’s Taxonomy is a Kahoot! quiz of the six levels for remembering and understanding (LOTS) after introductory study of all six levels of Bloom’s Taxonomy.  Kahoot! is widely used and easily accessible as one of the first student response systems (SRSs) designed to offer a game experience utilizing principles of game design featuring intrinsic motivation theory (i.e., learning for the inherent/innate satisfaction derived from the activity) and game flow (Wang & Tahir, 2020). With Kahoot!, teachers can pretend to be game show hosts and students can pretend to be contestants (Wang & Tahir, 2020). Teachers pose questions in person or online as icebreaker introductions to units or after studying a topic/unit using formative quizzes before summative tests are administered (i.e., using QR Codes, etc.) Wang and Tahir (2020) state, “The goal of Kahoot! is to increase engagement, motivation, enjoyment, and concentration to improve learning performance and classroom dynamics” (p. 2). This Kahoot! shows students the correct answer if they answer incorrectly, providing immediate feedback to students that teachers can access later to determine if re-teaching content areas is necessary.

Classroom Management and Implementation

Students can perceive online learning as boring which may result in problem behaviors and inferior learning, so Kahoot! can lessen students’ boredom and misbehavior (Wang & Tahir, 2020). Kahoot! is useful as a learning platform that is game based as teachers can utilize Kahoot! to assist students in reviewing their knowledge/learning formatively or to break away from traditional activities in the classroom (Wang & Tahir, 2020). Wang and Tahir (2020) found that Kahoot! can result in positive effects on students’ learning compared to the traditional learning environment and a variety of other learning approaches and tools. Teachers should also keep in mind that Kahoot’s timed testing feature may relate to increased levels of anxiety in students (versus untimed testing) (Wang & Tahir, 2020). Wang and Tahir’s (2020) main conclusion regarding perceptions of students is that Kahoot! is positively perceived and has a positive effect on engagement, motivation, concentration, attention, enjoyment, perceived learning, and confidence. Doing small group work with Kahoot! allows academically strong students to help less academically strong students in meeting specific learning objectives. In this way,  

Maximizing Technology

Maximizing technology requires modeling effective classroom management and collaborative learning strategies to maximize teacher/student use of digital tools and resources using technology-rich learning environments. In another assignment, I completed an Infographic regarding online engagement and strategies and tools that delves into effective tools/strategies that, according to researchers, recommend synchronous, asynchronous, and blended learning to accommodate the needs of all students. The pros and cons of blended learning and distance learning, with maximizing technology being hindered by loss of technology access and limitations on screen time. This lesson is interactive, offers media, supports small group learning and collaboration in Google Docs and Zoom breakout rooms, and places students together to formulate possible quiz questions/answers followed by a Kahoot! formative quiz to assess learning and discover areas where content needs to be retaught. Classdojo.com provides a venue for teachers, students, and parents to ask questions in any of these venues of technology use, and they have a way to ask content area questions as well. The link to the Infographic:

https://www.canva.com/design/DAGzTGVKdBA/i7pF0s8cb79ChwDMGMMWNA/edit?utm_content=DAGzTGVKdBA&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton 

Support and Extended Learning and Opportunities

The lesson/module uses online and blended learning, digital content, and collaborative learning to support and extend student learning and professional development opportunities. As noted above, the lesson features blended learning (synchronous small group work and asynchronous study guide offline), digital content (Sprouts video and Kahoot! quiz), and collaborative learning through small groups who collaborate to formulate questions and answers before the quiz) and so on. Student learning is extended as teachers use the assessments to determine whether students have met the learning objectives or reteaching is required.

 Selection of teaching/learning venue, to include distance learning or traditional classroom, is dependent on the student’s learning environment needs, educational goals, and scheduling preferences (Fairweather, 2024). There are at least two ways lesson planning differs in a distance learning classroom versus a traditional classroom. First, lesson planning in distance learning is more student-centered (i.e., requires self-discipline), less interactional, and more adaptable, compliant, and adjustable to students’ specific learning needs (i.e., learning styles and educational delivery preferences) (Fairweather, 2024). Second, lesson planning in distance learning settings requires that teachers provide flexible assignment deadlines and schedules so that students can access materials as needed/when needed and work according to their essential learning needs/goals and individualized learning pace (Fairweather, 2024). On the other hand, lesson planning in traditional classrooms is more teacher-centered in that teachers provide detailed curriculum specifications and fixed classroom schedules (Fairweather, 2024). In traditional classrooms, teachers offer environments for direct teaching/learning interactions and instantaneous feedback for the purpose of learning and building relationships within a community undergirded by growing social skills (Fairweather, 2024).

Here are three strategies for supporting teachers in collaborative lesson planning in the distance learning classroom. Collaborative lesson planning helps teachers work together to provide learners with enhanced learning experiences by sharing resources, ideas, and responsibilities to formulate lesson plans that are comprehensive while encouraging professional development learning and job satisfaction (Sorial & Connolly, 2025). Collaborative lesson planning must include learning objectives/aligned curriculum standards, resources, assessment, feedback, and reflection (Sorial & Connolly, 2025). The first strategy to support teachers in collaborative lesson planning in distance learning is incorporating educational technical tools such as interactive whiteboards, Google docs, and Padlet that allow teachers to display dynamic/lively content synchronously/asynchronously, and students can engage/learn through using these types of digital manipulatives (i.e., with lessons presented based on learning objectives aligned with curriculum standards) (Sorial & Connolly, 2025). The second strategy is fostering/nurturing collaboration through professional development training online/offline that focuses on sharing pedagogy, knowledge, and ideas that enhance job satisfaction and decrease teacher burnout (Sorial & Connolly, 2024). Also, teachers engaging in professional learning communities (PLCs) can meet online/offline on a regular basis to collaboratively scrutinize each other’s instructional strategies toward efficacious strategies/student learning (Sorial & Connolly, 2024). Third, lesson planning that is collaborative can help take the pressure off teachers who are stressed/burned out since experienced teachers can share their knowledge about how they overcame similar challenges (Sorial & Connolly, 2024).

