Download TIP Model Lesson Plan

TIP Model Lesson Plan
The Web Quest
Phase 1: Determine Relative Advantage (Why use technology?)
After finishing a unit on youth cultures and working my way through the Advertising
unit, I decided that I would like to know whether my students could make the connection
between what they learned about youth cultures (habits, language and appearance) to how
advertising companies target specific audiences in their ads.
I wanted the exercise to be practical; we had spent much of the Advertising unit deconstructing ads. I could see that my students could identify the basic advertising
principle of A.I.D.A1 but I wasn’t sure if they truly understood how it worked and how
effective the principle was in selling a product.
I decided that the students would have to put the skills and knowledge that they had being
learning into practice – to create a product label AND magazine advertisement to
accompany the product, aimed at a youth market.
Phase 2: Decide on Objectives and Assessments (How will I know students have
learned?)
Lesson Objectives
1. To see how much the students have learned about the A.I.D.A principle of
advertising.
More than half the class will demonstrate the A.I.D.A principle in action.
2. To assess how they work collaboratively
I will observe better on task behaviour in at least 70% of the students.
To gauge how the students learn and reflect on their learning through their study
of English.
The confidence to express their learning will increase from the previous unit (youth
culture speeches) results.
4. To assess how the students use language and communicate appropriately and
effectively
Overall average speaking performance will increase by at least 30%.
3.
1
Attention, Interest, Desire, Action.
Clearly, the most obvious evidence of their learning would be the presentations of the
product label and magazine advertisement. I added the oral element to the presentation so
I could gauge just how much they understood of the A.I.D.A principle.2
Phase 3: Design Integration Strategies (What teaching strategies will work best?)
I decided to use the constructivism model approach. The web quest afforded me the
opportunity to create a learning environment that was collaborative. Groups of 4 students
would work together to navigate their way through the task process, and in doing so both
support and motivate each other.
The web quest is also an excellent web2 tool, as it is quite structured (scaffolds, resources
etc) but it allows students to achieve the outcomes at their own pace.
Phase 4: Prepare the Instructional Environment (Are essential conditions in place to
support technology integration?)
The most difficult aspect of this lesson was two-fold.
1. Creating an effective web quest
2. Finding the hardware and software to accommodate the project requirements.
I wrote a draft version of the web quest which I initially gave to a small taster group in
class to read over. After consultation, I implemented their questions into elements such as
scaffolds, specific rubric details and resource links.
I also organised for a special needs teacher to be present for at least half of the lessons, to
assist the 4 special needs students in the class.
I organised with the IT department to use one of the school computer labs for a period of
two weeks in succession. There a quite a few labs at the school, so it was a matter of
being quick in the booking of the room. I then browsed the school software resources to
assess what was available for my students. I found that the school had invested quite a bit
of money on products like Adobe, but it also had the basics such as publisher and
photoshop.
Phase 5: Evaluate and Revise Integration Strategies (What worked well? What
should be improved?)
The final product was then administrated to my year 10 English class (a third streamed
group).
2
Rubric in web quest outlines specific marking criteria
I watched as the groups worked their way through the process of the web quest and
became increasingly excited as I began to see draft product labels and magazine
advertisements produced by the students. Many of the initial questions posed by the taster
group no longer were raised BUT I did get a few students who wanted to skip steps in the
process. This showed me that some of the steps might have been considered easy for
some students and so I would need to ensure that next time I pout in some accelerated
work.
The final presentations were mixed. There were groups who produced outstanding
product labels and magazine ads but were not so confident about their use of the A.I.D.A
principle in achieving the end products. Then there were groups that could explain the
process and produced very clever and creative products.3
I came to the conclusion that the students who created very clever designs but couldn’t
explain the process were in fact ‘technological advanced’ students who already had a
very competent multimedia skills. So, it was the groups that could explain the process
and produced clever and creative products that demonstrated how the web quest was an
effective web2 tool to demonstrate learning gain.
I placed copies of the student work samples on a pbwiki site I created just for the lesson.
