This lesson plan is for a GCSE media studies class analyzing representations of social class in TV drama. Students will analyze how representations of the working class are constructed through micro-elements like camerawork, editing, and mise-en-scene in a TV drama extract. By the end of the lesson, students should be able to articulate points about representations of the working class with examples from micro-elements and analyze the effects created. Differentiation is provided through grouping students by ability and allowing peer support. Resources include pictures, music videos, a TV drama extract, and analysis materials.
At a time where boundaries are blurred and things unfamiliar, we’re grappling our way through media unfamiliar and unchartered. We’re lost. Feelings of fear, isolation, and even panic set in as we grapple with strategies for making our way out of out situations. Yet what is often overlooked is the simple value of being out of one’s element. With being lost comes increased awareness, heightened perspective, and the potential for experience. John Dewey described this as “having an experience,” writers describe it as “being objective,” and designers describe it as “getting perspective.”
This workshop teaches intentional strategies for gaining perspective—the same strategies one might use when you get lost—giving you insight and critical perspective. Take that perspective back to your work so you can achieve a fresh and close way of viewing the world.
http://feastworkshop2.eventbrite.com/
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For each single challenge, four expert instructional designers share mockups of their ideas as well as the steps they took to create their design. Check out these different instructional design approaches as presented by leading instructional designers at our Great ID Challenge, presented at the eLearning Guild's Devlearn conference.
At a time where boundaries are blurred and things unfamiliar, we’re grappling our way through media unfamiliar and unchartered. We’re lost. Feelings of fear, isolation, and even panic set in as we grapple with strategies for making our way out of out situations. Yet what is often overlooked is the simple value of being out of one’s element. With being lost comes increased awareness, heightened perspective, and the potential for experience. John Dewey described this as “having an experience,” writers describe it as “being objective,” and designers describe it as “getting perspective.”
This workshop teaches intentional strategies for gaining perspective—the same strategies one might use when you get lost—giving you insight and critical perspective. Take that perspective back to your work so you can achieve a fresh and close way of viewing the world.
http://feastworkshop2.eventbrite.com/
Every instructional designer wants to create innovative, effective, engaging designs. But sometimes it's difficult to know where to begin when faced with a design dilemma. With the Great ID Challenge, you can get a glimpse into some of some of the ways other instructional designers come up with creative, out-of-the-box designs.
For each single challenge, four expert instructional designers share mockups of their ideas as well as the steps they took to create their design. Check out these different instructional design approaches as presented by leading instructional designers at our Great ID Challenge, presented at the eLearning Guild's Devlearn conference.
Standards Based Assessment for the CTE Classroomccpc
Karen Nelson
Assistant Director, Curriculum & Instruction
Los Angeles County ROP
Downey, CA
Sarah Vielma
Consultant, Business Occupations
Los Angeles County ROP
Downey, CA
Herb Smith
Graphics Instructor
La Crescenta High School
La Crescenta, CA
Linking teaching and learning to test scores is of critical importance as career technical education demonstrates standards based instruction and support of academic standards through assessment. This workshop will provide an overview of a process to increase student achievement through instructional change.
Liam Carragher who has recently graduated from Moray House shared this powerpoint on the sustainability project he did as part of his final teaching placement
Sustainability and renewable technologiesWendy French
Liam Carracher a design technology teacher recently graduated from Moray House in Edinburgh shared this presentation about a project he did on Sustainability and renewable technologies in his final placement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. LESSON PLANNING CLASS: DATE:
G322 – Representation in TV drama (exam unit)
TOPIC/THEME: (double lesson) 14.3.12
(only third lesson into new scheme)
BY THE END OF THE LESSON STUDENTS WILL UNDERSTAND AND/OR KNOW:
To analyse how
Team workers:
representations of - collaborate with others to
social class are work towards common goals
constructed in a TV - reach agreements, managing
drama extract through discussions to achieve results
Learning Objective the micro-elements Habits of Mind - provide constructive support
and feedback to others.
Reflective learners:
To audit knowledge of
- evaluate experiences and
editing terminology and
learning to inform future
apply eye-line match to progress
build narrative.
Articulate one point about representations of working class in extract with at least 1
example from 2 areas (micro-elements)
Make use of terminology
All must
(level 2)
Set themselves a meaningful target for future progress, making use of the mark scheme.
Articulate at least 2 points about representations of working class in the extract selecting
relevant examples from at least 3 areas (micro-elements) and analyzing the effects
LEARNING AIMS/KEY WORDS
Most created.
should Use of correct terminology
(level 3)
Make sophisticated points about representations of working class in the extract carefully
selecting examples from all 4 areas (micro-elements) and offering an analysis that shows a
strong grasp of the question.
Sophisticated use of terminology, particularly editing terms.
Some
(high level 3)
could (G
& T)
AIM:
- To build upon skills introduced in the last 2 lessons and track progress, planning for further
progression
- To deconstruct media texts using correct terminology and referring to the micro-elements
- To articulate relevant points about the representations in the extracts
- To link points and illustrative examples and analyse the effects created
- To link ideas and examples, and aim to make connections (for some)
- To work collaboratively, developing more independence /less reliance on teacher
- To move students forward toward level 3
-
KEY WORDS/TERMS:
Representation, sympathetic, (non-)stereotypical, negative/positive, biased, dominant/subordinate,
realistic, camerawork, composition, mise-en-scene, editing, inc. eye-line match, sound (diegetic and
non-diegetic), voice over, plus specific terminology for each of the 4 main areas (see TV Drama mat
attached)
2. PLANNING FOR OUTSTANDIING TEACHING
FEATURE: EVIDENCED THROUGH:
How will I imaginatively hook learners into the Response to:
lesson to inspire and enthuse? visual aids – pictures of different
social classes and screengrabs
Use of music video depicting
working class. Students respond and
analyse straight away, justifying
ideas
Progression to drama extract analysis
building up confidence and skills
Shift to more practical task at the
end (there is a third lesson to follow!
