700 - Unit of Work Muhammad Ali

EDCURSEC 700 - Culturally Responsive Pedagogies

Unit of Work - Part A
Muhammad Ali (5600793)

UNIT PLAN

Unit Pencil Code Curriculum Levels 3, 4, 5

Year Level 9 Duration 8 lessons, 1 hour periods, over 3 weeks

Department Digital Technology Class 9 DTP (Digital Thinking & Problem Solving)

Unit Focus DTP students need to primarily be producers of digital outcomes as well as competent end users of digital tools. Students need to
develop an understanding of how these technologies are made. This unit provides an opportunity to develop this understanding
using coding languages such as Pencil Code and create their own outcome, such as an animation or vector drawing.

Strands Covered Technological Knowledge Nature of Technology

Achievement Students will: Students will:

Objectives - Understand how different forms of functional modelling
are used to explore possibilities
- Justify decision making and how prototyping can be
used to justify refinement of technological outcomes
- Understand how technological systems employ control
to allow for the transformation of inputs to outputs
- Understand how technological development expands
human possibilities and how technology draws on
knowledge from a wide range of disciplines
- Understand that technological outcomes can be
interpreted in terms of how they might be used by whom
and that each has a proper function as well as possible
alternative functions

Teacher Tech I will:

Modelling - Establish an environment that encourages and supports student innovation when generating design ideas
Objectives - Provide opportunities to develop drawing and modelling skills to communicate and explore design ideas
- Guide students to evaluate outcomes in situations against key attributes
- Provide a range of materials/components and support students to develop the necessary knowledge and skills to test and
use them

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Introduction This unit introduces students to programming and coding through Pencil
Code where students will be able to programme the turtle to construct
vectors and follow coding commands to meet set outcomes. Students will
learn how basic coding works by learning the coding commands,
directions, angles, loops, sequencing and animations. This unit is fully
digital e-learning through the use of the Google Suite to incorporate the
schools vision of going digital. Students will constantly be encouraged to
share their work with each other through Google Classroom and reflect on
their DTP journey in their digital reflections journal. This platform will also
allow all students to constantly get timely feedback from the teacher.
Students will be able to explore their own cultures and identity through the
activities outlined in the unit. At the end of the unit, students will be able to
engage in Whakaatu presenting in an evening with their whanau invited
to see what they have come up with in this unit and their Robotics unit to
celebrate their achievement and success.

Key Competencies Managing Self Relating to Others Participating and Thinking Using language,
Contributing symbols and texts

How students will Students will develop Students will be Students will learn to be Students will learn to be Students will be using
develop these organisation and critiquing each others cooperative with each be proactive in ICT to generate
competencies independency to work and sharing ideas. other and contribute in investigating further and symbols and learn a
manage their own They will be presenting class discussions and researching ways to new language of code
projects. They will learn their different activities. achieve their design adding to their
self motivation, perspectives and solutions. They will be vocabulary. Large use
resourcefulness and a learning to respect each reflecting their creative of calculations and
sense of self through other. processes and learning measurements
cultural and identity throughout the unit in enhances students
based tasks. their personalised numeracy.
reflections journals.

Values Students will be aiming for excellence by producing high quality work. Respect will be established though a safe environment
with communication and participation. The diversity of the students will encourage original work which fosters integrity.
Students will be coming up with their own unique designs and codes which allows for innovation and problem solving to take
place. Students will utilise their prior knowledge and ability to research to find out ways to reach goals and grow curiosity.

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Resources - Chromebooks (one per student) Key Vocabulary - Code - Angle

- Google Accounts - Direction - Embed
- Access to WiFi - Scale - Distance
- Google Classroom - Rotation - Lines
- Teacher Chromebook - Tessellation - Arc
- Adobe Flash installed - Pattern - Measure
- Projector or TV - Loop - Movement
- HDMI cable - Variable - Condition
- Whiteboard - Grid - Speed
- Markers
- Grid Paper Subject Specific - Pencil - Draw
- Pencils Vocabulary in Context - Turtle - Go
- Erasers - Roots - Application
- Pixels - Fill

Assessment Diagnostic Formative Summative

What do they know? Individual and group feedback and What have they learned?
What can they do? feedforward Can the students explain how they learned
What are they learning? it?
What do they need to learn?

