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Dr. Chano’s Classroom Edit display name

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I will use the device mainly to support on screen annotation by myself and the scholars. With a larger screen, it will enable me, as instructor, to provide real time algorithm modeling, enhance critical numeric procedural practice while able to keep tabs on students' chat box, verbal and visual engagement. There are many limitations in using one device, particularly when I put the presentation on fullscreen mode, which I do regularly. I cannot monitor the chat box inputs of the scholars nor have visual of those whose cameras are on. Critical in virtual learning is engagement, clarity of presentation, and ability to provide real time remediation and formative assessment. This is achieved by offering multiple approaches into learning such as videos, puzzles, encourage debate, provide opportunities for scholars to grapple. But more important is the scholars' and teacher's interaction on the virtual whiteboard and continue the conversation and real-time student input. For example, in determining slope of a line through graphical representation or formula application, the scholars must be guided through counting the rise and run, trace the trajectory of the line on the graph, and or plug in values in accordance to the slope formula. All of these require students' and teacher synchronized access to whiteboard, while at the same time answering queries or accepting other student's chatter on the chat box. More or less, the screen must be at fullscreen for easier annotation, particularly for a 45-year old teacher like me whose eyesight is not as good as it used to be. Henceforth, an additional screen with fast response capability will be ideal in my pursuit of effective instruction towards student-client who typically do not receive the best in terms of technological support.

About my class

I will use the device mainly to support on screen annotation by myself and the scholars. With a larger screen, it will enable me, as instructor, to provide real time algorithm modeling, enhance critical numeric procedural practice while able to keep tabs on students' chat box, verbal and visual engagement. There are many limitations in using one device, particularly when I put the presentation on fullscreen mode, which I do regularly. I cannot monitor the chat box inputs of the scholars nor have visual of those whose cameras are on. Critical in virtual learning is engagement, clarity of presentation, and ability to provide real time remediation and formative assessment. This is achieved by offering multiple approaches into learning such as videos, puzzles, encourage debate, provide opportunities for scholars to grapple. But more important is the scholars' and teacher's interaction on the virtual whiteboard and continue the conversation and real-time student input. For example, in determining slope of a line through graphical representation or formula application, the scholars must be guided through counting the rise and run, trace the trajectory of the line on the graph, and or plug in values in accordance to the slope formula. All of these require students' and teacher synchronized access to whiteboard, while at the same time answering queries or accepting other student's chatter on the chat box. More or less, the screen must be at fullscreen for easier annotation, particularly for a 45-year old teacher like me whose eyesight is not as good as it used to be. Henceforth, an additional screen with fast response capability will be ideal in my pursuit of effective instruction towards student-client who typically do not receive the best in terms of technological support.

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