1 BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016 NAMA : CIK DIANA ALUI DANIEL CIK NORAFIFAH BINTI TAMRIN SEKOLAH : SMK KUNAK, KUNAK
2 Page 1 21 st CLD Learning Activity Cover Sheet 1. Title of Learning Activity & Age of Students. Title : Visit My Hometown Weblog Average Student Age : 2. What did you hope your students would learn from this learning activity? Pupils will gain awareness on agritourism and to promote local culture to the community and global audience using what they have discovered in their research. They will first gather information from the locals to find out the attractions of their hometown. Also they have to find out the threats they would face if they execute this project. They will also gather information about local people by interviewing, reading local bulletins and online resources. 3. Did you have learning goals from more than one discipline (for example, literature and history, or science and math) for this learning activity? a. History: To synthesize the history and background of the local community and place. b. Geography: To learn the demographics of the place. c. Monetary: To inculcate entrepreneurship skills. d. ICT: To gather information and build a website. e. Social and communication skills: To communicate and associate with the society.
3 Page 2 4. Were students required to work in pairs or as a group on any part of this learning activity? x No Working in groups was optional. Please describe below the work that students did together. Working in groups was required. Please describe below the work that students did together. Working in groups was required. i. Delegate roles to each student in the group. (Content Writer, IT Guy, Marketing Executive, Photographer) ii. Gather information by constructing interview questions, doing field work and internet research. iii. Analyse all the information. iv. Build the website. 5. Were students allowed to work with technology (ICT) such as computers or digital cameras for any part of this learning activity? Please describe. No technology was used for this learning activity. Students could use technology for this activity. Students were required to use technology for this activity. i. Camera ii. iii. x Laptop / Computer Software such as Microsoft Office
4 6. What criteria did you use to judge the quality of students work on this learning activity? Were students aware of the criteria in advance of completing the learning activity? Page 3 Rubric: Peer to Peer Checklist i. Pupils inter-grade their peers work. Rubric: i. Teacher grades each group s website. 7. How long did the learning activity take? Complete in a single class period. x Complete in 2-4 days. Required one week or more to complete. 4 weeks. Week 1: To discuss the content of the website. Draft ideas. Week 2: To explore and gather information. Week 3: To analyse information and build website. Editing, proofreading and revising. Week 4: To present the website to the class. Evaluation.
5 Page 4 Activity Details Type of student: Low to mid-range proficiency Duration of activity: 4 weeks MATERIALS: TECHNOLOGY COMPONENT: 1. WIX website generator ( 2. Todaysmeet ( 3. Powerpoint Software 4. Filters for Photos (Application) (optional) OTHER MATERIALS: A4 size paper, coloured pens, speakers, microphone, broadband INTRODUCTION: During the previous lesson, pupils were exposed to articles on success stories of small scale industries and globally promoting local culture. They also know the basic skills on how to create a website using the WIX website generator. OBJECTIVE OF THE LESSON: After reading and discussing the articles and news clippings, pupils would be able to write a response in Todaysmeet, discuss the content for their website, gather information and create a website using the website generator. They will also present it in a form of electronic presentation using Powerpoint or Prezi, with 80% accuracy. TECHNOLOGY OBJECTIVES: Pupils would be able to discuss ideas on Todaysmeet, build their website on WIX, and using Powerpoint.
6 Page 5 PROCEDURES: Pre-lesson: 1. Prepare articles, news clippings on cottage industries and agritourism. Prepare authentic reviews from travel sites. These articles or news clippings can be presented on slides of pictures and descriptions. During the lesson as pre-activity, ask pupils to choose a minimum of 3 items from the picture and descriptions that they would like to promote to potential tourists. 2. Prepare the Todaysmeet questions and student s name list before the lesson. During the lesson, ask pupils to write their reasons for choosing the pictures and explain why they would choose these attractions or local product in the forum session on Todaysmeet. They can ask their peers questions and make sure they give good reasoning. Also, ask for possible threats to this project and how they would overcome it. The teacher will be the moderator. Make sure everyone participates. Do a checklist. 3. Prepare a list of words and phrases that are found in other websites (Tripadvisor or LonelyPlanet), that are used to promote the attractions, including its meanings. During the lesson, display the words on Powerpoint and let pupils construct magnetic words and phrases that could attract readers and potential tourists. Each student would write a few sentences and save the sentences on WIX. The teacher will check their work after the lesson and give feedback in the next lesson. 4. Prepare authentic reviews on TripAdvisor or LonelyPlanet. Ask the pupils to find the factors that interests or repulses tourists. Find similarities and differences of different cottage industries and interesting cultures that attracts tourists. 5. Ask pupils to create their website using WIX. 6. Ask the pupils to present their website and to give a summary of what they have learnt in the lesson by stating a moral value and giving their opinion or suggestions.