- Family and cultural patterns that
students already know how to
draw
- Brainstorm about what students
have seen in their homes,
cultures, Polyfest, around them
- Group discussions
- Google Sites and Slides
- Submission of programmed
applications
- Check points during the process
of coding each design
- Online and in person peer
critiques of coding designs
- Uploading and sharing designs on
Google Classroom
- Sharing of pattern techniques and
calculations
- Evaluation of best approaches to
effective coding i.e. which set of
calculations best directs the turtle
to create the patterns with the
least movement required
- Presentation to class
- Showcase work at Parent Evening
- Ongoing reflections journals
identifying, evaluating and reflecting
on what students have learnt in
class, how they felt about what they
had learnt, what they would like to
know more of/how to improve, what
they need to do to get their projects
moving along and how are they
going to do this i.e. ask peers,
teacher, watch tutorials etc.

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PENCIL CODE - UNIT PLAN

Timing Sequence of Learning and Content Justification - Pedagogical and Content Choices

Lesson Intro to Pencil Code
1 - Key Terms Introduced
- Explain and discuss the grid on the board
- What does the turtle do?
- Simple directions
- Coding simple shapes (squares, rectangles)
- Draw a triangle challenge
- Finish off with showing reflections journal
Students need to be introduced to how basic coding works. So the different
main parts of pencil code is introduced - turtle, draw, directions. I explain the
grid to the whole class followed by a scaffolded activity using simple coding
directions of how to get the turtle from point A to B to C and so on. Once the
students understand the fundamentals of the task, they can move on to simple
shapes like squares and rectangles which use simple angles such as 90.
Then students are challenged where they need to figure out from what they
have learned, how to code a triangle which will require them to calculate the
angles correctly so that the turtle can return to its starting point completing the
shape. The tasks are designed to get harder as the lesson progresses. At the
end students are told how to use and personalise their reflections journal and
why they need to keep adding to it every lesson.

Lesson Arcs and Angles in Basic Shapes
2 - Draw an X house without crossovers
Week challenge
1 - Recap on key terms and what we did last
lesson
- Language of coding
- How to draw a circle using arc commands
and angles
- Online pencil code activities
- Last 5 mins on Reflections Journal (Routine)
Drawing the X house challenge shows the students practically how they need
to code the turtle to move and also gives a sense of competition. A great way
to start the lesson and then head into applying this knowledge to the language
of coding. How will the turtle move with what commands to achieve what you
have drawn on paper. Model an example of achieving the challenge to show
students there are many ways to complete it. Students will then do some
independent learning and follow online pencil code activities. Silent, self
motivated, focussing task - ownership of learning. Arcs and angles can be
complex and so following these videos at their own pace. Provide help when
necessary. Maintaining routine of completing a journal entry every lesson.

Lesson Pencil Up, Pencil Down The lesson starts off with a manual task without chromebooks where students
3 - In your groups try drawing shapes without can have manual fun where they will be drawing without lifting their pencil. The
lifting your pencil same concept is then applied to their coding using the PU and PD functions.
- Introduce students to Pencil Up and Pencil This scaffolded activity allows students to understand how this function works.
Down code commands Students are to make connections with the set tasks and what they have been
- New Key Terms learning so far, utilising arcs, directions and angles together. New vocabulary
- How PU and PD are used in conjunction is added to their coding language. Students enjoy creating their own
with direction, arcs and angles to create personalised work and so the last task is to write their own name using coded

