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.