Mini unit

1. Hybrid Learning Model : MIni Unit Overview : Indepth analysis of the learning phase in which students create a multimedia presentation
Activity/Task – Objective Learning
Event
Teacher’s
role
Learner’s
role
TransactionalSpace
Learner’s
role
Resources Tools (incl.
technology)
Other comments (1-1,
group work, timing etc)
Teacher revises previous learning and
explains how this activity fits within the
unit and relates to the overarching
question. The goal of this phase of the
unit is to communicate the group’s rules
clearly to an audience.
The teacher presents the success
critieria for the task.Must Do’s and
negotiable parts of the assessment are
discussed.
Must Dos
-A set of 3-5 rules must be presented
-visuals to match/ memonic
-The rules must be explained – can be
verbal/ role play/ animation/ avatar
Students evaluate two exemplars
Receives Present
Explain
Describe
Observe
Interpret
Question
IWB
Educreations / Book Creator
Two exemplars that meet the success
criteria but do so in different ways ( on
topic of good sportsmanship).
Print samples of these exemplars for
students to annotate
Student friendly success criteria
Expected time frame : 1
lesson
Face-to-face delivery.
Students work in their
groups.
-
Teacher presents a series of tools and
apps that are suitable for creating a
multimedia presentation.
Students share technology or tools they
have used previously or know of and
would like to use.
Teacher and whole class create
decision making tables to represent the
strengths and weaknesses of different
tools.This forms the basis for student
decisions making.
Student groups decide which tools they
will use in their presentation and justify
their choice.
Explores Present
Research
Represent
Research
Represent
Question
Analyse
Decide
Teacher created list of suitable software
and tools.
Presentation Apps
Book Creator
EduCreations
Animation/ Avatar Apps
My School Avatar
Sock Puppets
Puppet Pals
Toon Tastic
Wireless internet access
Air drop - to link iPad to laptop & display
on IWB
Decision making matrix table for
presentation tools – ability to include
sound, video and images and to save as
a movie and share, ability to add text,
Expected time frame : 1-2
lessons – dependent on
student contributions
Face-to-Face, Whole
class and group work.

2. ease of use etc.
Decision making table for animation/
avatar tools – abilty to change
background, record audio, add audio by
typing, able to use more than 1 avatar/
character etc.
Scaffold to support students to justify /
explain their decisions.
Students complete a “ Scavenger Hunt”
that requires them to complete a set of
tasks.
Students check these off as they are
completed.
The focus is on ensuring students are
competent with using their chosen
technology and to allow time for
students to learn these skills where
needed.
Practices
Demonstrate
Observe
Explain
Coach
Demonstrate
Explain
Coach
Apply
Practise
Refine
8 iPads
Computer access (if this option is chosen
by students)
Wireless internet access
Presentation Apps
Book Creator
EduCreations
Animation/ Avatar Apps
My School Avatar
Sock Puppets
Puppet Pals
Toon Tastic
+ student chosen tools and apps
Expected time frame : 2
lessons
Face-to-Face
Students work in groups.
Both teacher and
students act as coaches
in this phase of the unit.
A list of student “ experts”
is compiled for students to
refer to if they need
assistance, especially if
the teacher is busy.
Students write/draw a plan for their
presentation.
Teacher provides feedback before
students begin creating.
Teacher circlulates to support students
with their presentations. Teacher gives
feedback to support students to
consider their audience and the success
criteria etc while creating.
Creates Observes
Coaches
Critiques
Question
Resolve
Coach
Construct
Discuss
Explain
Explore
Present
Refine
Paper and pencil plan scaffold.
8 iPads
Computer access (if this option is chosen
by students)
Wireless internet access
Presentation Apps
Book Creator
EduCreations
Animation/ Avatar Apps
My School Avatar
Expected time frame : 3-4
lessons
Face-to-face
Students work in groups
Plan should include
agreed roles for each
student in the group.

3. Sock Puppets
Puppet Pals
Toon Tastic
+ student chosen tools and Apps
Reflect on success criteria shared at
beginning of this phase of the unit.
Students provide feedback to their
peers using the criteria sheet.
Students refect/ self assess their
group’s presentation.
Metalearns Question Discuss Evaluate
Reflect
Refine
Wireless Internet Access
Air drop - to link iPad to laptop & display
on IWB
Student friendly criteria sheet
Secure online space –An EdStudio within
the Learning Place.
Discussion thread : Reflection questions
Expected time frame : 2
lessons
Lesson 1 : Face-to-Face
Students present their
completed presentations
to the whole class.
Individual students give
feedback using the
success criteria.
Lesson 2 : Online
Students reflect on their
groups presentation
within the EdStudio.

