Multimodality English Lesson Plan
Multimodality and Term Long English Lesson Plan
Part A- A Unit Overview
The national curriculum has three strands with different goals. Language focuses on how English functions, literature is about comprehension and appreciation while literacy features accuracy and English. Using the curriculum, learning activities, assessment tasks, a lesson plan and a marking rubric I highlight a unit overview as a plan of important information that defines the teaching and learning process revolving around a theme, purpose and context. Based on the three strands in the English curriculum this plan features literature in the classroom, language for upper primary students and literacy skills for Year 5 & 6. Facilitating for diversity, it caters for students from different socioeconomic backgrounds. Using strategic teaching methods, it includes the use of examples from cultural perspectives, and ICT multi-literacies. The lessons of English are fundamental to develop literacy skills of students in order to shape them as efficient and informative citizens of Australia (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2015c). Moreover, to achieve effective competence of 21st century individual capabilities must be integrated with the learning framework (ACARA, 2015d). According to (2015c), if teachers provide priorities to cross cultural aspects of a classroom, it not only promotes a better learning atmosphere but also creates value as well as respect for indigenous Australian community. As per the guidelines of (ACARA, 2015a), this blend of learning framework helps a student to gain a better learning experience within a classroom. I capitalized on student engagement through a myriad of learning activities to enhance connectivity (Bunch, 2013). This supports social relevance (Short, Fidelman, & Louguit, 2012). The incorporation of the cultural context features the Aboriginal and Torres Strait Islander context. The unit focuses on ideas from the wider social context. This involves tasks with themes from classroom, school as well as the community experiences. The Rationale focus for this essay is on the presentation of primary texts in a multicultural classroom environment. This is a major concern in learning experiences (Kalantzis & Cope, 2012).
The advancement of technology has made the teaching process easier in a cross-cultural setting of classroom or a schooling situation where learners are disabled mentally or physically. In order to make the learning process exciting and easily understandable the emergence of multimodality has started to make sense. Based on multiliteracies perspectives it has wide pedagogical implication. The experiment of using multiliteracy and multimodality approach is to draw an outcome where students will participate, construct logical arguments with the help of digital aids. The objective of using this approach is to enhance capabilities of a learner. Use of these tools will help to make them understand the lessons better and to present arguments more precisely. This approach is immensely helpful to interact as well. In order to make the learning framework approachable to students from various cultural and lingual background, educators are required to consider visual models of texts to initiate a two-way communicational atmosphere within a classroom. Acknowledging the current classroom scenarios, traditional methods of literacy has become less effective in a world full of emotions, which are expressed through gif and emoticons. Children are getting more comfortable to learn from movable images than from traditional texts. Considering the trend, adopting the multimodal designs into classroom lessons of fundamental English can bring several benefits to appeal wider range of students irrespective of their cultural and intellectual capabilities.
The plan focuses on engaging children through learning strategies and modalities including socio dramatic games, collaboration and visual literacies. Drawing from relevant literature, I use different strategies such as videos on ipads, laptops and internet to support learners. Multilitaracies in writing texts is a platform for demonstrating competencies as aligned in the Australian curriculum (2018 and the Australian Curriculum, Assessment and Reporting Authority (2018). Multiliteracies in the unit ensure that the outcome demonstrates the student’s ability to use language competencies in reading, writing, listening, creating and speaking skills. I also use summative assessments to demonstrate the desired outcome integrated curriculum. My idea is to encourage the student to use appropriate language, understand literacy through language manipulation, and literature elements of grammar and punctuation. To reduce spelling mistakes, I engage a cultural and genre specific based approach for the classroom and English pedagogy with curriculum based course description for strategic learning. For examples the student diversity features literacy and learning tasks such as poems, film and text literature. Group activities blended with individual assessment include unique learning processes designed to meet the objectives. Grading is by the English Australian Curriculum and the Four Resources Model (Serafini, 2012). Catering for each student needs depends on their strengths and weaknesses and includes spellings and pronunciations (ACELA1500).
I used learning techniques and scaffolding as an instructional technique for stronger problem solving models. In this case, challenges, questions and model examples were effective in different tasks (Hattie, 2012). Feedback strategies used refer to assessment activities in schools that prepare students for testing, literacy and individual needs. The feedback method asks questions from specific themes and description of the learner’s expected performance (ACELY1700). The use of multimodal forms comes in handy in language diversity and representation. This framework is essential in effective delivery processes. It incorporates learning through different texts, written and spoken language. The use of language in the social and cultural contexts varies. In this context, it captures the Australian Curriculum scope with episodes on friendship and generational tales.
