Proformas - Lesson Plan & Scope & Sequence

Here are the options for proformas - both for lesson plans and scope and sequence.

We will be providing a basic scope and sequence to allow for understanding of where our 4 chosen lessons fit into the greater scheme of the planned unit.

The first lesson plan proforma allows for more specific information to be put into the lessons, with specifc spots allocated for outcomes, assessment strategies, lesson flow, risk assessment/management, reflection and evaluation. It allows for everything to be placed into the one plan, providing a conprehensive overview of the strategies, activities and tools chosen. I have however not used this lesson plan format before.

The second pro-forma is a simpler version. It provides space for basic information at the top, and leson outcomes, resources, syllabus points addressed, and assessment strategies/indicators. This proforma is the one I have used previously, setting out lessons in the format of teacher direction/pedagogy choices & what students do in response. This can include detailed information about the web 2/0 tools chosen.

Scope and sequence can have a fairly basic layout. The first one allows for more information to be included in each topic, which is more what we need. We won't need to include more than the one unit we are covering (Promotion & Selling/Commercial Art), and can go into more detail than the sample does.

The second scope & sequence is perhaps too broad for what we need. It will show the unit in the scheme of the year however its not very detailed. An adaptation of this plan, including elements from both could proide more of what we need.

Tutorial Week 9 - 23/9

Exploring Web 2.0 Tools for business lessons:

Timeline:

The ideal timeline web2 tool will be an interactive, simple and effective timeline generator that is free, easy and accessible online. 

·         ‘ReadWriteThink’, basic timeline generator. Printable and very easy to use:
- http://www.readwritethink.org/files/resources/interactives/timeline/

·         ‘Timetoast’ – Requires sign up (potential problem).  (http://www.timetoast.com)
- Easy to use
- Timespan available
- Great  tool!

Of all the timeline tools availble on the web which I have seen, Timetoast appears to be the most suitable for the lessons we are planning. It allows students to set a timeframe (how long the whole campaign will run), and add each event within that time frame, including title, date, image and description. The timeline can be viewed as a whole, as is shown in the first image above, and then each event individually in greater detail (image 2).

These timelines aren't publicly available, which is ideal for student privacy and any issues that may have been raised with that. 

The issue that potentially arises with this web tool, is the need to create an account and validate email before use. A possible way around this problem, is to give the students my login, as each account can have multiple timelines created within it. This also creates the opportunity for all timelines to be in the one place for monitoring and marking purposes. 

Glogster provides students with a creative medium to document their ideas and progress throughout the assessment process. They will be given a list of things that MUST be blogged (glogged) as it is done, and the option to include extras if they wish. 

Potential Web 2.0 Tools for lessons

Timeline tool: Student could propose a timeline for their promotional schedule. Including the elements of the schedule, when promotions will be released, evaluated, feedback provided, etc.

Possible medium:

·         xTimeline (http://www.xtimeline.com/index.aspx)
- Web-based tool, does not require email validation to use. (For privacy reasons, this is a good feature – does not require students to submit their personal or student email to any third party websites)
- Allows authors to choose who can see, edit, comment on and access the timeline
- Timeline is simple and clear to follow, and relatively easy to make with some guided instruction

·        

Reflective blog: To track students progress through their project. Allows for teacher to see where students are with the project, and monitor progress, providing feedback where helpful and necessary.

·         Glogster (http://www.glogster.com/)
- Creates blog in poster form
-  Each student can choose design and content elements for individuality
- Allows teacher to follow student progress and provide feedback

Tutorial, 16/9

This week will be focussed on using a lesson proforma to get ideas that we've had, into a useable format. Also, I will be having a look for Web 2.0 tools for business lessons which I can incorporate into the two allocated business lessons.
(26th Sept - 7th Oct - Semester break...Class won't be on)

Web 2.0 Tools:
Possibilities to incorporate into lessons.
Website http://www.go2web20.net/#tag:e-learning -- hosts links to web 2.0 tools
http://web2educationuk.wetpaint.com/ - UK host site, categorised tools.
101 web tools - http://oedb.org/library/features/101-web-20-teaching-tools - good link, well explained

Scope & Sequence to give context to the 4 lessons developed for assesment:
6 week topic...
Business lesson 1: Introducing the selling process. Whay, why, how, etc.
Business lesson 2: specific strategies, their effects on business/consumers.

Copyright issues - Issues raised from uploading. Ideas from charities and events already in place - can be combatted by not uploading onto the www, and choosing an issue within the school to promote, such as the environmental concerns/wellbeing, anti-bullying campaign.

Possible assessment idea: the idea to link pop culture to current issues, to engage students and foster creativity. Case study: Harry Potter Alliance http://thehpalliance.org/
Reference: http://www.scribd.com/doc/24171406/Web-2-0-and-the-school-of-the-future-today

EDUC1751 - Week 6 Tutorial 2/9

EDUC1751 – Week 6 tutorial

This week’s tutorial is focussed on the Smartboard, and also on the explanation of marks on assessment 1. 

Rationale for assessment 2

Assessment 2 presents the challenge of combining the Visual Arts and Commerce syllabi, and presenting 4 lessons combining elements from each. The most plausible way to combine art and business that adheres to the demands of the syllabus is to focus on commercial art, and how it ties into the promoting and selling unit of the commerce syllabus. 

The commercial side of art can be explored in the Visual Arts syllabus, while the effects of the art on consumer choice can also be explored, blending both subject areas.

Student task/assessment will be focussed on the creation (and perhaps execution) of a promotional campaign for a not-for profit business/charity/event. 

From the commerce standpoint; physically promoting a local event or cause of their choosing, students will be highly involved in the task, being able to see the results and effectiveness of promotional/selling strategies on consumers, and the affects they have on consumer choice.

For the online and web tools element of the assessment, students will be collaborating on their promotional campaign in the online environment using an online collaboration site, such as “Edmodo”. 

Edmodo (http://www.edmodo.com/ )is a social networking site for teachers and students, designed for private microblogging within the classroom. In a similar way to Facebook, Edmodo allows a space for everyone to be kept updated with information and changes from other students. There are possibly better platforms for this to be done, however I will look into these as I work more on the assessment.