Kelly Jones (2084739): EDUC4720

Differentiated TriMind Learning Task

(Based on Sternbergs framework for differentiating by learning profile introduced during classes and the readings)

Name & Student Number: Kelly Jones, 2084739 Topic: Persuasion, a study of how to convince others. Curriculum Area: English Year Level: 2 ACARA aims:
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) Identify the audience of imaginative, informative and persuasive texts (ACELY1668) Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

When and how this task will be used in the context of the lesson and/or unit
This task will take place after the students have learned several elements of persuasion and gain an understanding of persuasive language, and why we persuade others. Students have been learning about persuasion have looked at a few forms of persuasion, particularly advertisements (posters and audio-visual) and also practical persuasion, for example how we persuade people in our everyday life. The unit began with a dominant focus on students everyday experiences and has begun to broaden to include other aspects of persuasion. As a class, the students have ben focusing and learning about the elements of persuasion: Opinion, reasons and examples. In learning about this students are practicing recognising and using these elements. Students began the unit by completing and discussing advertisements posters and filmed. Students will discuss and learn elements of persuasion particularly the language people use. Students started the unit by writing a short paragraph and drawing a picture following the following structure:

Learning Objectives. As a result of completing the learning task, students will:

Understand that (Concepts, principles, big ideas) - Understand how to persuade others using persuasive language and techniques. Know (e.g. facts, vocabulary, dates, information) - Know that persuasion is used to convince others.

I like I like it because

EDUC4720/1 2012_Jane Jarvis_TriMind format adapted from Sternberg

- Know that persuasion includes opinions, reasons and examples. Be able to (do) (Skills, processes) - Apply elements of persuasion. - Be able to identify and use persuasive language. Essential Question/s: What are the elements of persuasion? How can we persuade others?

In doing this, students are able to begin to understand that persuasion is more than telling people what to do and should explain WHY they should do it. To emphasise this students should use persuasion for things that link to them specifically such as why students should be able to play all day.

TRIMIND The assessment is differentiated by learning profile using Sternbergs framework. In doing this students are given a choice of what they would like to do. In differentiating by learning style, students are able to produce work that fulfils the objectives while also allowing students to use particular skills that may appeal to them. This not only allows them to use their strengths, it also increases student engagement as they are given 3 choices of things to do.

Differentiated TriMind Learning Task

Explanation of how this activity is differentiated by TriMind: Analytical Task (analyse, compare and contrast, evaluate, explain, etc)

Kelly Jones (2084739): EDUC4720

Analytical thinkers excel at tasks which ask them to look at examine and report on particular elements of a topic. In order to challenge and satisfy the needs of the analytical workers within the class students will analyse a persuasive text and observe and report on the elements. This allows students to show their understanding by pulling apart and identifying aspects of persuasive texts. Task: Students will analyse a persuasive poster. In groups of 3 students will be given a large poster and be asked to label the poster, for example student will label the title, persuasive words, the object being advertised and other elements of the poster. The student will then discuss and recorded how well the advertisement had done at persuading them to buy the product. Students will record this on butchers paper as a mind map. Students should think about: What the poster does well Does the poster make you want to buy the product? How could it be improved?

Creative Task (create, design, imagine, suppose, etc)

Creative thinkers strengths lie in creating, designing and thinking of new ways of explaining topics. Students who enjoy these activities, which allow them to be imaginative and create new things. To allow the students with opportunities to use this attribute, students will be asked to create a poster persuading the audience to buy something (of which they can choose). Although different to the above task, students are still tested on the same objectives and should achieve the same skills and knowledge from the task provided. Task: Students who choose to complete the creative option will be asked to create a poster to advertise or promote a product. Students will be given a list of things they can choose from, or they can think of something themselves. Students will be given paper to make the poster. Again, students will work in small groups to work together to use elements of persuasion in their poster.

Students should discuss: If their poster uses persuasive techniques How are we persuading others? Would the poster make me buy the product?