7 Page 6 PUPILS ACTIVITY: Task: You are a member of an intern group of the Ministry of Tourism and Culture which is responsible for tourism, culture and heritage. Your group was given a task to create a website to attract potential tourists and to promote your hometown s local culture to the community and global audience using what you have discovered in your research. You will first gather information from the locals to find out the attractions of your hometown. Also you have to find out the threats you would face when you execute this project. You will also gather information about local people by interviewing, reading local bulletins and online resources. Week 1: 1. Pupils read the task requirements and choose a minimum of three pictures of local attraction and products that they would like to promote to tourists. Pupils will read the sample reviews and other websites that promote local tourists sites. Pupils will jot down notes. Pupils discuss their website content. Pupils start to divide tasks and roles. Pupils draft their website. 2. During the lesson, pupils will log into the class Todaysmeet and write reasons for each picture and why they chose the and explain why local attraction and products that they would like to promote to tourists. Pupils interact in the chatroom by asking each other why they chose the objects or place and give good reasons. The teacher will be the moderator. Week 2: 1. Pupils prepare interview questions and do online research. 2. Pupils start gathering information by interviewing the locals. 3. Pupils go for fieldtrips and take pictures. 4. Pupils gather the data and analyse them. Week 3: 1. Pupils read a list of words and phrases that are found in other websites (Tripadvisor or LonelyPlanet), During the lesson, pupils construct magnetic words and phrases that could
8 Page 7 attract readers and potential tourists. Pupils write a few sentences and save the sentences on WIX. The teacher will check their work after the lesson and give feedback in the next lesson. 2. Pupils read authentic reviews on TripAdvisor or LonelyPlanet. Ask the pupils to find the factors that interests or repulses tourists. Find similarities and differences of different cottage industries and interesting cultures that attracts tourists and refine their data. 3. Pupils start building their website and adding their information and data. 4. Pupils edit, proofread and refine their website. 5. Pupils can start an internal pre-evaluation of their website. Week 4: 1. Pupils will present their websites in front of the class. 2. Pupils will give a summary of what they have learnt in the lesson by giving one moral value and their opinion or suggestions. 3. Pupils will evaluate each other s websites. ACTIVITY: 1. The pupils would be able to log into Todaysmeet and write a response. They would be expected to communicate and ask each other questions in the room / class. 2. The pupils will produce website using the WIX blog generator and present it in front of the class. BACK UP PLAN: 1. Use flash cards for the tourist attraction pictures 2. Read printed articles or news clippings. 3. Pupils write good and error free sentences and phrases by reading aloud and their peers follow thereafter. Pupils can peer-check. 4. Create their websites on a drawing block or big sheet of paper, using colourful pens. 6. Present without using microphone.
9 Page 8 HOMEWORK / FOLLOW UP: The pupils will write a summary of 120 words on Edmodo website. The question that they will answer is If you were the mayor of this town, what are the developmental changes and improvements that you would bring to your town? Activity Rubric Generally, throughout the activity, a student must at least be able to: Identify the requirements of the task Actively participate and give responses in discussions Provide the appropriate content according to the task specified Collaborate with peers to create a weblog Use an appropriate format in their group presentation and weblog Give evidence / reasons to support given response Use correct grammar, sentence and mechanics of writing Elaborate and develop ideas e.g. by adding details, giving reasons or examples to make responses more interesting Marking Scheme for Task 1 Participation (5 marks) This part assesses students ability to: Take part in Todaysmeet by asking questions, giving a response and discussing on the activity task. Add more information, opinions and elaborate ideas.