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breaks in shapes and grid formations
- Write your name in pencil code using PU
and PD commands
Lesson Complex Shapes
4 - Ask a few students to come up to the board
and only using the provided shape draw a
snowman i.e. 2 big circles, a triangle, 1
rectangle etc.
- Demonstrate how complex shapes are
created through combinations of basic
shapes by drawing on board
- Using PU and PD and your knowledge of
basic shapes pencil code a Car
- Pencil code a Snowman using dot
command
- Share finished complex shapes of Google
Classroom
Week
Lesson Cultural Patterns using Loops
2
5 - New Key terms
- How to use Fill commands to fill colours in
shapes
- Loop commands - what is it, what does it do
- Making cultural patterns activity
- Share patterns on Google Classroom
Lesson Coordinates and Repetition - Matariki
6 - Showcase some patterns from previous
lesson on screen
- Matariki activity using repetition commands
like coordinates of stars
- Share Matariki art work on Google
Classroom
- Start working on final animations
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Muhammad Ali
shapes. They need to be able to use PU and PD for spaces between letters
and their learned knowledge to write their name. These tasks are designed to
meet nature of technology so students know how the mechanics of this
technology of coding works. From the basic to complex.
Now we are moving onto more complex shapes so to allow students to
understand how more complete shapes and artworks are simply a combination
of simple shapes. A power shift can be achieved here when students are
invited to come and write on the board and boosts their confidence when they
perform the task of being able to draw a snowman using only the shapes
provided in front of their peers. Model how complex shapes are created.
Students are then to make connections from what they have learned to create
their own car. Once completed students move on to a more complex shape
using the dot command, they must now code a snowman. Students should be
able to figure this out on their own, encouraging them to be self determined
and problem solvers. They are then able to share what they have created on
Google Classroom encouraging them to submit work that can be critiqued by
teacher and peers. Students learn to share ideas and be collaborative.
Students enjoy creating original art and owning their work. This creates added
engagement and motivation. Theses tasks were designed to incorporate their
cultural heritage and identity whilst learning the loop and fill coding
commands. Students can then share their patterns on Google Classroom to
show diversity and their different backgrounds coming together in a classroom
environment. They get a sense of community and belonging where their
cultures and identities are celebrated.
To utilise praise and encourage achievement, student work can be show on
the projector or screen. This also gives the students a sense of appreciation.
These tasks were designed to celebrate Matariki while using coordinate type
coding and repetition. This shows the students how this feature has been
achieved by their ancestors in the past with stars and exploration/sailing.
Another task designed to engage with students cultural heritage and tikanga.
Now that students are very familiar with the coding commands on Pencil Code,
they can move onto making their own final animations.
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Lesson Telling a Story
7 - Go over 5Ws and H
- Telling a short story using pencil code
- Using shapes and you have already created
to make a short animation
- PU and PD to establish separated shapes,
stories
- You can talk about anything you like, your
journey, made up characters, anything
Week simple
3
Lesson Presentation of Animation
8 - Complete animations
- Present story and animations to class
- Read out your short story while playing
animation
- Clap after every presentation.
- Discuss how this will be shared on parent
evening
To meet the literacy needs of the learners, students now are to write a short
story to accompany their pencil code animations. The must make connections
between all they have learned and can put all their knowledge and skills to use
in creating a final project. The teacher is only there to support students
creativity and curiosity in achieving what they would like to animate about.
Some students will require more help as they may find this task too broad so
the teacher can prompt them. The story will help in creating the final animation.
The whole lesson is given to them to complete their animations and they can
use what they have already coded. This creates a challenge for them of how
they will combine all the different elements using only one turtle.
Finally students will will be able to practice whakaatu and get to present their
final coded animations with their stories to the class. This boosts their
confidence and by now they should feel the classroom is a safe environment to
be able to do this. From commenting on each others ideas and animations in
previous lessons, students would have developed respect for each other. This
would add to that and give students a chance at practicing for the parent
evening. The teacher steps back and lets the students take ownership of their
learning and explore what they have done so far in their Pencil Code journey
which will also be fully reflected in their reflections journal.

PENCIL CODE UNIT OVERVIEW

Intro Arcs, Angles, Pencil Up and Complex Loops - Coordinates - Storytelling Final Animation
Basic Shapes Pencil Down Shapes Cultural Patterns Matariki Presentation

29/05/17 01/06/17 02/06/17 05/06/17 08/06/17 09/06/17 12/06/17 13/06/17

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PENCIL CODE - LESSON PLAN (1)

Topic Intro to Pencil Code Lesson No. 1 of 8

Class 9 DTP Date 29 May 2017

Learning Outcome To be able to understand and be familiar with basic commands on Pencil Code

Success Criteria By the end of the lesson students will be able to:
- Understand the purpose of pencil code
- Understand the significance of the turtle and its purpose
- Move the turtle using command codes
- Utilise the grid effectively to create basic shapes

Teaching Persona - Following through

Focus - Capture artefacts
- Do not assume!
- Slow down when explaining

Strands Covered Technology Knowledge, Nature of Technology

Timing Learning Activities / Teacher Actions Student Actions Justification

12.40 - 12.45 Greet and welcome students Line up outside, come in Maintain routine. High
(5 mins) - Meet students as they line up quietly and take assigned expectations.
- Students need to be settled and lined up in two Chromebooks from monitors
lines before letting them in and sit down. Bags under chair
- Greet them as they enter and logging on.
- Log on
- Read LOs, todays lesson structure and SCs on
Google Classroom

