Assignment 2019

Abdullah Albelehy

LANGUAGE INSTRUCTION S PA NI S H 201 AT SY RAC U S E U NI V E RS I TY

• Title: Spanish 201 Language practice through conversation

• Topic: Personal relationships

• Purpose: Introduction to a new topic and activation of a new vocabulary

• Estimated time: 210 minutes (3.5 hours)

• Context: These are introductory sessions to a new module in Spanish 201 at Syracuse University after a winter break. These sessions include vocabulary practice and discussion of a short film. In general, the module corresponds to 7 class sessions and is covered in Chapter 1 of the designated textbook. In this document, we focus on enhancing the first two sessions.

• Prerequisites: Students who come to intermediate SPA 201 are expected to have taken high- beginner SPA 102 at Syracuse University or have achieved the necessary score point on the Spanish placement test on the Blackboard website.

• Instructional environment: 55-min classes are held at Tolley 110 on MON and WED and at Marshall Sq. Mall 205A on TUE and THUR. Both classrooms have movable chairs, a whiteboard, teacher’s computer with the Internet connection, a projector (+ overhead), good lighting.

1

Total time includes

2 class sessions

and homework

activities

LANGUAGE INSTRUCTION (CONT.) S PA NI S H 201 AT SY RAC U S E U NI V E RS I TY

• Expected outcomes: 1. Students will remember and use correctly at least 60 new words and expressions introduced in the chapter. 2. Students will discuss and evaluate the actions of the main characters of the short film using new words. 3. Students will verbalize their opinions about personal relationships using new words.

• Resources: 1. Textbook: Blanco, J., & Tocaimaza-Hatch, C. (2015). IMAGINA Español sin barreras. Curso intermedio de lengua española (3rd ed.). Boston, MA: Vista Higher Learning. 2. Internet: The textbook includes a code for the SuperSite Plus, which is required for this course. The short film can be found on the SuperSite. 3. Computers.

• Overview of activities: This 3.5-hour instruction time includes presentation of the material, practice of the material, discussions, short film interpretations and evaluations, and a debrief at the end of class session II.

• Audience: 17 freshmen and sophomores (aged 18 and 19) from a variety of majors at Syracuse University, 8 men and 9 women.

• Stakeholders: Spanish teacher, students, chair of the Spanish language department. 2

The first

outcome was

rewritten,

word number

reduced

Computers

were added as

resources

Grammar

revision was

removed—it is

unnecessary for

the learning

outcomes

Department

chair is also a

stakeholder

Audience was

identified more

accurately

FLOWCHART | “RE-DESIGNED”

Intro

• 70 min

• Vocabulary acquisition: 60 new words and expressions

Practice

• 55 min

• Class session I: vocabulary practice; cultural note; short film background

Demo

• 30 min

• Short film: video demonstration; basic comprehension exercises

Debrief

• 55 min

• Class session II: film discussions, interpretations, evaluations, and debrief

3

Title: Spanish 201 Language practice through conversation Topic: Personal relationships Purpose: Introduction to a new topic and activation of a new vocabulary Estimated time: 200 minutes

The flowchart

was re-

configured

and

simplified

Timing is in

minutes

rather than

hours

4

Course title: Spanish 201—Ch.1 Personal relationships

Activity title: Vocabulary introduction

Estimated time: 70 minutes

Instructional activity description: • Students learn 60 new words and expressions at home using the

lexical approach method (which is: learn phrases, not words)

• Students do 9 online exercises with new words located at the “Para

empezar” section on the SuperSite (https://www.vhlcentral.com/)

Activity deliverables/outcomes: • Students do the assigned online exercises with new words located at

the “Para empezar” and “Cortometraje” sections on the SuperSite

Resources required: Textbook, paper, pen/pencil, Internet, computer, hand-outs/PDFs

Notes: • The teacher prepares short coherent texts or paragraphs that

incorporate all or most vocabulary (sends via email or gives hand-outs)

• The teacher prepares a hand-out with cognitive strategies on how to

learn vocabulary in a foreign language

• This activity is done by the students at home prior to the class

session

• Students are expected to memorize the meanings of all the assigned

words

• Some words (between 20–25) may be familiar to students from

previous Spanish classes or as background knowledge

Key learning outcomes: • Students will be able to recognize, recall, and use 60 new words and

expressions correctly in a given written context

• Students will be able to identify words belonging to a semantic group

Key content points: The assigned 60 words and phrases are broken down into 5 sections:

• Relations and feelings

• Emotional states

• Marital status

• Personality traits

• Short film intro vocabulary

See

Appendix A

Added: hand-outs with additional meaningful material

and cognitive strategies to help students learn new words

See Appendix B

Both sections combined for vocabulary learning. Although they have 93 words and

expressions, at least 20 of them are known to students from previous classes

Instead of learning 93 new words

and phrases, students will focus

on learning 60 new words and

phrases in a meaningful way. See

appendices A and B

Online exercises serve as formative assessment rather than practice

1

2

Time extended by +10 minutes, since

students need to work with large

(though reasonable) amount of vocab

5

Course title: Spanish 201—Ch.1 Personal relationships

Activity title: Class session I—Refreshing vocab

Estimated time: 30 minutes

Instructional activity description: • Teacher informs students of the objectives

• All play a translation game: teacher gives a student a sentence to

translate into Spanish with words/phrases that were learned at home

• Students do a personality test in the textbook (p. 5) and compare

their results with their peers, followed by a quick debrief

Activity deliverables/ outcomes: • Students, randomly chosen, translate sentences; if wrong, peers help

to find the right translation

• Students do a personality test on their own and then turn to a peer

sitting next to them to discuss and compare the results

• The teacher asks what students learned from the last exercise

Resources required: Textbook, notebook, pen/pencil, name tags for all students

Notes: • Teacher uses Gagné’s “gain attention” and “inform of objectives”

events at the beginning of the class

• Teacher prepares 17 sentences for translation as a warm-up activity

(e.g., “Eric is my soulmate with who I share an apartment and who I can

always rely on”—this sentence has 3 words from the list)

• Preferably all textbook and notes are closed for the translational

warm-up; it is, however, important for the personality test exercise

Key learning outcomes: • Students will be able to recall the meanings of at least 50 new words

• Students will be able to identify words belonging to a semantic group

• Students will be able to compare and contrast personality test results

Key content points: • Circa 50 words will be repeated from the vocab list

• Students will check if they are extroverts or introverts with a 10-

question personality test and will establish what personality type has

their neighboring peer(s)

Activities are more

meaningful and engaging

Time extended by +10 minutes,

because vocabulary activation is

crucial for the rest of the chapter

Gagné’s theory incorporated

in this section

Debrief added

Reflection added

Repetitive activities removed

Engagement is increased

Everyone gets to

talk and gets

feedback from peers

Most of the vocabulary will be

repeated in a meaningful way

Title changed from “warm-up”

6

Course title: Spanish 201—Ch.1 Personal relationships

Activity title: Class session I—Preparation for film

Estimated time: 15 minutes

Instructional activity description: • Students do exercises 3&4 in pairs

• Teacher goes from pair to pair to check how

students do the activities and provide help if needed

• A debrief: teacher asks students to share one interesting thing that

they learned about their peer(s) during these exercises

Activity deliverables/ outcomes: • Students do exercises to practice speaking skills and strengthen the

new vocabulary

• Teacher debriefs the activities

Resources required: Textbook, name tags

Notes: • Teacher should explicitly ask students to use new vocabulary in their

conversations, even if at times it seems hard for them

• Teacher should notice if students use incorrect phrases in terms of

grammar and refer to that only after the debrief so as not t pick on

students

• Teacher should explain explicitly that students are speaking resources

to each other in class, and they should “use” each other generously

Key learning outcomes: • Students will be able to use new words and new expressions in the

contexts of their own lives, prompted by the speaking exercises

• Students will be able to indicate and explain one peculiarity that they

learned about their peer(s) to the classmates in 2–3 sentences

Key content points: • Students discuss whether it is important to tell everything to a

partner, tell the partner that you love them, what their opinion is about

unrequited love, if they can appreciate people’s virtues vs. their

drawbacks, whether friendship is more complicated than romantic love

• New words & expressions will presumably be used in their responses

1

2

Time reduced by –5 minutes, because

the section vocabulary is already

activated in the previous activity

Activities allow students

to practice vocabulary

in a new context

Debrief is also a kind of formative

assessment in this situation

No speaking exercise was

omitted, students were

engaged in conversations

Teacher emphasizes that

the learning objective is

to activate vocabulary

Rude grammar

mistakes need to be

addressed explicitly

Learning outcomes and key content

points were reformulated

7

Course title: Spanish 201—Ch.1 Personal relationships

Activity title: Class session I—Intro to film

Estimated time: 10 minutes

Instructional activity description: • Teacher asks students to skim the film poster on p. 8 in one minute