10 Page 9 Rubrics for Task 1 Participation (5 marks) Criteria Excellent (5) Good (4) Satisfactory (3) Weak (2) Very weak (1) Response Task Ideas Responses well and actively takes part in discussions by asking questions and giving opinions. Task is fulfilled Ideas are welldeveloped and wellorganized with supporting details Responses well and takes part in discussions and answers questions. Task is fulfilled Ideas are welldeveloped and wellorganized with main ideas and supporting details Responses satisfactorily and takes part in discussions. Task is fulfilled Ideas are sufficientlydeveloped with some organization and supporting details Partially responses and unwillingly takes part in discussions. Task is partially fulfilled Ideas are partially developed and lack organisation Hardly responses and reluctant in discussions. Task is hardly fulfilled Ideas are not developed and not organized
11 Page 10 Marking Scheme for Task 2 Language for Participation (10 marks) This part assesses students ability to: Use correct grammar, sentence and mechanics of writing Elaborate and develop ideas e.g. by adding details, giving reasons or examples to make responses more interesting. Rubrics for Task 2 Language for Participation (10 marks) Criteria Excellent (10-9) Good (8-7) Satisfactory (6-5) Weak (4-3) Very weak (2-1) Structures are varied and used effectively are mostly varied. are sufficiently varied lack variety and are repetitive are varied and distorted is wide and precise is wide enough and mostly precise is sufficient but lacks precision is limited is inappropriate Interest and sustained largely sufficiently partially hardly
12 Page 11 Marking Scheme for Task 3 Group Presentation Rubric (20 marks) This part assesses students ability to: Present information and their weblog using coherent and cohesive to convey meaning effectively Use interesting terms by synthesizing content for an audience effectively Collaborate and develop ideas e.g. by adding details, giving reasons or examples with peers Present with convinction and confidence in front of an audience Rubrics for Task 3 Group Presentation (20 marks) Criteria Content Collaboration Conclusion Excellent (20 16) Presentation had an exceptional amount of valuable material and was extremely beneficial to the class. The teammates always worked from others ideas. It was evident that all the group members contributed equally to the presentation. Presentation had an exceptional conclusion and convicted the audience. Good (15 11) Presentation had a good amount of material and benefited the class. The teammates worked from others ideas most of the time. And it seems like everyone did some work, but only some people are carrying the presentation. Presentation had a good conclusion and convicted the audience. Satisfactory (10 6) Presentation had moments where valuable material was present but as a whole content was lacking. The teammates sometimes worked from others ideas. However, it seems as though certain people did not do as much work as others. Presentation had a satisfactory conclusion and somehow showed some interest among the audience. Poor (5 1) Presentation contained little to no valuable material. The teammates never worked from others ideas. It seems as though only a few people worked on the presentation. Presentation had little or no conclusion and unconvincing. Marking Scheme for Task 4 Language for Presentation (10 marks)
13 Page 12 This part assesses students ability to: Use an appropriate speech and presentation format Use correct grammar, sentence and mechanics of speaking Give evidence / reasons to support given choice Elaborate and develop ideas e.g. by adding details, giving reasons or examples to make responses more interesting. Rubrics for Task 4 Language for Presentation (10 marks) Criteria Excellent (10-9) Good (8-7) Satisfactory (6-5) Weak (4-3) Very weak (2-1) Structures are varied and used effectively are mostly varied. are sufficiently varied lack variety and are repetitive are varied and distorted is wide and precise is wide enough and mostly precise is sufficient but lacks precision is limited is inappropriate Interest and sustained largely sufficiently partially hardly
14 Page 13 Marking Scheme for Task 5 Weblog Construction Rubric (30 marks) This part assesses students ability to: Present information on their weblog using coherent and cohesive to convey meaning effectively Use interesting terms by synthesizing content for an audience effectively Rubrics for Task 5 Group Presentation (30 marks) Criteria Excellent (30 25) Good (24 19) Satisfactory (18 13) Weak (12 7) Very weak (6 0) Task Task is fulfilled Task is fulfilled Task is fulfilled Task is partially fulfilled Task is hardly fulfilled Ideas Ideas are welldeveloped and wellorganized with supporting details Ideas are welldeveloped and wellorganized with main ideas and supporting details Ideas are sufficientlydeveloped with some organization and supporting details Ideas are partially developed and lack organisation Ideas are not developed and not organized Content The theme or main idea of the Web page is clear, and pages link to related intformation. The content has accurate and very useful information. The theme or ain idea is very clear. The Web pages link to quality information. The content has accurate and useful information. The theme or main idea of the Web page is clear and related to the purpose or theme of the project. Information is clear and correct. The theme or main idea of the Web page is more or less clear and related to the purpose or theme of the project. Information is not always clear or correct. The theme or main idea of the web page is more or less clear but does not relate to the purpose or theme of the project. Information is incomplete or not correct. The Web page does not have a clear purpose or central theme. Descriptions Clear, concise and well written Clear, concise and basically Easy to understand Many errors but a reader can Difficult to understand the main
15 Page 14 and edited with no serious errors. well written, still has a few errors. with some errors. understand the main idea. idea, many errors in spelling and grammar.