4. LearningTransaction
Learning
Event
Learning Outcome TeacherRole Peers’
Role
(collaborative)
Details of the transaction –timing, activities,location,control, framingnarrative,pathways, options,
affective domain
Learner’s
Role
Recieves With teacher guidance
students will identify the
aspects of an exemplar
multimodal text that
demonstrate the success
criteria for the task.
Explain
Question
Discuss
Explore
Question
PHASES – 1 lesson
1. The teacher explains howthis phaseof the unitfits within the unit overall, by briefly reviewing
activities and learningthathas taken placeso far. Students contribute ideas,learningand
experiences in responseto the teachers guidingquestions.
2. The teacher explains howthe multimedia task fits within the unitand makes links between the
task,unit goals and the essential question.Students listen.
3. The teacher presents an exemplar multimodal text and a student friendly criteria sheet(
success criteria) and explainstheseto students. Students ask clarifyingquestions.
4. The teacher provides students with a printoutlineof two multimodal texts ( on a different
topic – i.e. being a good sport) and plays these texts to the classon an IWB. The teacher
models how to analyseoneexemplar usingthe success criteria. Students are then guided to
discuss and analysethe second exemplar. Within their groups students annotate the exemplars
to showhow they meet the success criteria.
RATIONALE
The purpose of this phaseof the learningsequence is to orient the multimedia task within the unit
and establish its placein meeting unitgoals and make links to the essential question.This is
intended to provide continuity and encourage a senseof purposefulness in students.Providing
students with more than one exemplar is intended to assiststudents to develop a very clear idea of
what is expected of them when completing the task but also demonstrate that there are a variety
of pathways to meeting these criteria.The intention is to clearly communicateexpectations while
encouragingcreativity in meeting them.
Explore
Analyse
Reflect
Explores The teacher demonstrates
a variety of technology
and tools to students and
invites students to share
tools/ technology they are
familiarwith.
Students and teacher
evaluate the usefulness of
these toolsto the task.
Present
Research
Represent
Present
Research
Represen
t
PHASES – 1 -2 lessons with some pre lesson preparation
1. Prior to this sequence the teacher sends a note home to parents explainingthegoals of this
phaseof the unitand the use of technology within it. Students are asked to shareany tools
they think may be useful in creatinga multimedia presentation. The letter would request that
parents support their child to research and explore any tools or apps that may be useful and
bringin details to shareso that the teacher can locatethis particular tool,programor app.
2. The teacher presents one technology tool or app and creates a tablefor evaluatingthe
usefulness of technology for the task. ie. does the tool allowvideo,images & sound to be
added, ease of use, options for sharing,requires internet access to function, cost. The teacher
guides the whole classto complete the table to represent the strengths and weakness of that
particulartool.
3. Students are invited to sharethe tools they have found or have used, but there is no
expectation that every student will share.After each presentation , each tool is evaluated as a
whole class.
4. This process is repeated for presentation tools and animation/ avatar tools.The tables are
displayed in the classroom.
5. The teacher would be prepared to present valuabletools thatstudents ( as a class) do not
Question
Analyse
Decide

