Institutions' Support: Conduct of Webinars on DLP Making

Our free webinars are aimed to teach educators how to transform evidence into practice in the
classroom and how to use evidence to assess the effectiveness of their teaching and leadership
Teacher Education mission is to provide a free professional learning community where
undergraduate and graduate pre-service candidates can learn about integrating technology into
teaching and learning, as well as access a variety of educator resources and the ISTE Standards
for Students, Educators, Education Leaders, and Tech Coaches. The community hosts
edWebinars presented by teacher education candidates, providing them with an unprecedented
opportunity to share their learning and perspectives on education issues with the global education
community. It enables them to engage in lifelong learning as a professional right from the start of
their pre-service years. (Schoeffel 2020).

Educators will learn seven key recommendations for teaching metacognition and self-regulated
learning in this webinar. These are the following: Teachers should gain the professional
knowledge and skills necessary to help their students develop metacognitive knowledge.
Students should be taught explicit metacognitive strategies, such as how to plan, monitor, and
evaluate their own learning. To help students develop their metacognitive and cognitive skills,
model your own thinking. Set an appropriate level of difficulty to help students develop self-
control and metacognition. In the classroom, encourage and develop metacognitive discussion.
Explicitly instruct students on how to organize and manage their learning on their own. Schools
should encourage teachers to gain a better understanding of these approaches and expect them to
be used correctly (Dr Vaughan, 2020).

Webinars are web-based seminars. Meetings, conferences, demonstrations, training, or teaching

are examples of events that are designed to provide information in a one-way or interactive
manner (White 2019). In having webinars it should always contain an information of what
should be used in teaching. The use of such technology could allow educators to teach students
that are in various different geographical locations. As a result, teacher educators must be aware
of emerging technological trends like the different applications to apply while also understanding
the benefits and drawbacks of purchasing, adopting, and using a diverse set of tools.

Because the webinar puts all students on an equal footing, it allows for better interaction between
students and professors. It aids in the removal of skepticism from the minds of students who are
hesitant to raise their hands and ask questions in a crowded classroom. In a webinar, however, no
one can judge you because everyone is in a different location and is only connected through their
computer screens. It allows students to raise the issue without fear of being singled out. During
the live seminar, questions can be asked verbally or in writing; after the seminar, questions can
be sent via email (Mittal, 2020)
Pre-service teachers are prepared to learn some relevant teaching methods and approaches before
beginning their teaching field experience in order to improve their pedagogical competence and
performance. Many pre-service teachers struggle with writing and assessing objectives but
having a webinars or symposium it will help them to be more prepared. As a result, a teaching
program known as microteaching was created to meet the needs of the students (Meutia et.al:
2018). Although teacher education programs differ, the majority of them cover standards that
include the fundamental skill of lesson planning. The difficulties of learning to lesson plan are
well documented in the literature, despite the fact that it is a basic teaching skill.

The fact that lesson planning processes taught in preparation programs may not match the
planning practices of more experienced classroom teachers with whom pre-service teachers are
placed for clinical experiences adds to the challenge. Because most preservice teachers adopt
components (e.g. objectives, procedures, and strategies) required by their program, the vision
and selection of key lesson plan components matters. They will only begin to incorporate
important complex variables such as differentiation, learning styles, and cross-curricular
connections into their planning later in their careers (Fielder, 2015).

Pre-service teachers in the early stages of their preparation programs, predictably, are more
concerned about planning than those in the later stages (Park, 2016). Future teachers require pre-
service teacher preparation programs with a strong structure, coursework, and field experiences.
Initial teacher training, also known as initial teacher education, is a type of pre-service teacher
preparation program that varies greatly between countries. When designing or reforming teacher
education, the structure, coursework, and field experiences of pre-service programs are all
important factors to consider because they all contribute to the level of preparation. High-quality
teachers require high-quality education and training.
Seeking Guidance from the Expert

Many teacher educators instruct pre-service teachers on how to create a product, which is a
lesson plan that includes required individual components like objectives, materials lists,
procedures, strategies, assessments, and closures (Drost & Levine, 2015). Numerous instructor
instructors educate pre-administration educators on the best way to make an item, which is an
illustration plan that incorporates required individual parts like goals, materials records, methods,
methodologies, appraisals, and terminations

Mentoring is defined as one-on-one support from a more experienced practitioner (mentor) for a
novice or less experienced practitioner (mentee), with the goal of enhancing the mentee's
professional learning and mediating their induction into the profession (Barak, 2015). Tutoring
or mentoring is characterized as one help from a more experienced expert for a fledgling or less
experienced specialist or the pre service teacher, determined to upgrade the pre service teacher's
expert learning and intervening their enlistment into the calling and it helps to improve one’s
learning.

(Hasin, 2017) Mentors who are flexible and responsive build trust with pre-service teachers.
Ebullient, friendly, and eager to assist. Tutoring or teaching pre service teachers might actually
address a difficulties of figuring out how to illustration plan. Not only Mentors will always check
all your outputs but it should always be prepared as a pre service teachers. Double check your
outputs and ensure that you applied all the comments on revision.
Adaptability to the Environment and Learners' Needs
Designing appropriate adaptive e-learning environments contributes to personalizing instruction
to reinforce learning outcomes because adaptive e-learning is viewed as stimulation to support
learning and improve student engagement (El-Sabagh, 2021) Effective teachers are excellent at
multitasking, which means they can juggle multiple responsibilities while still making students
feel good about themselves. With each new class and challenge, the teacher's effectiveness grows
as she matures in her role and gains more experience.

Teachers must be aware that they will need to change their teaching styles on a regular basis, and
that while lesson plans are helpful in the classroom, they cannot expect the class to run smoothly
all of the time (Mendoza, 2019) When an instructional activity isn't working, teachers can
modify it, change the pace, or go back and explain something more thoroughly. Another
advantage of flexibility is that it allows educators to respond to a wide range of student abilities,
needs, and interests. If you are rigid, you may find that your students are unable to follow exactly
what you are trying to teach them because it is not tailored to their needs.

The adaptive e-learning environment (ALE) is a new research field that focuses on developing a
method for meeting students' learning styles by adapting the learning environment within a
learning management system (LMS) to change the way e-content is delivered. Adaptive e-
learning is a method of teaching or adapting content based on the responses of the students'
learning styles or preferences (Normadhi et al., 2019) When it comes to teaching, it's all about
putting the needs of the students first. Teachers must keep up with the innovations that benefit
students as technology evolves. Simply put, this means that teachers must adapt by updating their
technological skills and becoming more familiar with the wired and wireless worlds in which our
children live. Teachers have a difficult job to do, but it is critical to the success of their
profession and students.

Each student's needs and learning styles should be able to be accommodated in the customized
environment (Kolekar et al., 2017) One of the most important qualities a teacher must have in the
classroom is flexibility. Receiving feedback from peers and administrators can be intimidating,
and then changing your plans to accommodate their criticism and feedback can be even more
daunting - and it is.