Learner Outcomes
I can exchange information in conversations on researched topics
Demonstrated by the role play activity one student will pretend to be an athlete, whom they have researched, being interviewed. Over the course of the activity each student will act as both an interviewer and interviewee.
I can clarify meaning using circumlocution.
Explanation: Will be demonstrated while trying to describe pictures and life events during the role play.
I can ask for clarification using a variety of expressions
Explanation: During the role play students will participate in an interview scenario and ask for clarifying information about pictures and topics of discussion.
Standards
World Readiness Standards addressed in this module:
Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions
Explanation: Students will participate in role play interview in which the interviewee will be reflecting upon their life, as guided by questions from the their classmate who will act as the interviewer. The interviewee will take on the persona of the athlete and talk about the athletes feelings during the interview.
Culture: Learners use the language to investigate, explain, and reflect on the relationship between practices and perspectives of the cultures studies.
Explanation: The students have been instructed to focus their research for this module on female Arab athletes. In learning the life story and personal details so as to be able to pretend to be the athlete and in doing so and then answering the interviewer's questions, both students will examine the practices and perspectives of the society in which the athlete come s from.
Triple E Evaluation Rubric
Engagement in the learning
The technology allows students to focus on the assignment or activity with less distraction. 1
Explanation: The pictures and the act of moving them and recording a a video will keep the students on task.
The technology motivates students to start the learning process 2
Explanation: Students are excited by the idea of making a video and so they will be motivated to start learning so that they can make the video.
The technology causes a shift in the behavior of the students, where they move from passive to active social learners (co-use) 2
Explanation: Students will co-use the device with both manipulating and referencing images on the screen which will require them to be active learners.
Enhancement of the learning goals
The technology tool allows students are able to develop or demonstrate a more sophisticated understanding of the learning goals or content. 2
Explanation: Students will develop a very deep understanding of the content through making and then reviewing the screencast. The process of choosing image to represent a person's life and asking the significance of each of those images will allow students to demonstrate a sophisticated.
The technology creates paths for students to demonstrate their understanding of the learning goals in a way that they could not do with traditional tools 2
Explanation: By linking photos with recorded explanations and sharing the recordings with the class students demonstrate learning in a way that is only possible without technology when all concerned are physically together.
Extending the learning goals
The technology creates opportunities for students to learn outside of their typical school day. 1
Explanation: Because students will make videos they will be able to review and vote on their classmates videos outside of the school day when their classmates are no longer present to offer an explanation.
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