• Teacher asks students questions about the title of the short film, year

& country of production, director, actors

• Teacher asks students to skim 6 film frames on p. 9 (Sp. fotogramas)

with the subtitles in Spanish and a cultural note in a special box

• Teacher asks students to predict what the film will be about

Activity deliverables/ outcomes: • Students contextualize themselves with what the short film will be

about using the poster, film frames, and the cultural note

Resources required: Textbook, pen/pencil, name tags

Notes: • Teacher stands in front of the class and asks students questions based

on the information they learned after skimming the textbook

• Teacher provides additional comments in Spanish about the cultural

note and/or the short film in questions, if time allows

• Teacher appreciates any answers that students give regarding the

prediction of the film plot and asks the question “Why do you think

so?” in Spanish

Key learning outcomes: • Students will be able to tell the basic information about the short film

• Students will be able to predict with a 60–70% accuracy what the

plot of the movie will be about

Key content points: • No me ama is a 2010 Argentinian short film (c. 15 minutes) directed

by Martín Piroyansky who is also starring in the film

• Cultural note: a lot of Argentinians prefer to travel to Uruguay in

summer by bus (cheaper than by plane)

• The short film is about a couple traveling through Uruguay, and there

is uncertainty as to how solid their relationships are

Time reduced by –5 minutes, because the content can be covered

faster and should intrigue students to watch the short film

Activities

function as

stimulus–

response

In this frame, only the activities as such were

transformed. First, they become timed and do not

require in-depth reading. Second, the teacher asks

particular questions. The aspect of unexpectedness

should keep students engaged (“what will s/he ask?”)

Reading aloud

was eliminated

(In)correct answers

serve as feedback

8

Course title: Spanish 201—Ch.1 Personal relationships

Activity title: Short film & comprehension tasks

Estimated time: 30 minutes

Instructional activity description: • Students watch a 15-minute short film No me ama (Sp. “She doesn’t

love me”) directed by Martín Piroyansky (access through SuperSite)

• Students do 3 online comprehension exercises about the movie at

the “Cortometraje” section on the SuperSite

Activity deliverables/ outcomes: • As students watch the short film, they make notes if necessary

• Students do 3 online exercises to check if they understood the plot

Resources required: Notebook, pen/pencil, Internet, computer

Notes: • Students are prompted to revise vocabulary using the lexical

approach method as part of the homework (before watching the short

film)

• The pre-activities done during Class Session I should have prepared

the students for the context of the movie

• Most of the vocabulary will be activated while watching and listening

to the short film

Key learning outcomes: • Students will be able to list major characters

• Students will be able to summarize the plot of the short film

• Students will be able to explain the gist of the conflict in the film

Key content points: • There are only two characters in the movie—they are a couple

• The guy is very insecure as to whether his girlfriend loves him

• They travel from Argentina to Uruguay

• In Uruguay, the guy decides to tell his girlfriend that he loves her

• He suspects she doesn’t love him back, so he ponders a break-up

• He opens up to her, she says she loves him back

1

2

This frame was designed well and needed only minor revisions.

Computer was added to the resources and a note section was expanded.

9

Course title: Spanish 201—Ch.1 Personal relationships

Activity title: Class session II—Discussing the film

Estimated time: 20 minutes

Instructional activity description: • Teacher starts the class and informs students of objectives

• Teacher asks students whether the short film corresponded to their

predictions about the plot, what they (dis)liked about the film

• Students do exercises 2&3 in pairs, followed by a debrief

Activity deliverables/ outcomes: • Students practice to interpret the film by answering the 5 “why?”

questions in exercise 2

• Students learn to express their opinions in Spanish by answering 10

wider questions in exercise 3

• Debrief is done by the teacher asking the questions from all students

Resources required: Name tags, textbook, notebook with students’ notes

Notes: • Teacher emphasizes in the beginning that one of the exam questions

will be about the short film (“Describe how the protagonist of the

short film She Doesn’t Love Me feels about the relationship with his

girlfriend”)

• Students do exercises 2&3 (p. 10) for about 10–11 minutes before a

6–7-minute debrief

• Teacher consults students as they do exercises in pairs

Key learning outcomes: • Students will be able to interpret and evaluate the actions of the

main characters of the short film, given the guiding questions

• Students will be able to verbalize their own ideas about personal

relationships using the new module vocabulary and the film context

Key content points: • The girlfriend of the protagonist is introverted; hence, not garrulous

and has never told him how she feels about their relationships

• The protagonist doesn’t notice little things his girlfriend does which

can tell him that she loves him back; still, he envisions a break-up

• The obsessed protagonist is fearful she will leave him at any moment,

so he decides to explicitly tell her he loves her to see how she reacts

Duplicate exercise removed. Re-watching the short film is removed from instruction

(which saved 20 minutes of the class session). Gagné’s events incorporated

(objective, prior knowledge activation, practice). Resources expanded. There’s an

explicit tie of the class discussion to the exam question from the very start.

