Unit 2 - Step 5b - Activity Plan (adapting a current prototype for more effective use by EFL students) (prototype)

Goal: Create a shareable representation of your learning activity.

Your Activity Plan will be your prototype for this unit. We invite you to take a look at the example we created. The example is not intended to be a template; please use the format that works for you. For more help with prototyping, refer to the Design Process Tips. Make sure to include the following:

• 2-3 sentence overview of the activity. What are your students learning? How does the design skill being practiced fit with the content? Why is this activity a good way to practice the design skill? 
•  activity - to design a learning aid to help both students with their learning .. and their teacher with the design of lessons for that learning
• students are invited to seek ways to improve upon the instructor's "digital lesson plan" so that it is more useful to them; this involves them reflecting upon and learning more about how they learn - what works for them, what do they enjoy, what is effective, what is efficient to suggests new iterations of the current digital lesson plan (template) 
• Context of the activity. Where will this activity take place? In a classroom? In a class garden?
• in the classroom... immediately after class     
• Flow of the activity. What will the facilitators and students do and for how long? 
• instructor will clarify the focus of the activity with students; underscore the importance of their observations, point of view (as students); invite students to document their observations and thoughts (for future reference); students value being engaged in careful observation of their learning which  leads to detailed / better understanding of how they learn  
• students will document the process, their iterations
• length of time? this could go on throughout the duration of a term or half term and could involve the instructor only seeing the students from time to time (to avoid over direction) 
• teacher and students will still need to work collaboratively from time to time
• teacher provides their point of view on their needs .. yet actively encourages students to express their point of view .. and to express it succinctly and clearly
• points of view identify needs and then can be used to engage in the various stages of the design thinking process 

• length of time? this could go on throughout the duration of a term or half term  

• Student instructions and materials. Will students receive a handout or worksheet? Will you need to provide instructions? Do you need a paragraph or two of background, a short video, or presentation to get the students started? Maybe students will need markers or other art supplies. It may not be possible to create all instructional materials; if needed, summarize the student instructions and/or materials in a paragraph. 
• students will see copies of the instructor's current digital lesson plan on a regular basis - if fact they will see the original digital lesson plan in action (this would serve as an example open for review, adaptation)
• instructor will need to work collaboratively with students to clarify the purpose of a digital lesson plan and the WIIFM (student perspective + instructor perspective)
• students may be given a framework to help them document their ideas and steps in teh process through a set of guided questions 
  
• What does awesome look like? What criteria would have to be met to make this activity successful? What do students who are engaged in and excited about the activity look like and sound like? Will you at some point try to assess student understanding of the specific skills or content? How does that assessment factor into your vision of awesomeness? Also think about implementation of the activity-- what is an awesome experience from the facilitator's perspective?
• awesome occurs when both agree that the iterative process has led to added value in the redesign of the original digital lesson plan (or something similar that serves the fundamental purpose)  
• student and instructor needs and interests are incorporated into the redesign ... and there is consensus that the broader student and instructor population have benefited too
• students perceive the value of the process itself 
• working collaboratively, thinking creatively and critically and cooperatively, documenting their progress so that it can be shared with others 
• students see that their opinions and ideas are valued.. increased ownership of the learning / teaching process
• Notes. Do you have any concerns that you would like to mention or address? Is there anything else about the activity that you need to explain? 
• possible concerns are that 
• students may not have the language or experience required to articulate their needs or wants (second language is English)
• students may not be comfortable and open enough to critique the work of their  instructor or work with the instructor (cultural sensitivity)