Rationale: Persuasive Writing Online on Moodle:<\/strong><\/span><\/p>\n I will use the Moodle Learning Management System (LMS) to develop an introductory persuasive writing module for any elementary Language Arts (7-11 year olds)<\/span> that provides <\/span>a hybrid environment where the teacher combines group instruction and personalized learning using technology. The incorporation of technology, for example Google Read & Write, has the capacity to provide support for learners with learning challenges or disabilities that would not be possible within the traditional learning model.\u00a0<\/span>The flexibility of this blended learning approach improves learning for each learner by enabling personalized learning at any time, any place and at any pace. The following pedagogical frameworks from the Draft Alberta Kindergarten to Grade 12 English Language Arts Scope and Sequence (2017) are the key ideas of learning;<\/span><\/p>\n Contrary to more traditional approaches, the focus of this blended environment is on content mastery through inquiry based-learning tasks that focus on metacognition. Meaningful, personal research questions will motivate students to look beyond the walls of the classroom to build their knowledge. The\u00a0practical, real-life, summative, persuasive writing project will result in better retention of key facts and ideas than a more traditional lecture setting. It will also allow students to meaningfully demonstrate their understanding of the objectives. The blended learning approach enables students to develop critical thinking skills they can apply across the curriculum to develop deeper understandings. Better still, the engaging, self-paced opportunities increase the level of on-task student <\/span>behaviour. (Wang, M. et al 2009).<\/span><\/p>\n My choice of Moodle was based on three factors. First, it is a cost-effective, open-source platform where students have the freedom to learn, interact and share on a free LMS. Second, my school division has implemented a Moodle support plan that offers continual guidance for course design and functionality to teachers. Finally, keeping my students safe is extremely important and Moodle it complies with Alberta’s Freedom of Information and Protection of Privacy Act (<\/span>FOIP Act), as it does not publicly share student information and the server is within Canada.<\/span><\/p>\n Unit Structure and Site Design:<\/strong><\/span><\/p>\n Moodle combines the best online learning tools with the best of face-to-face strategies in a truly blended model.\u00a0This course will be integrated into the Daily 5 and C.A.F.E. Language Arts lessons in which students receive explicit whole group instruction and then are given independent practice time to read and write independently while the teacher focuses on intense instruction to individuals and small groups of students (Boushey, G., & Moser, J. 2012). During independent practice, students will be engaged in Moodle activities to further their understanding of persuasive writing. Each mini-unit focuses on explicit instructions that mirror the teacher’s Daily 5 and C.A.F.E lessons, strategically leading students toward success. <\/span><\/p>\n Structure of each mini-unit: <\/span><\/p>\n This persuasive writing unit is for an elementary class, so it includes a range of developmentally appropriate activities that scaffold learners in thinking in new ways, and that build their sense of self-efficacy. For example, articulation of learning targets for each unit in student-friendly language within the unit materials enables learners to confidently recognize if and when they have achieved their learning, thereby building self-efficacy. Additionally, \u00a0Piaget\u2019s theory of cognitive development identifies the ages 7-11 as a major turning point in the child\u2019s development where their thought processes go from being egocentric to being able to consider external factors and \u00a0think logically (Piaget, J. 1965), thereby enabling them to begin to bring in life experiences to deepen their understandings. Therefore developmentally this is a perfect timing for the introduction of persuasive writing as it requires them to appreciate the complexity involved in persuading someone else about a topic. \u00a0In planning a summative \u00a0performance-based task for their persuasive writing, I take advantage of their natural developmental growth by challenging them to apply metacognitive skills while engaging in the real-world learning tasks in the course. <\/span><\/span><\/p>\n Achieving Unit Objectives Through Design:<\/strong><\/span><\/p>\n Since children at this level are capable of anticipating others\u2019 beliefs (Piaget, 1965) the activities are designed to engage them in thinking about their peers\u2019 perspectives, thoughts, and opinions. At each level they are guided in thinking about, analyzing and critiquing visual scenarios and examples of persuasive writing to identify the author\u2019s purpose or intention.<\/span><\/p>\n The following four sections introduce and explain the format of the online course;<\/span><\/p>\n 1. What is this topic?: <\/span>Students are introduced to a video (Mrs. Grant 1.22 mins.) that includes various examples of persuasive writing that are designed to persuade viewers to buy a product or visit a place. By watching the introduction video with guiding questions, students will be intrigued by the art of persuasion. \u00a0The intention of the video is for students to recognize the techniques used to convince them to buy a product, by having them identify their favourite commercial and the elements they use think persuaded them to like it. The purpose of the activity is for the learner to recognize particular interesting ads around them and the reasons why they are captivating to them. <\/span><\/span><\/p>\n 2.What am I going to learn?