The students told me they loved going home and showing their parents their work online!
The results showed that there was a definite increase in the student’s confidence to speak
about their learning, and overall, 82% of the class improved on their results from the
previous unit (speech on youth cultures)
The students told me that they really like working in groups, but the only disadvantaged
was if one of the group members didn’t turn up on the presentation day (we had two
students not show) or one member didn’t get involved as much as the others. In future,
maybe having check points, whereby students rate their own rate of work, would
indicate to me any problems arising with the collaboration aspect of the task.
3
See pbwiki site for student samples
5 – 7 lessons in school computer labs plus 1 lesson review
and 2 lessons presentations / evaluations
Standards/Competencies BOS New revised English syllabus –
Aligned
Outcomes:
2 - uses and critically assesses a range of processes for
responding and composing
4 - selects and uses language forms and features, and
structures of texts according to different purposes, audiences
and contexts, and describes and explains their effects on
meaning
6 - experiments with different ways of imaginatively and
interpretively
transforming experience, information and ideas into texts
11 - uses, reflects on, assesses and adapts their individual
and collaborative skill for learning with increasing
independence and effectiveness.
http://arc.boardofstudies.nsw.edu.au/cpds/stage5/english.pdf - English performance descriptors
Project
Duration
Lesson
Plan
Lesson Objectives
Challenge for students
Project details
Student Prerequisites
5. To see how much the students have learned about the
A.I.D.A principle of advertising.
6. To assess how they work collaboratively
7. To gauge how the students learn and reflect on their
learning through their study of English.
8. To assess how the students use language and
communicate appropriately and effectively
9. To review how the students think in ways that are
imaginative, interpretive and critical
To demonstrate what they have learned in class, and
collaboratively work together, in an allocated time, to
produce an effective product design and magazine
advertisement.
To design and create the product packaging and a magazine
advertisement for a new brand of chips – lychee flavoured –
which has been imported from North Korea, for a youth
Australian target audience.
Advertising Unit –
Studied the principles of A.I.D.A (advertising and
marketing)
Practiced de-constructing advertisements aimed at
youth target audience
Youth Culture Unit –
Read and discussed the rise of youth sub cultures;
habitats, dress, language
Read the novel Will by Maria Boyd which examines
youth cultures in Australia, particularly Sydney.
Technology –
Use of paint, Adobe or other publishing software.
Students will be booked into school computer labs for 5
Classroom technology
consecutive lessons.
The school has many installed software programs available
to them – Adobe Photoshop, Paint, Mac etc
The school has an intranet in which the students will save
their work and later display using the data projector in the
computer lab for presentations.
Materials for instruction All materials will be linked within the web quest for easy
access for the students.
http://en.wikipedia.org/wiki/Advertising - definitions of how
Web sites
to advertise
http://www.medialit.org/reading_room/article227.html How to Analyze an Advertisement
http://teachers.usd497.org/cgoolsby/adtech_files/frame.htm popular advertising techniques
http://www.pbs.org/wgbh/pages/frontline/shows/cool/frontline report on effects of advertising
http://en.wikipedia.org/wiki/Packaging - product packaging
information
Student workbooks which have working notes from
Additional references
Advertising unit.
and resources
CEnet – the school intranet site where I have uploaded
diverse resources for them to access.
In class stages
Lesson One:
Introduce web quest and explain the link to unit of study
Work out groups of 4
Allow for review of original product packaging and
brainstorming/ questions
Lesson 2 -7:
Web quest time in labs
Lesson 8:
Review of group products and booking of presentation
times.
Lessons 9 -10:
Presentations and evaluation of learning process.
Students will be assessed on their ability to transform their
Assessment ideas
knowledge of advertising & marketing principles into a real
product design and ad campaign.
They will also be assessed on their ability to work
collaboratively.
Lastly, they will be assessed on how they are able to explain
the design and choice process for their product and
advertisement.
Support strategies
Invite special needs teacher to work with 4 special needs
students throughout the week, in computer labs.