Debrief as reflection

Prior knowledge activation

10

Course title: Spanish 201—Ch.1 Personal relationships Activity title: Class session II—Evaluating the relations

Estimated time: 25 minutes

Instructional activity description: • Students create a concept map that would demonstrate and explain

the complicated relationships between the main characters

• Students present in class using an overhead projector

Activity deliverables/ outcomes: • Students practice putting multiple ideas—their own and/or their

peers’ from the previous activity—in a visual representation using

concept mapping and new vocabulary

• Students compare various concept maps with their own

Resources required: Pen/pencil, markers, xerox paper, overhead projector, name tags

Notes: • Students have 13–15 minutes to create their concept maps

• Scaffold students a bit: ask to focus on what unites the couple, what

qualities each of them have individually, what qualities they both have,

what the intersection is between their interests and values

• This exercise helps students think deeper about the question that

will appear on the exam (how the protagonist feels about his

relationships with his girlfriend)

• Teacher highlights good points of concept maps

Key learning outcomes: • Students will be able to interpret and evaluate the main characters’

relationships in the film, using new vocabulary and concept mapping

• Students will be able to justify their opinions in their concept maps

Key content points: • The couple: not married, young, on vacation, future is unclear

• The protagonist: overwhelmed, anxious, jealous, worried, timid

• The protagonist’s girlfriend: secure, confident, mature, not affectionate

• Intersection of interests and values (sports, traveling, chores, etc.)

1 2

Students think further into the inner world of the main characters

Engaging students to

draw connections that

reflect the relationships

of the main characters

This is as an assessment activity

Scaffolding can be

provided in terms

of expectations

This is final assessment of how

students understand the short film

New frame

Students are prompted to use the new vocabulary as

well as any other vocabulary they know and use

11

Course title: Spanish 201—Ch.1 Personal relationships

Activity title: Class session II—Debrief

Estimated time: 10 minutes

Instructional activity description: • Students share any universal principles and/or characteristics about

personal relationships that they learned from the first two class

sessions

• Students ponder on some “what-if” questions asked by the teacher

Activity deliverables/ outcomes: • Students are prompted to transfer the ideas they have heard and

learned about personal relationships in the first two class sessions in

the real world

• Students imagine what they would do if they had uncertainties with

their partners

Resources required: Name tags

Notes: • Teacher prepares 3–4 “what-if” questions to students. For example:

o What if you discovered your partner spends too much time with

your best friend?

o What if your partner told you that your relationships need to go to

the next level or break up?

o What if you realized that your partner has an ambiguous past (e.g.,

juvenile delinquency, membership in strange groups, etc.)

• Teacher concludes by saying that many people tried to find universal

principles in relationships and refers to ex. 6 (p. 11) in the textbook;

draws attention to one quote and offers students to think about the

rest at home

Key learning outcomes: • Students will be able to synthesize the material from the first two

class sessions about personal relationships, using new vocabulary

• Students will be able to hypothesize how they would act in different

situations, given the teacher’s “what-if” questions

Key content points: Suggestions:

• Values play a key role in relationships

• Frank conversations are important in relationships

• Unspoken actions may speak louder than words in relationships

• Trust builds gradually in relationshipsThe debrief activity is designed to involve higher order thinking— synthesis, hypothesis

New frame

Higher order thinking + transfer

“What-if” serves to enhance retention of the new vocabulary

Students’

own

answers

APPENDIX A LEA RNI NG NE W WORDS I N CONTE X T

• Lexical approach (Michael Lewis, 1993)

– Learn phrases (we often speak in set phrases not words; with phrases along comes the grammar)

o E.g., “she brushes her teeth,” “commit a crime,” “generous donation,” “it was fundamentally flawed,” “at a loss”

– Use authentic texts, if possible, to extract phrases

– Phrases serve as meaningful language chunks that fill everyday communication

• Translation and reverse translation (Philip Kerr, 2012)

– Involves students in meaning making (focus on language details; hence, better memorization)

– Good for monolingual and monocultural contexts (e.g., all English-speakers in a classroom)