5. includein their presentations.
6. Within their groups students decide on presentation and animation tools they would liketo use
in creatingtheir multimedia presentation and justify their choices.
RATIONALE
The purpose of this learningevent is to provide students with an overview of the tools that are
availableand also remind students to choosea tool that will help them reach their goal (to
communicate their ideas).Whilemany students may not present a tool or app,students are given
the opportunity to make links between the way they use technology outsideschool hours and using
technology for learning.Students are also given the opportunity to be the expert and sharetheir
knowledge. This event creates a basis for student choicein how they will approach thistask,as well
as the thinkingtools for evaluatingtechnology accordingto its suitibility for a particular purpose.
Displayingthedecision makingtable(created as a whole class) should providestudentgroups with
a basis for discussion and assistthem to make informed, justifiabledecisions.
Practises Students complete a
checklistof small tasks to
ensure they are
competent with using
their chosen tools.
Observe
Demonstrate
Explain
Coach
Coach PHASES – 2 lessons
1. The teacher presents students with a “ Scavenger Hunt” to complete usingtheir chosen tools/
apps.The “ Scavenger Hunt” will includea listof skillsand tasks necessary to successfully
create a multimedia presentation. These would includeaddingaudio,addingan imagefrom
the web/ from camera, addingvideo, changinga background image, savingand naminga
presentation or movie etc.
2. Students work as a group to complete and check off all taskson the list.
RATIONALE
Students bringto school widely different levels of experience and competence with using
technology. The purposeof this learningevent is to give all students opportunities to develop
competence usingtheir chosen tools/ apps and ensure they have the technological skillsneeded to
successfully completethe task. The content students work with would be kept very simple – the
focus is on skillsnotcontent. The level of teacher input here will bedecided by student needs.
Some groups may need very littleassistancewhileothers may require significantsupport.Groups
that finish this task early may be assigned to sharetheir expertise by helpingother groups with
their scavenger hunt. Peer to peer coachingwould be a particulary powerful strategy in this learning
event providingsupportto those students who need it and the opportunity to actas coaches for
those students with a higher level competency. A listof students with expertise with usinga
particularapp or tool will becompiled and posted in the classroomfor student reference.
Apply
Practise
Refine

6. Creates Students create a plan for
their multimedia
presentation.
Students create their
multimedia presentation.
Observe
Coach
Question
Critique
Resolve
Coach
PHASES- multiple lessons
1. The teacher provides each group with a planningscaffold and checklist (derived from the
success criteria).This is completed usingpencil and paper and would includea section
allocatingjobs to each member of the group.
2. The teacher encourages groups to roleplay and act out sections of their presentation.Groups
may or may not create a written scriptfor audio –visual sectionsof the presentation.
3. The teacher provides written and verbal feedback usingthe checklistprovided.
4. Groups collaboarateto constructtheir multimedia presentation.
5. The teacher provides final feedback and provides groups with the opportunity to make
alterations.
6. Students who complete their multimedia presentation early may engage in Tony Ryan “
thinker’s keys’ activities themed around the topic of rules.The products of these activities may
be added to the groups EdStudio page.
RATIONALE
This is the learningevent in which students have the greatest level of autonomy. Teacher support
in usingtools and apps will vary greatly and be determined by student need. Groups will be
encouraged to access studentexperts from the class liston display.This isalso theevent in which
decision makingand collaborativeskillswill bemost needed. The teacher may need to assist
individual groups or presentbrief whole class sessionson how to work as a group. The teacher may
also need to create additional scaffoldsto supportgroup collaboration and decision makingor lead
problem solvingdiscussionswith groups around decision making,roles and responsibilities.
Construct
Discuss
Explain
Explore
Present
Refine
Meta
Learns Students providefeedback
to their peers. They reflect
on and evaluate thier
finished productagainst
the success criteria( they
were presented with in
the initial learningevent)
and receive feedback from
the teacher.
Question Discuss PHASES – 1 lesson and follow up
1. Groups present their multimedia presentations to their peers.
2. The teacher provides a feedback scaffold based on the success criteriapresented in the initial
learningevent.
3. Individual students providefeedback to groups usingthis success critieria.
4. Students respond to teacher created discussion threads within their group’s EdStudio page.
Each thread is based on a reflective question ( What went well?, What could be improved?
What challenges did you face? How did you overcome these? What advicewould you give
someone who was justabout to start this task?)
5. Students are given time duringrotational activities to access the EdStudio page and add to
their reflection.
RATIONALE
Providingfeedback to another group is intended to supportstudents to closely examinethe success
criteria.Students then use this understandingwhen reflectingon their own group’s presentati on.
By respondingwithin a group discussion thread students areableto view and build upon their peers
responses.They are also given time, preferably over a week, to add ideas,questions and reflections
to the discussion thread.The teacher has modelled how to add to a discussion thread and how to
contribute respectifully atan earlier pointin the unit( not covered in this indepth analysis) butmay
Evaluate
Critique
Reflect

7. need to reiterate/ reinforcethese before students begin this task.
The teacher markes the presentation usingthe success criteria.This forms the basis of feedback to
the group and partof the final gradefor this unit.
A final reflection on the unitas a whole and self/ peer assessmentwill takeplaceafter student
presentations are uploaded to the school’s websiteand shared with the school community.