EDUC 5268 - A1 Planning and Justification Portfolio

Lesson 3 - 07/11/23

Lesson 3 had a focus on digital multimodal resources to support differentiation for our class. To accompany this for our lesson we needed to use the meta language element (QTM) to support our planning (Ladwig, 2006, p. 20). This lesson focus on hands-on and interactive approach to explore the representation of personal identity through audio and video elements. Meta language can be applied by encouraging students to discuss and analyse the terms relating to film, sound, and music in either in groups or class discussions (Tang, 2021, p. 1317). This approach promotes critical thinking and a deeper understanding of new and old concepts. The activity as shown in figure 1.4 in the lesson plan discusses and ranks the student's familiarity with meta language that allow students to assess their knowledge and engage into more meaningful conversations. By sharing their understanding and learning from the students can help gain a more diverse understanding of the pedagogic methods used in this lesson (Guangwei, 2010, p. 66). Located back on figure 1.4 the small group activity can help enhance the students understanding on how these elements can contribute to storytelling of identity. Overall, the use of meta language used in planning this lesson encourages active participation, critical thinking, and deeper understanding of the pedagogic methods used in the planning of this lesson.

1.5 Meta Language

1.5 Evidence

Figure 1.4

This lesson plan highlights the students need to analyze a short film prompted by the teacher and they need to understand how audio and visual storytelling represents identity. The students are divided into small groups where one focuses on audio elements and the other on visual elements where both groups need to relate this to identity.

The small group activity where the students analyse the audio and visual elements in a short film further enhances the students understanding of how these elements can contribute to the storytelling and representation of identity.

3.4 Inclusivity

Supporting differentiation for lesson 3 also needs to promote a safe and inclusive learning environment for all students to endure. So, to support my planning I used 3.4 inclusivity (QTM) because it promotes all students from different cultural or social backgrounds to participate and feel included in the classroom (Ladwig, 2006, p. 46). Planning this lesson, we had to start with offering diverse prompts that allow students to choose topics that relate with their experiences whilst ensuring that everyone’s voice is heard. We wanted to include as much class discussions which will encourage students to collaborate with each other to create an inclusive safe classroom environment (Anderson, 2015, p. 18). The use of digital multi modal resources can cater diverse learning styles, allowing options for students who may prefer audio or visual based learning. Planning this lesson, it is important to acknowledge the students that have different needs and abilities. When acknowledging this, we need to think about the use of technology and providing teaching support, making it accessible for a wide range of learners (Pendergast, 2017, p. 84). As shown on figure 6 (2020) the wheel is used in our lesson to help individuals to identify and express their emotions. This will be useful to use in our lesson to support differentiation and inclusivity.

3.4 Evidence

Figure 6

This wheel is a tool that was developed by the Gottman institute. It is a visual representation of a range of emotions organised in a circular diagram. The is colour coded for people to interpret this without any confusion. This is useful for our planning because it highlights and points out certain emotions that induvial can relate with the most.

References

Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: rhetoric, reality and the road ahead. Support for Learning, 30(1), 4–22. https://doi.org/10.1111/1467-9604.12074

Guangwei Hu. (2010). Revisiting the role of metalanguage in L2 teaching and learning. EA Journal (Surry Hills), 26(1), 61–70.

Ladwig, J & Gore, J (2006). ‘ A classroom practice guide” in Quality teaching in NSW public schools. 2nd edn. State of NSW, Department of Education and Training, Professional Learning and Leadership Development Directorate, New South Wales, pp. 05 – 59.

Pendergast, D. (Donna L., Main, K., & Bahr, N. (Eds.). (2017). Teaching middle years : rethinking curriculum, pedagogy and assessment (Third edition.). Routledge, Taylor & Francis Group.

Tang, K.-S., & Rappa, N. A. (2021). The Role of Metalanguage in an Explicit Literacy Instruction on Scientific Explanation. International Journal of Science and Mathematics Education, 19(7), 1311–1331. https://doi.org/10.1007/s10763-020-10121-6

The Gottman Institute. (2020). The Feeling Wheel. https://cdn.gottman.com/wp-content/uploads/2020/12/The-Gottman-Institute_The-Feeling-Wheel_v2.pdf