– Mother tongue is viewed as scaffolding

– 3 major types of effective activities are as follows:

o back translation (e.g., translate a paragraph into a mother tongue, then backwards in a week)

o assisted translation (e.g., glossaries to the foreign text)

o translational “fuck-ups” (e.g., correcting badly translated material)

References:

BC Latvia. (2012, September 6). Philip Kerr "The Return of Translation" [Video file]. Retrieved from https://www.youtube.com/watch?v=niW83epFdtw

Lewis, M. (1993). The lexical approach: The state of ELT and the way forward. Hove, England: Language Teaching Publications. 12

APPENDIX B H OW TO LEA RN WORDS (H A ND - OU T)

Strategy

• Words are better remembered if learned in context

• Words are better remembered if they are spelled out, pronounced, and visualized

• Words are better remembered if repeated in both similar and new contexts

Tactics

• Learn words in phrases taken from authentic materials. It helps to see:

– how words tie together (collocations) in real oral and/or written speech

– understand stylistic features of words (neutral, elevated, slang, etc.)

– how grammar functions in context

• Spell-out and articulate phrases with your voice when learning them

• Repeat phrases using back translation (from mother tongue to foreign language)

– Example: “It's not known precisely”  Spanish “No se sabe exactamente”

• Create new contexts for the phrases

– Example: It’s not known precisely whether I will go to Germany.  No se sabe exactamente si viajaré a Alemania.

How-to:

1. Find authentic phrases

2. Translate them into your language

3. Learn phrases using back translation

4. Spell-out phrases, pronounce, and

visualize them

5. Repeat, repeat, and repeat regularly

Useful tips:

1. Find out word etymology

2. Use pictures for concrete words

3. Do not learn more than 30–40

phrases at a time (with no more

than 50–60 new words)

4. Watch foreign movies and/or

interviews with(out) subtitles, read

trusted media for authentic phrases

5. Learn lyrics of the foreign songs

that you like

6. Using flashcards, abundant

reading, using mnemonics,

learning words in alphabetical

order without context aren’t as

effective as many claim

13

ADVANCED INSTRUCTIONAL DESIGN

RUBRICS

LEARNING DESIGN RUBRIC

Designer: Yuri Pavlov Date: June 9, 2016

Instruction Title: Spanish 201 Language practice through conversation Component type: Content presentation, practice, discussion, debrief

Reviewer: Yuri Pavlov

Brief description of overall expected learning outcomes:

1. Students will remember and use correctly at least 60 new words and expressions introduced in the chapter.

2. Students will discuss and evaluate the actions of the main characters of the short film using new words.

3. Students will verbalize their opinions about personal relationships using new words.

Brief description of component design and its relationship to facilitating learning:

The chosen instructional unit combines flipped classroom model as well as face-to-face sessions. The teacher serves as a “guide on the side,” asks

students to work individually and have discussions in pairs, and conducts debrief activities.

NA Needs Improvement – 1 2 On the Right Track – 3 4 Ready To Go – 5 Comments for Rating

Learning

expectations

defined

  Not clearly stated, no clear learning intent

  Stated, not necessarily related to overall course

  Clearly stated, clear intent, related well to

component and overall

instruction

The clearly stated outcomes were added to the

instruction and show exactly what can be

expected from the instruction

Activity

relatedness to

learning

  Unrelated to type / level of learning

  Activity related to level of learning

  Activity related to level of learning and supports

transfer

Most textbook speaking activities are included

in the instruction and support low level as well

as high level thinking

Level of

Generative /

Developmental

Engagement

  Little or no generative activity

  Generative activity, lacks developmental

feedback

  Engaging in generative and knowledge

organization, ample

developmental feedback

Cognitive strategies and scaffolds are

incorporated in the instruction

Presence of

formative /

developmental

feedback

  Little or no feedback within activity

  Feedback opportunities, correct/incorrect, not

formative or

developmental

  Feedback formative, multiple types support

progression in learning,

critical thinking

Feedback in well-incorporated in the revised

instructional unit

ADVANCED INSTRUCTIONAL DESIGN

RUBRICS

NA Needs Improvement – 1 2 On the Right Track – 3 4 Ready To Go – 5 Comments for Rating

Impact of

activity on

learning

  No display of learning required

  Learning display prompted, related to

expected outcomes

  Learning display required higher level

thinking, creative

responses

In addition to recall-recognize-summarize

activities, higher order thinking activities are

also included

Activity

outcomes /

products

  Not clearly defined   Traditional outcomes defined, e.g., paper,

drawing, etc.

