The document outlines a hybrid learning model for a unit where students will create a multimedia presentation. It describes several phases of the learning process. In the first phase, students analyze exemplar presentations using success criteria to understand expectations. They then evaluate different technology tools and choose ones to use. Later, students complete tasks to practice with their chosen tools and receive coaching before designing their presentations. Peer feedback is provided using the success criteria when presentations are shared.
This paper presents a proactive anonymous feedback based adaptive teaching for enhancing student learning for engineering courses. In conventional university teaching, typically, students come to the class and instructors lecture the material, assign home assignments, take exams, etc. After grading assignments or exams, the instructor provides feedback to students. Most of the time, students are reluctant to ask questions or ask instructor to revisit the topic which was already covered. However, there is no immediate anonymous feedback mechanism for each topic or class to notify the instructor about topics which are not clear to students. There are advantages that enhance students’ learning experience by using a proactive anonymous feedback approach in teaching, learning and assessment. In this paper, we present the
immediate impacts of proactive anonymous feedback based adaptive teaching on student learning and assessment. Furthermore, anonymous online based feedback mechanism provides faster feedback than conventional mechanism (where students wait until the first exam or so). Immediate feedback for each topic discussed in the class streamlines the process of reporting and the provision of active studying. The results
show that students get better grade and instructors get better student evaluation score since the anonymous feedback provides a mechanism for students to ask questions anonymously and the instructors get an opportunity to answer the questions or concerns in a timely manner. We implemented the proactive anonymous feedback approach in many courses in different semesters and observed similar results. However, as an example, we present one course and instructor to illustrate the effectiveness of the proposed approach.
This paper presents a proactive anonymous feedback based adaptive teaching for enhancing student learning for engineering courses. In conventional university teaching, typically, students come to the class and instructors lecture the material, assign home assignments, take exams, etc. After grading assignments or exams, the instructor provides feedback to students. Most of the time, students are reluctant to ask questions or ask instructor to revisit the topic which was already covered. However, there is no immediate anonymous feedback mechanism for each topic or class to notify the instructor about topics which are not clear to students. There are advantages that enhance students’ learning experience by using a proactive anonymous feedback approach in teaching, learning and assessment. In this paper, we present the
immediate impacts of proactive anonymous feedback based adaptive teaching on student learning and assessment. Furthermore, anonymous online based feedback mechanism provides faster feedback than conventional mechanism (where students wait until the first exam or so). Immediate feedback for each topic discussed in the class streamlines the process of reporting and the provision of active studying. The results
show that students get better grade and instructors get better student evaluation score since the anonymous feedback provides a mechanism for students to ask questions anonymously and the instructors get an opportunity to answer the questions or concerns in a timely manner. We implemented the proactive anonymous feedback approach in many courses in different semesters and observed similar results. However, as an example, we present one course and instructor to illustrate the effectiveness of the proposed approach.
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
SchoolVision Inc..
Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
Think-Pair-Share
Collaborative, active learning strategy, in which students work on a problem posed by instructor, first individually (Think), then in pairs or groups (Pair), and finally together with the entire class (Share).
Litigation Expense Snapshot for pre trial to trial case cost expensesLitCap Marketplace
This report answers the questions: What are Litigation Expenses?, How much does Trial Preparation Cost?, What are the median costs of litigation by case type? What are the average hourly rates for expert witnesses? What are the legal financing options for attorneys?
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
SchoolVision Inc..
Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
Think-Pair-Share
Collaborative, active learning strategy, in which students work on a problem posed by instructor, first individually (Think), then in pairs or groups (Pair), and finally together with the entire class (Share).
Litigation Expense Snapshot for pre trial to trial case cost expensesLitCap Marketplace
This report answers the questions: What are Litigation Expenses?, How much does Trial Preparation Cost?, What are the median costs of litigation by case type? What are the average hourly rates for expert witnesses? What are the legal financing options for attorneys?