<\/span><\/p>\n 3. How am I going to learn?\u00a0Through an activity, students will communicate which learning style they prefer, in order for the teacher to mold the course according to their favoured learning styles. \u00a0The purpose of this activity is to point out to the learners that there are a range of different materials and activities that apply to different learning strengths and that they can highlight the one that supports their particular learning strengths or preferences.<\/span><\/span><\/p>\n Activities within mini-units:<\/span><\/p>\n 4. What Community-Centred Learning Mean? Anderson (2008) suggests that the community-centered lens allows us to include the critical social component of learning in our online learning designs. For this reason, I want the students to have access to different modes of community communication to retrieve information, explore alternative perspectives and ideas, and receive feedback from others. Of course, when engaging in community discussions, it is important for students to express their thoughts and opinions in a manner that is responsible and respectful. Students in Rocky View Schools (RVS) are required to discuss with their parents and sign the RVS\u2026. document at the beginning of the year, along with parent consent. <\/span>This is the perfect opportunity to integrate just in time lessons about what it means to be a good digital citizen and how their interactions – part of their digital footprint – comply with the <\/span>RVS technology agreement.<\/span><\/p>\n This blended course incorporates most of the with 21st-century competencies which are regularly evaluated at reporting periods in our district. The planned activity and video (Common Sense Education-Super Digital Citizen 2:10mins) is intended for students to recall\/review those digital citizenship responsibilities before beginning the course. <\/span><\/span><\/p>\n At the same time, effective communication is a foundation for a successful blended learning program. In this persuasive writing unit, communication about students\u2019 progress will be undertaken during the weekly in-class Daily 5 and C.A.F.E. lessons. Furthermore, the teacher will enhance understanding by communicating through the students\u2019 Moodle journal entries and Moodle activities to ensure they are achieving the objectives. <\/span><\/span><\/p>\n Elements and Functionality of the Course Structure:<\/strong><\/span><\/p>\n 1. The persuasive writing course contains the following module structure and sections:<\/span><\/p>\n 1.1) Persuasion around you: Throughout the course, students will be asked to add to their persuasive writing journal. They will make connections to the materials covered in this unit.<\/span> 1.2) Persuasive techniques: As students develop an understanding of how writing can influence or change another’s thoughts or actions, they can begin to recognize the persuasive nature of the marketing they are exposed on a daily basis. In the process, students become aware of techniques commonly used to skillfully and efficiently persuade people to do things.<\/span> 1.3) Elements of Persuasion: Persuasive writing follows an organized format. Using a graphic organizer will prompt a student to easily remember the elements of a persuasive writing.<\/span> 1.4) Persuasive letter: Persuasive writing helps students to deeply explore the reasons they hold their opinions in order to formulate supporting arguments.<\/span> 1.5) Persuasive product and presentation: Students are given choices of performance-based tasks to demonstrate the key elements of persuasion in an authentic real-life project.<\/span> 2. Timeline and Arrangement:<\/span><\/p>\n This bulk of the writing unit will be completed within 6 weeks, extra time may be needed for the integration of the persuasive project. When employed in Moodle, <\/span>s<\/span>tudents will be provided with scaffolding as they participate in engaging, collaborative, hands-on practice activities to build they understand the elements of persuasion and incorporate them into their own persuasive writing efforts. The unit will culminate in learners investigating and choosing an authentic, engaging and complex challenge. This real-world project will align with student learning objectives related to both writing and elements of persuasion, while at the same time incorporating critical thinking\/problem solving, communication, collaboration, and self-management.<\/span><\/p>\n It should be noted, prior to this unit students will have learned the components of formal letter writing and will combine that with the need to be formal, pleasant, clear, and brief, in a persuasive letter.<\/span><\/p>\n 3. Elements:<\/span><\/p>\n Several Moodle enhancements are used in the introductory unit that enriches engagement and learning for students. First, audience appropriate videos and media are into the modules to build a connection with the social and cognitive presence, which is critical for deeper understanding. Furthermore, video and other media aspects heighten motivation and appeal to varying learning needs (Choi, H. J., & Johnson, S. D. (2005). Second, at this age, learners rely heavily on specific guidance about where to go next or direction about which choices they can make. Effective navigation tools will be essential for this Moodle course to be successful. Moodle does provide support for building consistent navigation, but I still need to further develop my particular plan for this unit. Third, it is important that the layout for this persuasive writing unit is appropriate and appealing for age group, so the easiness of choosing a theme within the settings of this LMS <\/span>course, is appreciated. It simplifies the decisions and applies a consistent and complementary <\/span>colour arrangement for the different elements of the course structure and design. I must admit that I am struggling with some limitations in formatting the pages to my personal specifications. In particular, font size, <\/span>colour and alignment of tables or pictures cannot be done without directly changing HTML coding. This is one area for improvement in this LMS.