12.45 - 12.50 Discussion: What is Pencil Code? Eyes to the front. Screens Respect and active listening for
(5 mins) - Good Afternoon down. Headphones out. Active instructions.
- Wait time - Active Listening listening.
- As you must have read on GC we will be moving
on to our new unit, Pencil Code
- Explain what Pencil Code is and what it is used for

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12.50 - 1.00 Discussion: The Turtle and the Grid
(10 mins) - Draw a grid on the board
- Each square is 25 pixels
- What is a pixel?
- Draw a turtle in the centre
- How could I make this turtle move?
- What would I need to tell it to make it move?
- How do we know where the turtle is facing?
- Explain role of the turtle
- Write key terms on the board as spoken about
- Now I want the turtle to reach the top of the grid,
what would I need to tell him? How many pixels?
- These are called commands
- Explain commands and ask students to list some to
on their classroom docs to reach a point in the grid
- How do I make the turtle turn to face a different
direction?
- Explain turns and angles
Students joining in discussion.
Hands up to answer.
Articulating answers. Bouncing
ideas off of each other.
Listening attentively.
Teacher does not know everything.
Students are encouraged to figure
out ways to make turtle move. Ako.
Problem solving. Using board to
start of with to explain concept
manually followed by how this
would look like on Pencil Code -
scaffolding. Writing key terms as I
mention on the board will help
students to remember them.
Adding to vocabulary.

1.00 - 1.15 Directions and Shapes Students try out coding shapes Building on from the manual
(15 mins) - There are many ways of reaching a point in the grid on their chromebooks. drawing. Start simple coding.
using directions Making turtle move and drawing
- Simple directions (FD - forward, BK - backward, RT shapes. Students figuring out how
- right turn, LT - left turn) to best approach this. Cooperative
- Using one of the students direction command to and collaborative learning.
reach a point in the grid, programme the turtle by Students utilising numeracy skills
typing in that command on your chromebook and when figuring out shape pixel sizes,
show to class on screen following grid and calculating
- Now you can see how we can tell the turtle where angles.
to go
- What if I wanted to it to draw the path that it is
going?
- Demonstrate pencil colour code
- How would I draw a square?
- How about a rectangle?
- Ask students to try their commands on Pencil Code
with the link provided in GC

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- I have also added the directions and angles guide

for you on GC
- Draw a square with equal sides
- Walk around seeing student progress and offer
help where needed

1.15 - 1.30 Triangle Challenge Students try to figure out how Added difficulty - challenge. Sense
(15 mins) - Now here is a challenge for you all to code a triangle successfully. of competition. Problem solving.
- Who can figure out how to make the turtle draw a Put hand us for teacher to Teacher not in the front all the time.
triangle? check.
- Draw a triangle on the board
- Give some prompt questions about how the turtle
would need to turn, how many degrees, where etc.
- Put your hand up if you think you have got it
- Prompt students what type of triangle would be
easier. Equilateral, right angled etc.
- Walk around seeing student progress and offer
help where needed

1.30 - 1.40 End of Lesson - Reflections Journal Stop and listen. Add to Students can see if they have met
(10 mins) - Regain full class attention reflections journal. Respond to the learning outcomes and success
- What did we learn today? questions about what they criterias for the lesson. Ending well.
- 3 things we learnt today have learnt. Hands up to Important to record learning in
- Regain full class attention answer, one at a time. Return reflections journal which can be
- Talk about this in your reflections journal chromebooks. Standing seen by teacher to allow for co
- Time to pack up behind desks. Released at construction of learning. Students
- Thank students for engagement and effort bell. can say how they feel and also ask
questions in these journals.

EXTENSION - Code a pentagon / hexagon Work set for high ability or those
who have completed all set tasks
early.

