October
4
INF533 Revised Proposal for Assessment 3
ElisaRiva / Pixabay
Just when you think you have it all sorted …
I had researched my digital platforms and I thought I was set. Once reality occurred I found many limitations when I started to register to use the platform and produce the text. The issues with my previous proposal were:
1. Connecting the Book Creator platform to Google Classroom is not possible as the school must have signed up for a G Suite for Education account. At my school we actually have Canvas which would do the same thing or similar to Google Classroom.
2. My expectations were too high. I was not be able to get to recycling of water as my assignment was long enough with the water cycle.
4. Nor did I get to TEEEC paragraphing.
5. Additionally, the outcome GELS-5 – needed to be swapped for GELS-8 – A student communicates geographical information.
6. If I am to link a Kahoot quiz – the actual quiz will not be linked just where you put the pin/code in – so I could not do that.
Below is my revised proposal. Any parts added I have highlighted in yellow. I have deleted other parts previously referred to:
Proposal topic:
The proposed topics are The Water Cycle and Recycling Water in the Geography unit, Water in the World.
Proposed digital tools and/or spaces to be used:
The proposed digital tool and/or spaces to be used is Book Creator [software application]. Attached will be videos (perhaps including simple animation/s), hyperlinks and voice recordings. There will be spaces for students to complete learning activities.
Rationale for topic focus for the digital storytelling project:
This activity is designed for a Special Education combined IM and IO class. The students are in Years 7 and 8. However, the work is Life Skills (or approximately Stage 2) and has adjustments for varying ability within the class. Links to the NSW Geography syllabus K-10<https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10> are Life Skills outcomes:
2. My expectations were too high. I was not be able to get to recycling of water as my assignment was long enough with the water cycle.
4. Nor did I get to TEEEC paragraphing.
5. Additionally, the outcome GELS-5 – needed to be swapped for GELS-8 – A student communicates geographical information.
6. If I am to link a Kahoot quiz – the actual quiz will not be linked just where you put the pin/code in – so I could not do that.
Below is my revised proposal. Any parts added I have highlighted in yellow. I have deleted other parts previously referred to:
Proposal topic:
The proposed topics are The Water Cycle and Recycling Water in the Geography unit, Water in the World.
Proposed digital tools and/or spaces to be used:
The proposed digital tool and/or spaces to be used is Book Creator [software application]. Attached will be videos (perhaps including simple animation/s), hyperlinks and voice recordings. There will be spaces for students to complete learning activities.
Rationale for topic focus for the digital storytelling project:
This activity is designed for a Special Education combined IM and IO class. The students are in Years 7 and 8. However, the work is Life Skills (or approximately Stage 2) and has adjustments for varying ability within the class. Links to the NSW Geography syllabus K-10<https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10> are Life Skills outcomes:
* GELS-3: explores interactions and connections between people places and environments
* GELS-8: communicates geographical information.
The topics, The Water Cycle and Recycling Water, relate to futures in the faculty’s scope and sequence. The project will explore topics via the lifecycle of a drop of water. It will go through the process of collection, evaporation, condensation and precipitation with various options (like a choose your own adventure) to choose what happens to the droplet of water. However, students must eventually go through all options, ending in recycling of the water.
It is proposed that I will create an original informative and (hopefully) fun narrative. A script and storyboards are to be created from information obtained from credible websites. These websites will be credited at the end of the text.
Students are to participate in and create multimodal learning activities as the story progresses. Hyperlinks to activities, the facility to annotate documents (such as drawing circles on the page and inserting text), perhaps include voice recordings (not video as, a couple of students do not have permission to publish photos) and generally completing activities. Structured into the lesson sequence will be assessment for learning, assessment as learning and assessment of learning. These activities will also prepare students for their final assessment.