LitCap has today announced additional products and services via the LitCap Marketplace
which connects attorneys with qualified investors for law firm financing and attorney case cost
expense financing. read more at www.litcapital.net
Founders of the only legal financing marketplace answer Q&A and explain the market history and need for legal financing.
Houston, TX (PRWEB) 2014 -- LitCap, an online marketplace that connects attorneys with qualified investor' lenders for case cost financing, speaks out to address common attorney financing questions in the first webinar for litigators on the attorney financing marketplace.
Questions answered by the LitCap Marketplace founders Britton Holland & Hugh Plummer include:
• Question: Describe the perceived conflict of interest trial attorneys face today?
• Question: What are the pros and cons of each of the legal capital financing options available today besides traditional bank lending?
• Question: Why do attorneys recommend the LitCap Marketplace?
“There are better ways for attorneys to finance their practice,” commented Hugh Jones Plummer, Jr., Managing Director of LitCap. “Capital financing has evolved, and the cost demands of managing a legal practice have risen; which is why we founded LitCap to provide a better alternative to legal financing for lawyers by lawyers." When asked about the webinar he stated, “Members constantly tell us they wished they had known about the LitCap Marketplace sooner."
WEBINAR DESCRIPTION:
Whether you have a case which could use a bigger "War Chest," or would like a better solution for capital, watch this webinar to find out how to better finance your cases. Includes a pro/cons analysis of the available legal capital options, and a product tour of the LitCap Marketplace. Hear the benefits from trial lawyers of using nonrecourse financing for case expenses. Learn how the top tier practices are using the LitCap Marketplace.
WEBINAR TOPICS:
• Attorney Legal Capital Funding Stats
• Facts for the LitCap Marketplace
• Fierce Competition: Alternatives to Banks: Attorney Financing Options in Today's World
• Let's talk about increasing your case "War Chest"
• The History and Evolution of Attorney Legal Funding
• Check which cases have been funded year to date
• Q&A with the LitCap Founders
GCU College of EducationLESSON PLAN TEMPLATESection 1 LessoMatthewTennant613
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
EEL What Is EEIJust like our students, each teacher is differe.docxSALU18
EEL: What Is EEI?
Just like our students, each teacher is different in strengths and struggles. Finding a lesson plan template that works in all areas can take some time, but once you identify one that helps you plan your day, you'll likely stick with it. The EEI, or Essential Elements of Instruction Model, may just be that tool.
The EEI model focuses on components of teaching which are essential for every lesson. Based on the Madeline Hunter model, the EEI criteria are:
Title - You write the name your lesson here for easy identification along with any other pertinent information.
Materials - This section allows an area to list all necessary supplies that will be used in the lesson, including those for both you and your students.
Curriculum Standards - This is where you will write any standards used for the lesson.
Anticipatory Set - Often called the 'hook', this stage is meant to get students interested in the lesson, connect to prior knowledge, and set the stage for learning.
Objective - In this section, you will list performance and learning objectives your students will achieve. Be sure to use verbs from Bloom's taxonomy or other source. The terms must be measurable and shared with students.
Purpose - This states the reason for the lesson.
Instructional input - Here you will note the activities and methods you will use to teach, including direct instruction, etc.
Modeling - You will demonstrate the skill in this part of the lesson.
Check for Understanding - This focuses on methods you will use to determine if your students are catching on. You will use these strategies throughout the lesson.
Guided Practice - This marks the active learning time completed by your students with your support.
Closure - At the end of lesson, you summarize and share learning while connecting the lesson to future learning.
Extended/Independent Practice - To increase student understanding, here you will list methods of learning students will complete after the lesson, such as homework or projects.
Here the COE lesson plan : Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson ...
Technology Skills for the 21st Century ESL TeacherEdu Nile
Technology Skills for the 21st Century ESL Teacher. A presentation at Qatar TESOL 11th annual conference (Feb. 20-21, 2015).
*Co-presenters: Ismail Fayed & Islam Mohamed
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docxshericehewat
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docxcroysierkathey
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to ...
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Digital Tools and AI for Teaching Learning and Research
0 hybrid template creating 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.