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PENCIL CODE - LESSON PLAN (2)

Topic Cultural Patterns using Loops Lesson No. 5 of 8

Class 9 DTP Date 8 June 2017

Learning Outcome To be able to generate tessellated cultural patterns using the loop command

Success Criteria By the end of the lesson students will be able to:
- Use previously learnt commands with new commands to create designs
- Understand how the loop and fill commands work
- Generate tessellated cultural patterns using Pencil Code

Teaching Persona - Modelling new concepts and processes

Focus - High expectations of respect and good manners
- Notice and insist
- Drip-feed instructions

Strands Covered Technology Knowledge, Nature of Technology

Timing Learning Activities / Teacher Actions Student Actions Justification

2.20 - 2.25 Greet and welcome students Line up outside, come in Maintain routine. High
(5 mins) - Meet students as they line up quietly and take assigned expectations.
- Students need to be settled and lined up in two Chromebooks from monitors
lines before letting them in and sit down. Bags under chair
- Greet them as they enter and logging on.
- Log on
- Read LOs, todays lesson structure and SCs on
Google Classroom

2.25 - 2.35 Fill Commands Eyes to the front. Screens Respect and active listening for
(10 mins) - Good Afternoon down. Headphones out. Active instructions.
- Wait time - Active Listening listening.
- As you must have read on GC we will be creating
some patterns today
- So far you have been creating shapes that have

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only been an outline or hollow

- Explain fill command Students need to learn how to alter
- Model fill command on pre coded shape on existing code and find where to add
chromebook on screen in fill colour commands.
- Ask students to try fill their saved complex shapes Students try out fill command
from previous lesson on their chromebooks.
- Try different colours

2.35 - 2.45 Loop Commands Students joining in discussion. Students need to learn how to use
(10 mins) - You have been creating shapes so far. Who can Hands up to answer. loop commands. Looking at
tell me what a pattern is? Articulating answers. Bouncing efficiency and calculation of loops
- Explain pattern and its repetitive nature ideas off of each other. to create tessellation. Practical
- How can we achieve this if we have coded one Listening attentively. learning. Problem solving.
shape and a pattern means to create many of the
same?
- Ask students to create a simple shape Students try out loop
- Now how can I tell pencil code to keep repeating commands on their
this over and over again? chromebooks.
- Students may suggest copying and pasting multiple
times, if not mention this
- Or we can use the loop function
- What does loop mean?
- Explain and model how to code a loop command
- How can a loop go around from one centre point?
- Show a circular loop

2.45 - 3.05 Cultural Patterns Students create their own Adding to vocabulary. Key Terms
(20 mins) - Now it's your turn to create some loops cultural patterns on pencil Added difficulty - challenge.
- Explain tessellation - write key term on board code. Ownership and original work.
- Draw a tessellated pattern on the board Tikanga and exploration of culture,
- How could I code this? heritage and identity. Problem
- Your task is to create a cultural pattern using the solving. Teacher not in the front all
loop and fill commands the time. Students figuring out how
- Students can use their own cultural patterns or any to best approach this. Cooperative
they want and collaborative learning.
- Students can search online to see how some Students utilising numeracy skills
patterns looks like when figuring out shape pixel sizes,

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- Walk around seeing student progress and offer following grid and calculating
help where needed angles and loops.

3.05 - 3.10 Sharing Patterns Students share their patterns Fostering a safe environment to
(5 mins) - Ask students to share patterns using the share on GC. Watch some patterns share work. Students become
function on pencil code to GC on the screen. proud of their cultures and
- Project and playback some patterns on the screen encourage a sense of belonging.
Strengthen relationships. Praise for
sharing. Encourage achievement.

3.10 - 3.20 End of Lesson - Reflections Journal Stop and listen. Add to Students can see if they have met
(10 mins) - Regain full class attention reflections journal. Respond to the learning outcomes and success
- What did we learn today? questions about what they criterias for the lesson. Ending well.
- 3 things we learnt today have learnt. Hands up to Important to record learning in
- Regain full class attention answer, one at a time. Return reflections journal which can be
- Talk about this in your reflections journal chromebooks. Standing seen by teacher to allow for co
- Time to pack up behind desks. Released at construction of learning. Students
- Thank students for engagement and effort bell. can say how they feel and also ask
questions in these journals.

EXTENSION - Try creating horizontal patterns using loops and PU Work set for high ability or those
commands who have completed all set tasks
early.

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STUDENT WORK

Cultural Patterns using Loops

Repetition and Matariki

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UNIT SCREENSHOTS AND EVIDENCE

Pencil Coding Platform Arcs and Angles - Instruction/Diagram Examples

Delivery of Content and Students in Classroom

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REFLECTION

Unit Reflection and Inquiry

This unit was designed with keeping the needs of the students and the vision for the DTP course in mind. It is strongly based on subject knowledge and
incorporating requirements of digital citizenship as part of a school wide program. The alignment of this unit to NZC, key competencies and technology
achievement objectives have been outlined in the above plan. Overall I think the unit went very well and during the entire process I was able to try out many
different pedagogical approaches and delivery of content knowledge. There are many things that I was able to learn from this unit and definitely aspects
that I would improve on in the future. I was able to practice teaching as inquiry where I was able to improve on my practice.

