{"id":12,"date":"2017-05-21T06:34:45","date_gmt":"2017-05-21T13:34:45","guid":{"rendered":"https:\/\/blogs.ubc.ca\/mgrant\/?page_id=12"},"modified":"2017-07-31T11:57:21","modified_gmt":"2017-07-31T18:57:21","slug":"content-module","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/mgrant\/etec-565a\/content-module\/","title":{"rendered":"Content Module"},"content":{"rendered":"

Persuasive Writing<\/span><\/p>\n

Mary Grant <\/span><\/p>\n

University of British Columbia<\/span><\/p>\n

ETEC 565A- Tatiana Bourlova<\/span><\/p>\n

July 29, 2017<\/span><\/p>\n

Visit the site: Persuasive Writing<\/a>\u00a0<\/span><\/p>\n

Username: student66b \u00a0 \u00a0 Password: @Student66b<\/span><\/p>\n

Introduction<\/b><\/p>\n

This Persuasive Writing Techniques Moodle course module is being designed for students in Rocky View Schools, aged 7-11. <\/span>\u00a0<\/span>This unit explores how we use persuasive language to convince others to agree with our feelings, opinions and ideas ultimately persuading them to agree that with our opinion. The online portions of the course will be blended into the weekly Daily 5 lesson in the face-to-face classroom. At the beginning of the week an explicit lesson on persuasive techniques will be taught by the teacher <\/span>in the classroom – the face-to-face component<\/span>, then students will be required to work independently on their Daily 5 tasks including those in the Moodle course. While the Daily Five literacy structure allows for differentiation in the classroom and provides a classroom management system for use in reading and writing workshops with groups of students, the blended framework encourages the learner to work independently and develop self-efficacy<\/span> \u00a0<\/span><\/p>\n

Pedagogy<\/b><\/p>\n

This unit\u2019s design encompasses understandings and techniques from a variety of theorists and methodological approaches including Constructivist theory and Social Cognitive Theory. It also applies Bates\u2019 (2014) SECTIONS framework to decision making for online learning design. First, many constructivist theorists, like Vygotsky (1978), emphasize the importance that community plays in the process of making meaning. In an authentic and active learning environment, like Moodle, the teacher’s role shifts from the directive role of a traditional learning approach to that of a facilitator of learning who guides students to deeper understanding (Jing, M. A. 2016). \u00a0\u00a0In this instance, the Moodle platform<\/span> enables the designer to integrate social interactions that involve the exchange of experiences and ideas through discussion forums and teacher feedback<\/span>, which are key principles of the constructivist theory. Because this course is tailored for students aged 7-11, it is vital to take into consideration Vygotsky\u2019s Zone of Proximal Development (ZPD), to ensure that activities and content are delivered and scaffolded developmentally appropriate. Secondly, \u00a0in social cognitive theory the premise is that learning by direct experience, people construct conceptions of behavior from observing the effects of their actions; in learning by modeling, they derive the conceptions from observing the structure of the behavior being modeled (Bandura, 1989, p. 46). In other words, learning continually occurs through social interactions and influences from the community, media and the Internet (Koch, C. 2013). In creating this module course, the intent was to provide the learner with opportunities to reflective, interact and inquiry about their learning with an online community. Lastly, <\/span>Tony Bates (2014) proposed a methodology called <\/span>SECTIONS<\/span><\/i> for use when <\/span>approaching decision-making about media and technologies for teaching and learning. With this in mind, I was able to use the Moodle platform to achieve many of the recommendations, as it parallels many appropriate learning technology characteristics highlighted in the <\/span>model. For example,<\/span> as highlighted in the illustration, this moodle course has incorporated clearly stated curriculum requirements and feedback loops for assessment within the teaching and learning aspect, as well as active, self-directed activities and discussion with peers that are indicative of interaction to promote learning. The Moodle LMS provides easy access to the appropriate tools to leverage opportunities to develop student knowledge and skills related to persuasive writing techniques. \u00a0<\/span><\/p>\n

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Unit Structure<\/b><\/p>\n

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The concept of persuasion is very complex, in reality and there can be up to fifteen different persuasive writing techniques that are used in the process. Since this unit is an introduction for very young learners, the content for this module of Persuasive Techniques highlights four of the most common techniques; plain folk, association, wit and humour and repetition. Focusing on these four is developmentally appropriate and respects the limited time available. \u00a0The unit is organized around building awareness of, and skill in using, four persuasive language techniques and one literary technique: questioning, acquiring information, analyzing information, and second voice respectively. The unit includes both an overall definition of each as well as multimedia supporting resources. A Moodle activity is connected to each of theses sections for the learner to actively engage in understanding the meanings through practice. My strategy for the module is to have every activity and assessment tool incorporated within Moodle, as I feel that students at this age may get navigationally confused by blending additional attachments or other standalone platforms. This clean, uniform and predictable layout is maintained throughout the course, thereby avoiding content overload and providing easy access to site elements. <\/span><\/p>\n

The last section of the course, Persuasive Writing summative assessments, consolidates the components of persuasive techniques into three sections. First, the summative quiz is encompassing multimedia elements to engage students to apply their knowledge of persuasion in in advertisements. Second, \u00a0journal entry is an inquiry based question based on a real-world application. Lastly, the self-assessment activity allows students to reflect and evaluate the quality of their work and learning of persuasive techniques. Furthermore, assessment of student learning is on three levels of understanding that incorporate three different types of responses. Recognizing the importance of inquiry and critical thinking, the following sections applied several aspects of the revised Bloom\u2019s Taxonomy structure (<\/span>Krathwohl, D. R. 2002). i)<\/span> Quiz- Recalling factual knowledge by selecting an answer and reply ii) Journal Entry- Critical thinking, constructing and designing a real-world application. iii) Self-Assessment- Using a simple likert rating scale, through self knowledge students will reflect and evaluate the progress of their own learning.<\/span><\/p>\n

Achieving Unit Objectives Through Tools and Design Elements<\/b><\/p>\n

This content module, \u00a02.0 Persuasive Techniques, is designed with a focus on three curricular objectives and provides learnings with access to a range of different learning materials that are embedded in the digital environment. RockyView Schools encourages teachers to write school objectives as \u201ckid friendly\u201d I can statements. The following \u201cI can\u201d statements are associated with this module; <\/span><\/p>\n