16 Page 15 Marking Scheme for Task 6 Weblog Layout and Creativity Rubric (10 marks) This part assesses students ability to: Present information on their weblog using coherent and cohesive to convey meaning effectively Use interesting terms by synthesizing content for an audience effectively Rubrics for Task 6 Weblog Layout and Creativity Rubric (10 marks) Criteria Excellent (30 25) Good (24 19) Satisfactory (18 13) Weak (12 7) Very weak (6 0) Layout Images Creativity Appearance of the page looks professional. Images have strong relation to page/text. Some images are produced by student. Images have proper size, resolution, colours and cropping. Creativity is evident throughout the webpage and sustained Organised and consistent; good formatting. Images are related to page/text; some images are produced by student. Most images are correct size or resolution. Creativity is largely evident Uses headings; sections labeled; some formatting. Images related to page/text; images were recycled from other pages on the Internet. Images too big/small or poorly cropped or have colour problems. Creativity is sufficiently evident Text broken into paragraphs and/or sections. Images unrelated to page; images recycled from other pages on the Internet; images too big/small or poorly cropped or have colour problems. Creativity is partially evident Layout has no structure or organisation. No images, or images that are the wrong type. Creativity is hardly evident
17 Page 16 Marking Scheme for Task 7 Language for Weblog (10 marks) This part assesses students ability to: Use an appropriate speech and presentation format Use correct grammar, sentence and mechanics of writing Give evidence / reasons to support given choice Elaborate and develop ideas e.g. by adding details, giving reasons or examples to make responses more interesting. Show thinking skills to reflect depth and maturity of thinking by giving ideas, reasons and supporting them with appropriate elaborations. Display language skills in terms of using language appropriately to provide the correct tone, form and content as required by the task. Rubrics for Task 7 Language for Presentation (10 marks) Criteria Excellent (10-9) Good (8-7) Satisfactory (6-5) Weak (4-3) Very weak (2-1) Structures are varied and used effectively are mostly varied. are sufficiently varied lack variety and are repetitive are varied and distorted is wide and precise is wide enough and mostly precise is sufficient but lacks precision is limited is inappropriate Interest and sustained largely sufficiently partially hardly
18 Page Procedure of Activity As this activity takes a duration of four weeks, each week plays a vital role. Therefore, instructions must be made clearly at the beginning of the activity. Week 1: Pre-activity: Before the activity, articles, news clippings on cottage industries and agritourism are prepared. Authentic reviews from travel sites are also prepared. These articles or news clippings can be presented on slides of pictures and descriptions. During the activity: During the lesson as pre-activity, pupils are asked to choose a minimum of 3 items from the picture and descriptions that they would like to promote to potential tourists. Next, the Todaysmeet platform will be prepared with the activity task, rubrics and questions. A list of student s name will also be prepared before the lesson. During the lesson, pupils are asked to delegate jobs to each member. They will be asked to write their reasons for choosing the pictures and they will explain the reasons they have chosen these attractions or local product in the forum session on Todaysmeet. They can ask their peers questions and make sure they give good reasoning. Also, possible threats to this task will be asked and strategies that they would take to overcome it. The teacher will be the moderator. Everyone must participate in this discussion. A checklist will be distributed to the pupils. Week 2: In the second week, a list of words and phrases that are found in other websites (Tripadvisor or LonelyPlanet), that are used to promote the attractions, including its meanings will be prepared. During this stage, pupils will construct magnetic and catchy words and phrases that could attract readers and potential tourists. Good and correct examples will be displayed on Powerpoint.
