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This article is featured in the resource guide, Effective Online Teaching Strategies. I was in the middle of conducting a research study, examining my own teaching of implementing fun and play into learning, when COVID hit, and we were forced to transition from face-to-face courses to fully online classes. I had to re-think how I would offer a meaningful class in a way that allowed me to continue my research study.

I found that fun and play was actually pretty easy to incorporate in online formats. The digital world opened up alternative possibilities that were not available within in-person settings. I think icebreakers are underused in higher education.

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I have found that icebreakers build a sense of community and also prepare students for learning. One example includes using PollEverywhere to ask a prompt where students text in their current mood by only using an emoji. Another idea is to split the class into separate Zoom breakout rooms and instruct each group to de their own secret, virtual group handshake.

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After they create a handshake or screenshot a selfie, I have them return to the main Zoom room where each group performs their handshake or shows their selfie. The group with the best example wins a prize. I have also tried holding Flappy Bird competitions. These competitions happen with all students in the main Zoom room.

I give students two minutes to play individually, and at the end of the two minutes, the student who achieved the highest level wins a prize.

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Hint: be sure to unmute everyone because hearing their laughter and competitive nature will just make your day. In their groups, one person shares their screen with the scrolly question website and starts scrolling down the of random questions. Students enjoy the chance to decompress from the day and come together for a laugh with their peers in order to prepare their minds to learn.

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I have found that heavy lecturing does not work in my virtual courses. I believe that online learning should be more of a hybrid approach, where the majority of the content learning takes place asynchronously, so synchronous class time is reserved for discussions, role-playing, and interactive games.

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So, instead of me lecturing about something, I have students research the topic on their own time and come back to class prepared to discuss and share an interesting and related blog, video, or resource with their group. I also include an element of play and games within my synchronous classes.

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Group work lends itself nicely to games and friendly competitions. For students, knowing they have to produce a product to show their peers, where they could possibly win a prize, increases their engagement and investment in the small group discussions.

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You can also take a break and as students to breakout rooms again, but this time with a different set of peers. See, ever-changing.

Death to the synchronous lecture

I like to think that I am student-centered and attempt to find inclusive teaching practices that increase my ability to reach all students through various forms of learning styles. I would be willing to bet that most faculty would claim a similar value. I think the recently changing landscape of academia due to the COVID pandemic has challenged our ability to deliver a comparable education as we were giving beforeā€”at least those of us who have become accustomed to teaching in-person.

Lisa is a d professional counselor and is currently training to become a registered play therapist.

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Her research focuses on motherhood and mental health themotheringprojectand also incorporating fun, play, and games in teaching and learning for higher education. Online EducationOnline Student Engagement. August 17, Lisa K. Forbes, PhD. First Name. Last Name. Job Title.

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