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JUSTIFICATION

This website is designed for the Module A; Elective 2 unit Distinctively Visual,
for the HSC standard English course. It has being designed with the needs of the
students in mind as a standard English class may consist of a student body
whose interest and ability in the English subject is not particularly strong.
Indeed, many students may only be doing it because they have to as it is the
only compulsory HSC subject. As such, this website is designed to stimulate and
engage students with a variety of ICT tasks that provides differentiation,
scaffolding, peer learning and student centred learning. In this way, these
activities aim to shake up the usual prescriptive regimen of a HSC English course
and facilitate meaningful and effective learning to help those students who may
feel frustrated with the subject or discouraged by their achievement.

Core Text
Quick Activity 1: Resource curating using Scoop It
Using content curator website Scoop It, I was able to curate all different types
of resources on the net that was relevant to the module, including youtube
videos, slideshows and audiobooks. Allowing students at the start of the lesson
to explore my scoop it page would introduce them to material that can help their
understanding and supplement their study. As such, I think developing this page
to share with my class is an important tool that students can use to further
empower their study, for example, if students need extra support in analysing
one of the poems they can watch a microlesson at home or click through an
analysis slideshow. Such resources furthermore differentiate their learning
through visual, interactive mediums. Furthermore, links to audiobooks are also
included, which allows auditory learners or learners who resist reading long
tracts of text the chance to diversify their usual experience of literature.
Importantly, students can navigate the resources at their own pace, for example,
pausing videos to take notes. This allows them to pursue their study with a
degree of self autonomy.
Task 1: Techniques brainstorm using Padlet
In this activity students are to brainstorm the different techniques used by the
author to evoke the distinctively visual in the short story, The Bush Undertaker
by posting a note to the class wall created with Padlet. The Padlet program is
excellent because it provides a platform for sharing whereby each person
contributes their own examples so that through the contributions of many, a
comprehensive break down of textual evidence will be created. For a standard
English class, who may struggle with textual analysis, this program allows this
task, which may overwhelm and discourage them, to be broken down into
manageable parts in which all the students help eachother in identifying and
evaluating language techniques. The resulting product will provide an invaluable
resource when writing essays and textual evidence is needed.
Task 2: Collaborative analysis of the Loaded Dog using Google Docs.

Like task 1, this activity is designed to scaffold the difficult skill of literary
analysis through collaboration. Rather than having to comprehensively analyse
the text individually, students can collaborate in pairs to answer a question
which builds upon a wider class effort in developing a comprehensive analysis
document using Google Docs. By facilitating such a collaborative process,
whereby students are able to witness the contributions of their peers on a single
document, students learn from the insights of others, perceive things they had
not thought of themselves, and learn structurally how to write an good response
through the observing of others. For a standard English class, whose English
skills need development and support, such a process is invaluable. Furthermore,
the activity is excellent in providing constructivist learning, whereby instead of
the teacher handing out a document that analyses the text for the students,
students themselves create their own analysis through a collaborative process.
In this way, students construct their own learning rather than it being delivered
to them passively.
Related Texts
Quick Activity 1: Sharing the distinctively visual through Cluster.
This activity is designed as an introductory activity in familiarising students with
the concept of distinctively visual in relation to visual texts. The activity calls
upon students prior knowledge and their own personal insights and preferences.
By asking students to post a picture that represents to them the distinctively
visual, students are able to explore and express how they understand and
express the concept. This allows students to experience autonomy in their
learning but importantly, it also allows students to use their own prior knowledge
of what distinctively visual implies. This activates students cognition of the
concept so that deeper analysis can be more effectively developed by engaging
students with what knowledge they already have concerning visual texts.
Writing an explanatory comment will also introduce students to ways in which we
examine visual texts, and from this basis, students will be able to develop more
sophisticated analyses.
An instructional slideshow was included to instruct students how to participate in
the activity. Cognitive load was kept in mind with its design as music and
transitional effects and other such things were omitted. However a screenshot
graphic supplemented the text with directional arrows so that cognitive load was
reduced as students would be able to make better sense of the instructions with
visual support.
Task 1: Vodcast of a visual text analysis and quick quiz using Google Forms
This vodcast was designed as a modelling activity in which students observe how
an analysis of a visual text in relation to the distinctively visual. Modelling is an
important teaching strategy, particularly in regards to introducing new skills. By
learning from example, students are empowered in perceiving how to go about
such a task themselves. Furthermore, students are able to stop and pause the
video in their own self paced learning and are able to reference it whenever they
wish throughout their studies, rather than it just being a one off instruction.
Furthermore the video is designed to reduce cognitive load by being a simple
presentation without the distractions of written text /graphics / music, so that it
is an effective instructional video.

The quick quiz / survey at the end is designed to check for understanding, by
assessing students ability to draw conclusions from the analysis provided for
them. This will indicate to me how well the students are developing their
knowledge of visual analysis, and allow me to perceive if any adjustments or
reinforcements in my teaching are needed.
Task 2: Using Popplet to plan essays
For a standard English classroom, it is important to instruct and scaffold for
students how to write a good English essay. I think using a graphic organiser
program like Popplet is an excellent medium through which students can visually
map out their ideas and arguments when planning a response to an essay
question. By graphically organising their thoughts, the essay structures of the
students will be improved and students will start their essay in a purposeful
manner having clarified what they want to say and how they will convey it. I
included an instructional vodcast to get the students started with their own
popplets. This was important because for students to engage with the task
meaningfully they had to understand how to break down the question and how to
use the mindmap to successfully address each part of the question. A vodcast
was chosen to convey the information rather than a traditional instruction in
order to reduce cognitive load - students would have to cram their working
memory with the information delivered in a one off instruction, whereas a
vodcast presents an alternative in which students can go back and refer to it as
often as required.
Assessment: Creating a blog to publish practice essay and related text vodcast
For this assessment students needed to create their own vodcast in which they
present their related text for the module and analyse how it evokes the
distinctively visual. Because the HSC year is very repetitive and prescriptive I
thought this task would present an engaging alternative in presenting their
analysis through a vodcast. Such a task may also offer relief in regards to the
requirements of the second task writing a practise HSC essay. Students are to
publish the essay (and vodcast) on their own blog. By creating a blog, students
will be incentivised to engage with the task genuinely as their work will be
published. Furthermore, their blogs will be shared with their classmates as a
peer learning tool, in which students view the work of their peers. This is an
invaluable activity in itself because students can read essays that are better than
their own and appreciate how they can improve their own by witnessing a more
sophisticated approach. Furthermore, students learn from the insights and
arguments of their peers to further broaden their own knowledge and
understanding.
Conclusion
In conclusion this essay has sought to examine the different activities included in
this website and assess how they would facilitate learning. Through using
collaborative tools such as Google Docs and Padlet, using curating programs to
provide extra resources, using graphic organisers and instructional vodcasts,
online surveys and photo sharing apps, students are prompted to engage with
the module in an interactive, student centred manner whereby learning is
scaffolded through peer learning, modelling and collaboration and differentiated
through engaging with visual, interpersonal, interactive activities. In this way,
the website ultimately aims to facilitate purposeful learning for students in a

standard English classroom who may experience frustration or discouragement


with the English subject.