There are very few accounts of metalanguage, which elaborate the image resources that make sense and these meaningful image and movable texts help educators to interact with learners. In order to make this application more feasible, as described in Richards (2013), teachers have formed visual design of English grammar with the purpose of better understanding of the lessons and directions. Addressing the challenge of culturally diverse audience, multimodality has its own pedagogical approach using multimodal texts and electronic media. It introduces a systematic function using the existing and emerging metalanguage.
Backward mapping in assessment design provides an instructional design that targets the learning goals (Hudson, 2013). The rubric captures a plan with the three strands within the lessons and assessments. To cater for the learner diversity it has a structure for ATSI students, learners with learning challenges and those from non-indigenous cultural backgrounds. Targeting the learning outcome, this method of planning enhances specific skills. It supports progressive development by catering for learning needs, constructive feedback and student’s productivity. This teaching mode also pays attention to the student’s grade to ensure that the student meets the expected grade level. Classroom management through backward mapping is ideal for mastery learning of primary texts as covered in literature texts such as poems and tales. Therefore, a pedagogical approach where teachers initiates methods, prepare materials, plan activities and assessments in order to achieve desired results from the learners. In order to align this method with multimodality few steps are needed to follow. At first, educators must identify the desired learning outcome from students, means the lesson identification and the desired knowledge, which must be obtained during the course of the lesson. Secondly, the parameter must be decided according to which the assessment will be done. As per the decided parameter, students’ capability will be evaluated. Thirdly, instructional activities must be framed by applying multimodality, for example, lessons can be explained with the help of films and educational video clips. This back design is not only about the topics that are needed to discuss; on the contrary this focuses more on the process by which desired outcome can be received from learners. This design is called backward because educators think of outcome first and according to that plan the activities instead of planning activities first. This seems to be the most feasible framework of all. When it comes to using this design with multimodality, we are actually embracing the resources which education needs from the era of appropriate technology rather than available technological aids. Considering the demand of the digital era it is important to adapt multimodal learning analytics into backward design framework.
Figure 1.3. Backward Designing Framework
The gradual release of responsibility is a framework, which instructs to shift individual responsibility of a teacher in a schooling situation. The learning is two way process which demands participation of both the student and the teacher. This practice make the learning and teaching process easier and make the sessions interactive. This is a time consuming process to earn students’ utmost cooperation. However, as per the current implementations the exchange between students and teachers has become less interactive even when a three level phase has been followed. Teachers are following this framework by diving it into three levels: I do it; we do it together; you do it. These levels of learning must be followed without skipping any level or making it less interactive.
Figure 1.1. A Structure for Instruction That Works
Apart from these frameworks, to handle a cross-cultural classroom or students with disabilities deep learning is important. In this course, according to the studies of Tokui et al., (2015), both the students and teachers must take responsibilities to develop multilayer perception of learning outcome. Multilayer perception (MLP) forms a neutral network altogether which combines of multiple units of fundamental English lessons. However, with the help of multimodality teachers are penetrating learners’ capability to think deeper into the lessons and come up with innovative ideas or queries. There is another feasible learning framework, termed as four resources model. According to this learning framework, as per the descriptions of Malinverni, Mora-Guiard and Pares (2016), teachers must help the learners with breaking the code means they need to understand how a particular lesson must be read. Text participants are the learners. Here, teachers will instruct them to draw the meaning from the discussed lesson. Learners are instructed to use the information properly and interrogate best possible answers from the students as per their understanding. Further, a class on the analysis of textual lessons will be helpful for them to attain better understanding.
Figure: 1.2. Four Resources Model
Learning English through a text rich setting is beneficial because it supports language development in a multi-literacy environment. Acknowledging the changing requirements of classrooms where students are coming from aboriginal backgrounds, with different cultural competence and lingual efficiency; in order to give them lessons from single unit will not be possible without proper planning of activities and learning and teaching framework. Communicating with learners is as important as to deliver the lesson where every learner understands the concept irrespective of different cultural blockage. Multimodality comes with a solution to resolve these classroom issues. This plan caters for students with different abilities, through a multimodal approach. In the plan, a three-strand curriculum approach defines the digital, written and spoken platforms applied. The use of multiple strategies comes with a variety of benefits for holistic learning. Using a backward design for instructional and assessment designs supports a positive outcome….Show More….