<\/span><\/p>\n 4, Assessment and Communication<\/span><\/p>\n Through ongoing assessment and feedback, students will be scaffolded in formulating specific reasons for their opinions and will have opportunities to research facts related to those opinions. Students and teachers will both have opportunities to evaluate learning progress through the use of quizzes, self-reflection <\/span>tasks and the project-based assignment. Moreover, students will assess their progress as they make their way through the content. Assessment FOR, OF and AS learning will be embedded in a variety of tasks and assignments throughout this course.<\/span><\/p>\n Assessment FOR Learning, <\/span>this formative assessment occurs throughout the teaching and learning of this course to clarify student\u2019s learning and understanding. <\/span>Each mini-unit will contain formal and informal assessments and activities (discussions-in class, quizzes, tasks) teachers and students will reflect on evidence of learning persuasive writing. Weekly, quizzes will be graded according. <\/span>Assessment AS Learning<\/span>, this metacognition occurs when self and peer reflections encourage areas of growth and development. The persuasive writing journal entry\u2019s open-ended questions are an excellent tool to inspire teacher feedback, self-assessment and reflection to monitor further direction. <\/span>Weekly, the teacher will assess and provide feedback on student reflections based on the explicit rubric provided to the students. <\/span>Assessment OF Learning,<\/span> will come in the final performance-based learning project is a summative assessment task which will provide evidence of students learning to assess achievement against the learner objectives. <\/span>Finally, students will be given a summative rubric for to guide them in completing their performance-based task. <\/span>\u00a0<\/span>(Assessment of, for and as Learning, <\/span>Retrieved 27 June 2017<\/span>) \u00a0<\/span><\/span><\/p>\n Resources:<\/span><\/p>\n Anderson, T. (2008). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.) Theory and Practice of Online Learning, Chapter 2 (pp. 45-74).<\/span><\/p>\n Assessment for, of and as learning. Retrieved 27 June 2017, from https:\/\/curriculum.gov.mt\/en\/Assessment\/Assessment-of-Learning\/Documents\/assessment_of_for_as_learning.pdf<\/span><\/p>\n Boushey, G., & Moser, J. (2012). Big ideas behind Daily 5 and CAFE. The Reading Teacher, 66(3), 172-178.<\/span><\/p>\n Choi, H. J., & Johnson, S. D. (2005). The effect of context-based video instruction on learning and motivation in online courses. The American Journal of Distance Education, 19(4), 215-227.<\/span><\/p>\n Draft: Alberta Kindergarten to Grade 12 English Language Arts Scope and Sequence (2017) Retrieved from http:\/\/fluidsurveys.com\/m\/ab-education\/EnglishLanguageArts\/Scope%20and%20Sequence.pdf<\/span><\/p>\n Piaget, J. (1965). The stages of the intellectual development of the child. Educational psychology in context: Readings for future teachers, 98-106.<\/span><\/p>\n Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The impact of mobile learning on students’ learning <\/span>behaviours and performance: Report from a large blended classroom. British Journal of Educational Technology, 40(4), 673-695.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":" Moodle: Persuasive Writing ETEC 565A Tatiana Bourlova Moodle Course Rationale: Persuasive Writing Online on Moodle: I will use the Moodle Learning Management System (LMS) to develop an introductory persuasive writing module for any elementary Language Arts (7-11 year olds) that … Continue reading \n
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\nLearning Targets:\u00a0Our school division encourages teachers to write school objectives as \u201ckid friendly\u201d I can statements. The following \u201cI can\u201d statements with be associated with each new unit for the students to see. <\/span><\/span>
\n\u2666Can you understand the definition of persuasion and why it is important in writing?<\/span>
\n\u2666Can you identify examples of persuasion in writing on the page and in other aspects of your environment?<\/span><\/p>\n
\nLearning Targets:<\/span>
\n\u2666Can you understand the different persuasive techniques and how they can help to convince others to agree with a particular position?<\/span>
\n\u2666Can you identify persuasive writing techniques on the page and in your environment?<\/span><\/p>\n
\nLearning Targets:<\/span>
\n\u2666Can you understand the elements of persuasive writing and how they work together?<\/span>
\n\u2666Can you identify the importance of each element in creating quality persuasive writing?<\/span><\/p>\n
\nLearning Targets:<\/span>
\n\u2666Can you understand how persuasive writing can be helpful to people in their daily lives?<\/span>
\n\u2666Can you identify how letter writing can be valuable in society?<\/span>
\n\u2666Can you use writing and design processes to plan, develop, and create letters for a variety of purposes and audiences?<\/span><\/p>\n
\nLearning Targets:<\/span>
\n\u2666Can you understand how the elements persuasive writing are used to create everyday products we use?<\/span>
\n\u2666Can you create your own persuasive images and text that target a specific audience?<\/span>
\n\u2666Can you use language in creative and playful ways to develop a style?<\/span><\/p>\n![\"\"](\"https:\/\/blogs.ubc.ca\/mgrant\/files\/2017\/05\/Screen-Shot-2017-07-08-at-10.02.12-PM-300x82.png\")
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