Local and Global Communication

            BigBlueButton is a resource teachers can utilize toward digital communication and collaboration tools to communicate with education stakeholders locally and globally to maximize the potential of technology (BigBlueButton | Open Source Virtual Classroom Software). Kahoot! offers venues such as teacher talks, sharing of lesson plans, tips for technology use, and more toward collaborative ventures in content areas (Tools for Teachers & Educators | Kahoot!).

Collaboration with peers is important when planning online instruction. Even though the logistics of teachers meeting together to enable same grade level and content area curriculum planning may be difficult/complicated, this is a worthwhile activity. Through scheduled online meetings, teachers can share what they have learned from their positive/negative experiences, as well as what students have taught them about technology and distance learning (Grimoldi, 2023). Even though teachers are teaching online, they still need to engage in professional learning communities toward continual development of teaching knowledge, skills, and current best practices (Grimoldi, 2023).

Teaching remotely is a constant challenge because teachers may not have technology mentors/master teachers to whom they can go to get answers to their questions. In fact, they may be mentors/master teachers with limited online teaching skills/experience. Grimoldi (2023) states, “Collaboration is key to remote learning challenges” (para. 1). Teachers often find a positive aspect of learning/teaching virtually can be increased levels of collaboration that unfold across content areas and grade levels (Grimoldi, 2023). Through online venues (i.e., Zoom), facilitators can enable breakout rooms for teachers to collaborate, study peer-reviewed research findings, and seek answers to burning questions of the day (Grimoldi, 2023).

Teachers who utilize Zoom breakout rooms for small group discussions pertaining to online teaching/learning often result in teachers sharing what they have learned with each other and/or what students have taught teachers about how to maximize their time/use of technology to solve problems/issues, and to teach more effectively (Grimoldi, 2023). For example, Mrs. Walker shared her animated Google slides (Bitmoji) for specific holidays for students to view while away from the classroom, and Mr. Lopez-Lowe shared several other resources on Google Drive and helped Ms. Grimoldi to save time by organizing her slides/making them more interactive (i.e., the teacher’s Bitmoji is either sitting or standing and pointing at the board) (Grimoldi, 2023). In her physical education class, Ms. Grimoldi features workout equipment and a poster that links to gonoodle.com, a site that provides fun videos about exercising (Grimoldi, 2023). This type of collaboration allows teachers to exchange ideas/various digital resources and encourages teachers to take the time to help their colleagues who may become discouraged or feel isolated (Grimoldi, 2023). 

Conclusion

This benchmark exemplar distance learning lesson just scratches the surface of the educational technology world. This lesson utilizes Bloom’s six level taxonomy that focuses on education objectives and planning (i.e., listed above), interactive media elements (i.e., Kahoot! formative quiz), an offline element (i.e., study guide), blended learning, classroom management implementation (i.e., Kahoot! and Classdojo.com), maximization of technology, support/extended learning opportunities, and local and global communication. The world of technology is constantly changing and evolving and hopefully assisting educational outcomes.

 

References

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy of learning, teaching, and assessing. Abridged Editions. Boston, MA; Allyn & Bacon.

BigBlueButton. (n.d.). A pedagogic-centric virtual classroom. BigBlueButton | Open Source Virtual Classroom Software

Cady, S. H. (2020). Distance learning: The top 10 practices. AACSB Career Connection. Aacsb.edu. Distance Learning: The Top 10 Practices | AACSB

ClassDoJo Help Desk. (2025). Best practices for using ClassDojo. Help.classdojo.com. Best Practices for Using ClassDojo – ClassDojo Help Center

Douglas, M. & Bailey, D. (2025). Synchronous or asynchronous activities? Choosing a modality that works. Online Teaching. Synchronous or Asynchronous Activities? Choosing a Modality that Works | Online Teaching

Edwards, L. (2025). What is ClassDojo? Teaching tips and what’s new. www.techlearning.com. What is ClassDojo? Teaching Tips and What's New | Tech & Learning

Fairweather, E. (2024). The ultimate comparison: Distance learning vs. traditional classroom education. Blossom Learning. The Ultimate Comparison: Distance Learning vs. Traditional Classroom Education

Grimoldi, B. (2023. Teacher voices: Collaboration is key to remote learning challenges. Knowles Teacher Initiative. Teacher Voices: Collaboration is Key to Remote Learning Challenges - Knowles Teacher Initiative

Sorial, M., & Connolly, M. (2025). Collaborative lesson planning: 10 Strategies for effective teamwork in education. Learningmole.com.Collaborative Lesson Planning: 10 Strategies for Effective Teamwork in Education - LearningMole

TeachThought Staff (2017). Bloom's Digital Taxonomy verbs for 21st Century students. https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs-21st-century-students/

Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 1-22.

Weiss, C. (2025). 4 ways to manage your virtual classroom like a pro. FortheLoveofTeachers.com 4 Ways To Manage Your Virtual Classroom Like a Pro - For The Love of Teachers