19 Page 18 By this week, each group would have already gathered information, pictures and background research and are able to write a few sentences and to save their descriptions on the tourist spots on WIX. The teacher will check their work after the lesson and give feedback in the next lesson. Authentic reviews on TripAdvisor or LonelyPlanet will be displayed on Powerpoint. The pupils are to find the factors that interests or repulses tourists. Similarities and differences of different cottage industries and interesting cultures that attracts tourists will be discussed on Todaysmeet. Week 3: By the third week, pupils will collaborate to create their website using WIX. Each group member will work together to compile all their findings and descriptions. They will also upload their pictures and organise their website layout. Factors that make or break a website will be discussed on Todaysmeet. Week 4: In their final week, the pupils will present their website and give a summary of everything that they have learnt in the lesson by stating a moral value and giving their opinion or suggestions. The other pupils, being the audience, will evaluate their peers website using a checklist and offer constructive critisism on the other groups websites. Validity Rationale In this formative type of activity, it is an ongoing and it provides information needed to adjust my teaching methods and making the learning outcome more effective. Unlike paper and pen activity, it gauges pupils understanding and readiness to proceed to further tasks. As the assessor, this activity will focus on the process of completing the task, which includes research, writing and taking pictures and the creation of a webpage. Test validity refers to the soundness of the interpretations of test scores for a particular purpose.
20 Page 19 Test Specification Table which includes HOTS and LOTS Question Title Thinking Skills T1 Participation T2 Language Accuracy T3 Presentation Language T4 Accuracy Weblog T5 Construction Layout and T6 Creativity Language T7 Accuracy Number of Questions Total Questions LOTS: Lower Order Thinking Skills TEST SPECIFICATION TABLE Remembering Comprehension Application Analysing Synthesizing Creating LOTS LOTS LOTS HOTS HOTS HOTS HOTS: Higher Order Thinking Skills Participation and Language Accuracy during their participation in the discussion falls under the Lower Order Thinking Skills as pupils are required to list, name, locate and find a suitable tourist venue that they would like to put on their weblog. They are also required to classify and explain the reasons for their choice of venue and justify their responses with evidence. Presentation and Language Accuracy for their verbal presentation falls under both Lower Order Thinking Skills and Higher Order Thinking Skills. The students will implement their speaking skills when they present their weblog to the audience. They will also execute the function of their weblog to be presented to their peers. Their Language Accuracy is categorised as the HOTS element as they are required to intergrate skills and compare their tourist venues to their peers.
21 Page 20 The weblog construction, layout and creativity and language accuracy all falls in the HOTS categories. The weblog construction itself is a product that they have deviced, edited, compiled and made on their own. Their layout and creativity shows synthesizing of information and critique their own creations. The language accuracy also falls under analysis, comparing and structuring sentences to grasp the audience s interest in their weblog. Formative activity is ongoing and provides information needed to adjust teaching and learning for a more effective outcome. It helps to monitor pupils progress throughout an activity and also gauge student understanding and readiness to proceed to further tasks. I need to be able to distinguish between the capabilities of the tool and the pupils performance when using it. To assess a well produced weblog and presentation, I need to assess the thinking and collaboration of pupils that went into the creation of the weblog. This allows teachers to focus on learning throughout the whole task rather than the end product. Peer to peer Checklist To gather data, the procedure of this activity are as follows. Firstly, in Week 1 the pupils were divided into eight groups. Four pupils are divided in one group. Each week, pupils were asked to write a question or response in TodaysMeet platform during every English lesson. I will have a checklist ready (Appendix 3) for the students to check. Starting from Week 2, pupils were asked to delegate their jobs, gather information, do interviews with local residents and do a field trip to the designated place they would like to promote. In week 3, they will be in the computer lab, designing their websites and its contents. They will start putting information and arranging the layouts, adding and editing its contents and pictures. For each picture, a short description must be typed for each picture.
22 Page 21 In week 4, all pupils in the group will present their websites to their peers in class. Other pupils will provide feedback to the other groups using a simple checklist adopted from Al-hazmi and Scholfield (2007). Table: Peer to Peer Evaluation Checklist Peer to Peer Evaluation Checklist Available Available (High) (Low) Main Points: 1. Is there a title in the website? 2. Are there any attraction sites portrayed on the website? (at least 3) 3. Is there a description for activities tourists may do there? 4. Is there any contact information available if tourists are interested? Content: 1. Is the website interesting and attention gripping? 2. Are the pictures and layout organised? Language: 1. Are the descriptions in the website written in fluent grammar accuracy? 2. Are the descriptions in the website written in fluent mechanical accuracy? 3. Does the description show any new and profound vocabulary? Yes Does the website need improvement? Unavailable (None) No Notes: Please state your reasons. Recommendation for improvement.
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