LEARNING EXPERIENCE PLAN (LEP) Unit: GamesYear level(s) Duration Focus Implementation date(s) Curriculum area(s) Year 1 hour Games: Lesson 2/10 – Why do people play games? N/A Technology NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards (Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 – 12), and other curriculum sources (school priorities, etc.) Curriculum information: Essential Learnings Technology – By end of Year 5 (Queensland Studies Authority (QSA), 2008). Australian Curriculum: History Knowledge and Understanding. Ways of Working. Technology as a human endeavour. The learner will know and understand that: The learner will be able to: Different ideas for designs and products are developed to meet needs and identify and analyse the purpose and context for design ideas wants of people, their communities and environments Prior knowledge: LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences) Developing understanding of Technology Practice Cycle (work portfolios) Able to generate 2D designs from simple ideas (work samples) Able to select resources, simple techniques and tools to make products (observations & work samples) Generally follow guidelines to apply safe practices (observations) Regularly contribute to individual technology journals (observation & previous unit of work) Have identified personal experiences with games (previous lesson’s PK) Have contributed to shared understanding of vocabulary associated with topic (previous lesson’s PK) Understand that games cater to diverse interests and meet different needs (previous lesson’s DK) Have previously used Blogger website (previous unit) Learning outcomes/standards: LMQ2 - Where does the learner need/want to be? (Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as “the sum total of the learning and development experiences that are offered by a school, formally and informally, in class and out of class”.) Knowledge & understanding: (declarative) Skills: (procedural/do) The learner will know and understand that: The learner will be able to: D1 Games are created for different purposes and audiences P1 Identify possible purposes of games P2 Identify features that make a game appropriate for a specific audience Learning processes: LMQ3 - How does the learner best learn? Prefer relatable, authentic tasks - provide activities which relate to students lives and prior experiences Relatable content ensures engagement and motivation – link content to students interests and prior knowledge Individualised assessment opportunities - pose questions which allow for individual responses from each student Attention span developing - ensure tasks and activities are not too long and offer variety Comprises a range of learning styles - provide tasks that cater to a range of learning styles (kinaesthetic, visual and auditory) Do not like to remain in one position for an extended period of time - provide activities that require movement and short breaks during long lessons Engage in lessons/activities that are ‘exciting’ – exhibit enthusiasm and embed ICT elements in lesson Version 25 Nov 2011 ILO Learning procedures LMQ5 - What will constitute the learning journey? LMQ6 - Who will do what? (Include adjustments in the learning experiences to accommodate learner difference.) Dimensions of Learning (DoL) focus. including teaching strategies to be used Resources LMQ4 - What resources do I have at my disposal? Assessment & feedback LMQ7 - How will I check to see the learner has achieved the learning outcomes? (See also the QSA Assessment Bank.) LMQ8 - How will I inform others? (Include moderation of teacher judgments of standards if necessary.) Phase 1 Intro/ Hook: To provide context for learning: Pose focus question: Games…what’s the point? Show Mr Bean clip to stimulate interest in lesson Phase 2: Engage To motivate interest in the topic and continue the investigating phase: Have students write a 1 word answer to the question “Why do people play games?” on a sticky note then stick it to a classmate’s ba ck. Have students move among classmates reading responses and join up with students who have the same thing written on their notes Link learning to authentic context: Replay the teacher request video which outlines design brief Refer to online KWL chart and relate today’s lesson to understanding more about the purpose of games Explore Provide shared experiences related to concept and encourage investigation through: Rotational activity – Have learners move through several game tables where they will have the opportunity to play a range of different games (card games, board games, wii, hand-held etc). Include games from diverse cultures Have learners complete brief analysis (checklist) regarding the purpose of each game and whether it meets the requirements of their design brief or not (is it educational?, is it about school rules?, is it easy to play?) To promote sharing of knowledge, experiences, problem-solving and decision making: Establish cooperative groups for assessment task and assign roles of manager, speaker and director. Ensure learners with special needs are placed in groups that will best facilitate learning Review expectations for interaction and behaviour during group work Explicitly outline responsibilities for each role. Provide role badges for students which list succinct steps associated with their job In cooperative groups, have learners discuss and compare their analyses of games Show Technology Practice Cycle graphic on IWB to give students a visual reminder of design process. Ask: What part of the cycle are we currently working in? Phase 3 Conclusion: Each student to complete a one minute essay in response to the question ‘I think the best type of game for a Prep student would be one that…’ Provide additional time for learners with special needs For homework have students create a list of things they think a Prep student would like to see in a game Using humour to motivate learning Link to Mr Bean clip on Glogster resource D1 Reviewing content of previous lesson Collecting and sharing ideas in a risk free environment Sticky notes Informal observation of class discussion (Teacher assessed -formative). (D1) Providing context for learning by linking to authentic assessment. Design brief link on Glogster KWL chart on Glogster resource Provide shared, hands-on experiences related to concept being learned D1,P1 &P2 Range of games (some suited to design brief & some not) Focussed analysis of checklists for understanding of design brief requirements (teacher assessed – formative) D1&P2 Students compare and contrast ideas and test opinions against those of peers Giving a visual representation of process Prompting reflection on lesson Manager, speaker and director badges Informal observation of group discussions to gauge understanding of purpose and audience (Teacher assessed -formative). (D1) D1,P1& P2 Short written response-teacher assessed (formative) (D1)(P2) Encourage continued interest in topic and provide opportunities to bring prior knowledge into next lesson Version 25 Nov 2011 Reflection: LMQ9 - Why has the learner (achieved/)not achieved the learning outcomes (standards)? (Feedback to the student & teacher about what is needed to inform future learning - what worked and what didn’t. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual learning issues that need to be addressed.) Reflective questions: Were the procedural and declarative outcomes for this lesson met? Did this lesson offer enough opportunities for learners to demonstrate learning? Did this lesson cater to a range of learning styles? Did this lesson differentiate for learners with special needs? Were all learners engaged throughout the lesson? Were the teaching strategies used in the lesson effective in helping learners engage with the content? How does lesson feed forward into the next lesson in the unit? Version 25 Nov 2011