  Prompts learner to produce meaningful

representations of their

own learning

All activities are purposeful and support the

bigger learning outcomes

Graphics and

images

  Do not prompt learning of content

  Support learning process   Engage learners deeply in content (prompt

critical, deep thinking)

The textbook and online SuperSite resources

were great and involved students deeply in the

content

Overall Learning

Design

  Lack creativity in engaging learners in

multiple ways

  Engages learners in multiple way with

content

  Prompts learners to engage in traditional and

new ways, make own

choices

The instruction was redesigned to engage

learners in traditional and new ways of

learning. There is now more elements of

surprise in some activities

Instruction

  Lacks clear instruction   Provides instruction, no prompting for

exploration beyond

instruction

  Clear instructions, prompts for further

exploration of content

Instruction is clear, engaging; however,

prompting students to explore beyond the

content is only done in the final debrief activity

Score Awarded Points: 44 Possible Points: 45

ADVANCED INSTRUCTIONAL DESIGN

RUBRICS

INSTRUCTION AND MESSAGE DESIGN RUBRIC

Designer: Yuri Pavlov Date: June 9, 2016

Instruction Title: Spanish 201 Language practice through conversation Component type: Introduction, practice, demo, discussion, debrief

Reviewer: Yuri Pavlov

Brief description of overall instructional design (e.g. format, flow, etc.): Flipped model and face-to-face model were combined. Balance between lower level and higher level tasks. The unit includes presentation of the

material, practice of the material, discussions, short film interpretations and evaluations, and a debrief.

Brief description of component design, purpose, and fit within instructional unit:

The overall purpose of the unit was introduction to a new topic and activation of new vocabulary. Transfer of the learned material was promoted at

the end of class session II.

NA Needs Improvement – 1 2 On the Right Track – 3 4 Ready To Go – 5 Comments for Rating

Content

presentation

  No clear organization, disjointed, no logical

order

  Basic organization with logical progression

  Completely organized, many connections and

interconnections,

enhances the message.

The organization is well-designed, logical,

interconnected, communicated clear

message(s) to students

Topic / Activity

Focus

  No clear focus; message / activity is confusing

  Message / activity is focused with a clear

message

  Message / activity is complex, each aspect

clear, contributes to

overall message

Activities were varied, focused, logically

flowed one from another

Quality of

information

  Inaccurate content, uninformative,

uninteresting

  Content accurate, adds new knowledge

  Content accurate, easy to understand, complex

info, expands

knowledge

The content was at an appropriate level

Citations

(images, web

sites, books

used)

  Does not credit sources correctly

  Includes most credits   Includes credits in correct format

No violations of other people’s intellectual

property was noticed

ADVANCED INSTRUCTIONAL DESIGN

RUBRICS

NA Needs Improvement – 1 2 On the Right Track – 3 4 Ready To Go – 5 Comments for Rating

Quantity of

information

  Some information that does not promote

message / activity

  Enough basic information to cover the

message / activity

  Significant amount of info, connections make

message / activity very

informative

Information was good and engaged learners

with it. Each activity contributed to each

other and built upon each other to promote

retention and usage of new vocabulary

Clarity of

information

  Spelling, grammatical errors inappropriate

language

  Few spelling, grammar errors, appropriate use

of language

  Message well scripted, significantly improves

the message

No spelling, grammar, syntax errors detected

in the redesigned instruction. The message is

clear and easily understandable

Impact of

message / level

of activity

  Passive. Little thought or activity required

  Engaging. Some thought about the

message required.

  Very engaging, requires in-depth reflection

Activities were engaging, fostered

collaboration, interaction, deep thinking

Graphics and

images

  Not related to message, not related, distracting

  Related to message / activity, poor position

  Depicts message beyond text

This was very well-done

Overall use of

colors

  None or too many, no purpose, distracting

  Suggests purpose or organization

  Adds depth to message beyond text

Colors were used meaningfully to show

contrasts, similarities, connections, etc.

Message

Organization

  Titles, graphics, audio, video, transitions, etc.

detract from message

  Titles, graphics, audio, video, transitions, etc.

appropriate for message

  Titles, graphics, audio, video, transitions, etc.

enhance message

This was well-done

Text / Font

  Font type, size, color difficult to read, many

changes, distracting

  Font type, size, color easy to read, organized

use of fonts

  Font type, size, color, etc. emphasize points,

relationships, etc.

Well-done

Score Awarded Points: 55 Possible Points: 55