Marina Ferreira de Melo
Media Reflection Plan
Course/Training Focus: ESL for intermediate level learners
Audience: 18 +
Context: to be continued...
Class/Group Size: Varies
Location: Schools/Institutions that provide ESL courses
Media / Format: Course management software, face-to-face instruction
Module Reflection / Media Plan
Concept or theory #1 – Utilizing
Module 1 ASSURE model to lesson planning.
a) Analyze learners;
b) State standards and objectives;
c) Select strategies and resources;
d) Utilize resources;
e) Require participation;
f) Evaluate and revise
Concept - Utilize visuals to enhance
Module 2 learning experience
a) Analysis of learners could be done by
utilizing an online questionnaire or an initial
text (via email) in which students would
describe how they learn best
b) Promote awareness of curriculum and
objectives by utilizing an online quiz format
(Quizlet)
c) Set up portfolio of materials used (notes on
how effective they were in practice) and keep it
updated
d) Search for appropriate resources online, on
textbooks, magazines, publications, ect.
e) Assign homework that must be done through
the use of digital tool (app, software);
Create a Padlet in which all students are able to
interact virtually with classmates and teacher
f)Research and select ways/tools to assess
student performance virtually, such as Google
Slides Q&A, Kahoot.
a) Design lessons that include a variety of
visuals to explain concepts
b) Design presentations (Google
Slides/PowerPoint/Nearpod) that include
meaningful visuals
 c) Remember: visuals help making abstract
ideas more concrete

d) Follow design recommendations: carefully

select font size, type and color; use plain
background; center or left justify; concise
communication 6x6 rule; keep it clean; use
appropriate graphics; simple builds; use
animation carefully; minimize sound; use
footers to identify slides.

e) Remember: Visual literacy concepts

Concept – a) Importance of guiding a) By creating original content utilizing video

Module 3 students towards creating audio & or audio, students engage in higher-thinking
video processes.

b) Observe types of educational videos Storyboard activity – helps students follow a

process to achieve a final product. Students
understand that there must be analyzing and
planning before execution and production.
Have students create (after modeling and
guiding) their storyboards as a formative or
summative assessment

b) Documentaries, dramatization, storytelling,

virtual field trips – try to fit content being
taught with the most appropriate type, e.g.
students must create a storytelling video in
which they will practice use of past verb tenses
(Simple Past, Past Continuous, Present Perfect)
by telling stories they have experienced in real
life
Create a Podcast “channel” in which students
will practice Reported Speech. After listening
to a peer, they must come up with their peer’s
information using Reported Speech in third
person.
Working in teams, after visiting a museum on
an actual field trip, students will Podcast their
experience practicing the use of Past verb
tenses, Comparative and Superlative adjectives,
expressions to convey opinions (a variation
could be a documentary type video with the
same learning objectives)
 Web 2.0 tools and functions
Module 4
Key concepts: interaction, sharing,
creating safe environment that fosters
creativity and sense of community.
Observation: teacher must establish
rules of use that are aimed at safety and Padlet – to create sharing environment for
appropriateness
Concept maps
Module 5
Online adult learning
Andragogy: Knowles and related
theories
Blogs; Wikis; Word Clouds; Online
productivity tools; Social bookmarking;
Pinboards; Audio+video; Mashups; Mobile
technologies; Social network
Examples:
ASSURE model, all phases of instruction
including assessment. Can be used for warm-up
activities, presentation of content, application
of content and practice tasks, formal and
informal assessments, homework assignments,
lists, reviews, writing assignments, etc.
Quizlet – flashcards for concept practice,
formal and informal assessment, quizzes and
practice tests and so on
Kahoot – same functions as Quizlet, great for
practice tests
Word clouds – great for memorization of
keywords, concepts and vocabulary
Blubb.us – create mind maps for introduction
of new content,
activities for participation,
memory or flash cards for key concepts,
maps for reinforcing content previous to
quizzes/tests
Create collaborative activities in which groups
of students get an assigned concept that must
be expressed through mind maps, followed by
presentations, discussions
Best practices:
Encourage learners to:
formulate, discuss learning objectives,
activities;
increase interactions with embedded practice
and feedback sequences;
develop peer- learning groups;
provide flexibility for assignments, deadlines;

divide learning objectives into small

manageable units;

provide complete examples such as papers,

essays, etc (models)

understand some adults feel intimidated by

technology;

encourage sharing and collaboration;

do a needs assessment and student assessment

before class starts (predictions);
incorporate assignments that students can relate
to;

provide enough flexibility to allow student’s

input on issues;

allow students to voice their opinions and treat

them as equal in the learning process;

establish an environment students feel safe and

comfortable expressing themselves;

ensure students can review previous content

whenever they want;

ensure to allow ample time for students to

master content;

keep consistent communication;