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Insightful Instruction

iTEC Detailed Scenario – Cycle 1

INSIGHTFUL

INSTRUCTION

ASPIRATION STATEMENT:

To make learning personal, individual

and relevant through the use of

technologies and the involvement of

communities

NARRATIVE OVERVIEW:

Students are set open projects involving experts to develop research skills as well as

developing subject knowledge in areas in which they are interested. They are also

involved in developing a rubric for content and assessment with the teacher and

experts to further enhance understanding.

Mr Walker’s class has been tasked with an open project to create a short media

production to convey a message based on an important issue. By undertaking this

project, Mr Walker hopes to develop the students’ research and production skills as

well as support them in developing subject knowledge in areas in which they are

interested.

Helen is very passionate about architecture and after a discussion with Mr Walker,

she decides to produce a piece of media to highlight how various world cities

demonstrate their history and environment. Mr Walker then challenges her to identify

a purpose in what she is doing and to ensure her product has a suitable audience

and purpose. After group discussion about the benefits of using different types of

digital media, Helen decides to produce five short digital videos, each focusing on a

different city and each aiming to cause the audience to reflect on what shapes their

home town.

Helen and Mr Walker then begin to work with a local town planner, who acts as

expert, to co-develop assessment criteria for her project in the form of a rubric. The

rubric is developed to ensure that Helen can be clear about what would make a good

subject-based video and builds on the national guidelines in geography and history.

The rubric is developed with input from Mr Walker, the local expert, and Helen into

what would make a powerful video that could convey a challenging narrative to the

audience. Once the rubric is finalised and Helen can explain the component parts of

what is required, the production process begins.

iTEC Detailed Scenario – Cycle 1

As Helen is creating storyboards and beginning to record the films, Mr Walker has

real time access to Helen’s progress which he can monitor through the school Virtual

Learning Environment (VLE). By providing iterative feedback to Helen based on her

progress, they add further detail to the rubric to create a detailed picture of what

success will look like for Helen’s work. Mr Walker is aware that by co-designing the

assessment rubric in this way, Helen is developing a greater understanding of the

subject content, as well as an understanding of film production and story-telling.

Further, Mr Walker invites community experts in to add to the rubric, to support

Helen’s own project, but also to ensure that the school builds on the expertise of the

community.

At the end of the development process, Helen presents her videos at the end of the

school day to an audience of teachers, peers, the conservation expert and members

of the local community. During the presentation Helen provides a live commentary

answering questions from an audience and hears, first hand, their feedback on the

videos, the content and the overall message. As part of her own self-assessment,

Helen then makes notes against the assessment rubric, whilst Mr Walker collates the

audiences’ feedback for their next student-teacher tutorial.

TECHNOLOGY / RESOURCES:

Internet connected laptops, production equipment, e.g. video camera, school Virtual

Learning Environment

Creative Commons License