Need to pace ourselves!)
How will I enable learners to develop: Quality of responses to exam style
• Literacy (opportunities for reading and question (orally and note form)
writing) Effective use of mark scheme and
• Numeracy? hexagon exercise.
Effective deconstruction of exemplar
answer extract
Peer-Presentations and feedback
What resources are to be used, including new Pictures, music videos, TV drama
technology, to support learning? extract, hexagons for analysis,
progression sheet (adapted mark
scheme sheet), post-its, TV Drama
mats,
Extract from model answer on a
different question
How will I make use of LAs for targeted
N/A
support?
How will I use knowledge of students’ Selected groups (2 groups of 3 –
capabilities to inform activities and mixed gender and ability to allow
differentiation? peer support and leadership roles for
more able)
Use of their targets from last lesson
Aiming for little intervention to allow
meaningful reciprocal teaching but
will judge level of rephrasing /
extending needed during each
phase of the group activities.
The LO can be met at different levels
and the use of the marking
scheme/progress sheet will inform
further planning (for me) and
support further progress (for them)
What opportunity is planned for
developmental marking and feedback? See above (for self-assessment) and
3. peer-assessment planned within the
lesson, using mark scheme and TV
drama mat (reference document).
Students will need to write up a
formal answer as home-learning task
which will be formatively assessed.
Students will be asked to redraft a
paragraph in the light of given
feedback.
How will I help students to understand how to See above
improve?
What opportunities are planned for students All activities are student-led and
to be actively engaged in their own learning facilitate reciprocal teaching and
and articulate what they know? assessment. Finally students self-
assess.
How does SMSC feature (if relevant)?
Discussion of positive and negative /
stereotypical representations of
working class.
4. ENGAGING AND DEMONSTRATING
UNDERSTANDING WILL BE
TIME ACTIVITIES: IMPACT ON LEARNING:
ASSESSED BY:
5 min Recap key question/ link Re-activating and
back to last lesson. Consolidating prior
Students use tracking knowledge
progress sheet to remind Setting up personal focus
themselves of their target. for progress
3 min Students work out the Setting up a frame for Students’ responses
relevance of some collaborative discussion. Correct use of ‘social
pictures of different Clarifying some key terms. classes’ words and other
groups of people. key vocabulary
10 min Students watch and Applying key terms and Students’ responses
discuss representation of starting to develop
people in a music video. overview points on
representation. Looking for
examples
5 min Pulling together a bank of To aid in the completion
words to help us labels of following task /
types of representations framework
7 min Students read and Good model to be Students’ responses and
deconstruct an extract emulated in next task annotations
(About from a level 4 answer.
9 :30)
10min Students watch the Getting used the exam Students’ responses
opening of Shameless format Quality of points made
without the soundtrack Applying knowledge and Use of examples
and respond to “How practicing analytical skills
does the extract construct Without soundtrack first to
representations of social appreciate impact of
class?” voice over later
Watch again and map
points about
representations.
Pull together as a class.
15 min In groups. 2 or 3 more Practising analytical skills. As above and quality of
viewings with sound. Showing progression. effects discussed to show
Deconstruct and analyse depth of analysis
using hexagons to stretch Sharing thinking enables the Use of terminology
development of habits of
analysis and encourage
mind and progress in
linking examples to points learning for all levels of
(key to level 3 and attainment.
above)
10 min Groups present / teach Reciprocal teaching to allow Student led session. Peer
the others. students to structure and assessment. Teacher
Discussion and feedback clarify their responses. reframing / extending
/ feedforward. where needed
Planning for further progress
5 min Plenary: What are we
5. getting right? Where are
we struggling? Is target
(about met? Using tracking sheet.
10 :10)
10 min Exam practice: Students
Practising exam style
individually write a response individually. Work to be formatively
paragraph tackling a Demonstrating progress. assessed by teacher later.
different point / choosing
different examples.
5 min Peer-assessment Understanding how to Peers
10:25 apply the mark scheme.
Feedforward for further
progress.
20-25 Part 2: Focus on editing Allow students to plan Students’ responses and
min terminology further independent study highlighted words
In groups students audit Consolidating and
the terminology for clarifying knowledge,
editing, highlighting terms identifying areas of
they are unsure about. weakness
Students watch short clip Clarifying key terms with
and call out shots and focus on eye-line match
edits.
Extension: Students given Enables application of key Students’ responses during
a short script. They must editing term and how it is and planning (and if time,
apply eye line matches to used. This is an area of execution)
build narrative. weakness according to
(depending on time examiner’s report. Enables
available, shotlist / students to spot it more
storyboard or film) easily next time and
appreciate the effects
created
Set independent study: Helps students to gain
learn all the terms in confidence in recognizing
editing box for next edit terms, helping to gain
lesson. Share your learning more of the available
via blog. marks for terminology.
Students in charge of their
own learning.