Inclusive Learning and Educational Equity 5

Collective Systemisation of Information Seeking as Big a Personal Contribution 
in the Context of Distance Learning as Possible
The goal of the lesson was to 
systemise students’ knowledge of the adverbial participle in the Lithuanian lan-
guage. Seeking to make students active participants in the lesson and encourage 
them to present information themselves, the teacher suggested playing the game 
‘Totalizator’. The whole class, as one team, was asked to present all the information 
about the formation and usage of the adverbial participle. However, personal contri-
butions were also taken into consideration—pluses were written for correct answers, 
and it was possible for a holder of five pluses to get ten points. This activity required 
the following cognitive strategies of the expert learner: to remember what they knew 
about the adverbial participle and communicate this information out loud; to keep 
in mind that the repetition of information could earn a student a minus; when the 
majority of the information was given, to think about what was left unmentioned. 
The students were very active.
Tadas and Grit
ė said together: They have tenses.
Teacher Goda: The correct answer is assigned to Tadas and Grit
ė. You get a plus each.
Ieva: It has suffixes.
Teacher Goda: Can you specify what suffixes it possesses?
Ieva: They are the same as those of the half-participle, -ant and -us.
Teacher Goda: Correct, only these two, right? The soft sign can be added.
A short pause. The students are thinking. Teacher Goda: Who else knows something about 
adverbial participles?
Sofija: It is not declined and conjugated. … It only has a tense form, nothing else. 
(Observation, 28)
At the end of ‘Totalizator’, the teacher revealed the summarised table of adver-
bial participle formation and usage. The students had the opportunity to see that 
joint efforts enabled them to systemise all the information on adverbial participles 
and feel like real expert learners. In a way, the principles of ‘Totalizator’ turned 
learning upside down—it was not the teacher who presented the systemised infor-
mation but the students, who remembered, thought over and systemised this infor-
mation together (the teacher scored the students’ answers, made minor specifications 
and asked questions to stimulate thinking wrong answers over). The game encour-
aged students’ thinking, activity and attention concentration and proves that, under 
conditions of distance learning, teamwork, when the common goal is set for the 
whole class, is also possible. On the other hand, a limitation of distance learning on 
the learning platforms was that it was impossible to group students into sub-groups 
to communicate with each other. In Lithuania, this technical problem was addressed 
only after the research was conducted.
A. Galkien
ė and O. Monkevičienė

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