Whilst delivering my unit from the first few lessons, I started to notice that some of the students were not engaged with tasks that required a set of step by
step instructions from me. For example with the first lesson, in the beginning they were really engaged with seeing how coding was bringing shapes to life,
but then when I would give them scaffolded instructions where I was providing them codes one after the other to create their shapes, some students started
to lose focus and lose interest. They were also falling behind because of this. So then I decided to change my approach and provide them with a chance to
learn on their own with giving them access to some instructional videos and interactive pencil code activities. I found there was much more engagement
through this. Another approach I took was letting students have the choice to personalise their coded designs. This gave them a chance to own their work
and have originality. During this time I noticed that students would really enjoy showing me what they had come up with and responded well to praise. It
also became like a competition within peers to see who could impress the teacher. This made critique sessions really interesting. I then decided to have
time allocated to show some student work on the big screen. I found that this really motivated students to finish their designs and animations so that their
work could be displayed in front of everyone. I had learnt from my practicum that clapping goes a long way and is a fantastic motivator, so during this I was
able to utilize that here.

Another aspect I found challenging to work with was students constantly being distracted on their chromebooks. This was the first time I had a fully digital
e-learning junior class where every single student, every lesson had a chromebook to do their work. There were many advantages to students learning this
way but one thing I found a bit difficult was the easy access to YouTube and other social media for students. This also meant that students would have
headphones on. Especially when students needed to watch online tutorials and how to videos. So then to tackle this issue, I worked with my mentor to
come up with defined expectations and parameters for when focussing and active listening was required. I explained to the students what active listening
involved; eyes to the front, screens down, headphones out, hands off the keyboards. This meant that whenever I needed to provide instructions or needed
to talk to them, they knew what was expected from them. This worked well for class discussions as well, however when it came to doing work in class, it did
still prove problematic on few accounts. Later on when students started on their personalised projects, there was much less of distractions as students were
engaged with their pattern coding etc, Monitoring was also another solution where I would walk around and see progress.

Lastly a challenge I found during this unit was when students would think that their effort would be enough to suffice instead of full completion of set tasks.
For example, a common comment I heard from a few students, especially a group of girls was Is this close enough?. This meant that what they had done
so far and the time they had spent on it was enough for them for a task. Completion of the task was not the goal but getting close enough was. I was not
pleased with this outlook and strongly believed it was not a good attitude to have in this class and outside of it too. I thought this might have something to

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do with me providing too much help and scaffolding as these students were perhaps taking advantage of me providing them help and not trying to figure out
on their own. So then my mentor advised me to leave the students for parts of the lesson to figure out things on their own, enabling them to develop
problem solving skills. We came up with a rule, ask yourself, then ask Google, then a peer, and then if you still cannot get the solution, ask me. I think this
worked well and students were starting to help each other out and be more collaborative and cooperative. Students started to challenge each other in trying
to figure out code commands and calculations, which led to more students wanting to complete rather than trying to only get close enough.

Designing this unit really taught me how important it was to plan ahead and just as important to alter planning to create better learning for my students. I
found that I needed to be very culturally aware and build strong relationships with my students. I was able to notice the varying capabilities of students
within one class and how much differentiation was needed. I believe the use of cultural aspects such as the patterns and Matariki worked really well in class
and provided a high level of engagement and enjoyment amongst students. Also, the parent evening I believe was a great idea and very successful in
bridging gaps between school and home and creating relationships with whanau. This unit opened up my eyes to digital e-learning and where the future of
education is headed. I felt many of the pedagogy strategies that we have learnt needs some tinkering to make it work well in a digital classroom. The
influences from external factors on student work for students was really evident in what they were doing and I could see how their thinking was influenced
by this. I thought having the reflections journal was a great way for students to express how they felt about the learning that was taking place in the
classroom and also for me to be able to see what I needed to spend more or less time on.

I thoroughly enjoyed planning and implementing this unit. I strongly believe digital technology can play such a large part in helping students learn in newer
modern ways where they can be deeply involved with their own cultures and identities further increasing engagement and motivation.

Note: Please find CRT Reflection in Part B

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