Based on feedback collected from our peers, we kept the following suggestions in mind.
Crawford, K., Leonard-Glaspey, C., Turner, A., Van Eyk, E. (2015). [Online google form]. Retrieved https://docs.google.com/forms/d/1pXhIxVHXORD9IMbvp4M-7CtKjC2yrv1L7HaEY2Mxil4/viewanalytics
What component of this project seems most engaging for learners?
Real life connections, designing an outdoor space & the outdoors component
Can you identify a learning style that would NOT be met by the proposed learning plan?
Music Connections? We did discuss music differentiation within our learner profiles in our first presentation, as one of our learners is a dancer who is frequently away from school due to dance commitments. However, we made sure to emphasize the fine arts in more areas, especially musical components.
Learners with a physical disability? Our RVS school is built with Universal Design in mind, as there are ramps and access for those with a physical disability. We also included an art toolkit for learners with a fine motor disability.
A learner not interested in the outdoors? Our goal is to expose and provide opportunity for a learner to appreciate and connect with his or her own community in ways which work best for him or her. Many of the Alberta Curriculum Outcomes are rooted within the inquiry of our natural environment. See Inquiry Unit Plan. Our goal is to "hook" and "engage" all learners within this inquiry topic. We nurtured this concept in providing learner choice within roles to foster learner engagement. For example, a learner could choose to help edit videos, write music, or illustrate drawing plans for the designs.
Complex learning needs? Through the SETT (Zabala, 2005) framework, we considered a wide range of learning needs to predict learner variance. Please see learner profiles.
Please suggest one way in which to improve or build upon the proposed design project?
How will learning goals be assessed? Please see assessment.
Clear targets? Please see Learner Task and I CAN statements, also assessment.
Zabala, J. S. (2005). Ready, SETT, go! Getting started with the SETT framework. Closing the Gap, 23(6), 1-3. Retrieved from http://www.joyzabala.com/uploads/Zabala_CTG_Ready_SETT_.pdf
Contributing author: Alison Turner
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