EDUC4720/1 2012_Jane Jarvis_TriMind format adapted from Sternberg

Practical Task (use, apply, demonstrate, etc)

Practical thinkers strive when focusing on real life application. Students who are practical thinkers are good at organising and making things happen. Having said this, these students may find it hard to engage with tasks that they cannot link to real- world situations. In order to satisfy the practical thinkers within the class, these students will be asked to apply what they have learnt about persuasion to convince the teacher to change something about school, for example longer lunch times, less school, more P.E, more reading etc. Practical thinkers will apply their knowledge of persuasion to convince their teacher or principal to change something within the school. Students again working in small groups, will brainstorm how they will persuade the staff to change this aspect of school and with EITHER make a poster or use the recorder to record it orally. This can then be shared will the class and the staff.

Kelly Jones (2084739): EDUC4720

Lesson plan/ sequence:

Pre lesson organisation: The day before the lesson the teacher with go through each task with the students and explain that students can choose 1 task to complete. After going through the tasks students will write 1, 2 or 3 on a post it note along with their name and post it in the class letter box. This way the teacher can organise the groups before the lesson begins. Lesson Plan Lesson Sequence Introduction: Students will take part in a group activity on the smart board where they label a poster promoting apples. Students will have to identify the elements and will discuss why they are so important. As a group students will then discuss ways that they could make the poster better. How could we change it to make it more appealing? Main activity: Before students are moved into their groups the teacher will repeat what each group have to do. Students will then be moved into their small groups. As the teacher calls out the groups they will be given a task card and red, yellow and green cups to show when students need assistance. The task card will explain what the students need to do (See appendix 2). In this time the teacher will ensure all students understand the tasks and assist groups where needed (look at the cups: Green= were okay, Orange = please help up when you can and red= Urgent! Were stuck). The teacher will help students and question to check understanding. Conclusion: To conclude the lesson each group will report back to the class on what they have completed. Students will discuss what they have learned from the activity. Explanatory notes

Students can work together to increase and revise knowledge of persuasion.

Because students already put in groups this should turn relatively smoothly. Ensure students are given all recourses they need and sent to a particular spot to work.

Using the cup technique allows the teacher to work with groups without being disturbed. Students are now able to see what other students have done and are able to share their ideas.

EDUC4720/1 2012_Jane Jarvis_TriMind format adapted from Sternberg

Appendices
Appendix 1: Assessment rubrics Appendix 2: task cards Appendix 3: Introduction poster example Appendix 4: Poster for Analytical thinkers

Kelly Jones (2084739): EDUC4720

Appendix 1

Assessment Rubrics:

Student does not show group skills and hardly adds their ideas to the group.

Student works collaboratively to complete group activities. Student both puts forward own ideas and listens to others.

Students need some assistance to identify of use persuasive language

Student has a basic Understanding of persuasive language

Student cannot identify or Student understands that use elements of to successfully persuade persuasion. you should include an opinion, reason and an example.

Student works collaboratively to complete group activities. Student both puts forward own ideas and listen to others and assists students who may be struggling with the unit. Student has a good understanding of persuasive language and can identify and use it well. Student has a deep understanding that to successfully persuade others you should include an opinion, reason and an example.

EDUC4720/1 2012_Jane Jarvis_TriMind format adapted from Sternberg

Appendix 2

Task Cards:
Analytical intelligence.

TASK CARD: 1. Look at the poster and talk about how it persuades people. 2. Label the parts of the poster 3. Use the big piece of paper to make a mind map of how the poster persuades others.

Creative intelligence.

TASK CARD: 1. Choose what you would like to make a poster about. 2. Talk about how you will persuade people to buy it. 3. Make the poster 4. Talk about how it will persuade others.

Kelly Jones (2084739): EDUC4720

Practical intelligence.

TASK CARD: 5. Choose what you would like to change about the school. 6. Talk about how you will persuade the teachers to change it. 7. Write what you want to say to convince the teacher and record it OR make a poster. 8. Talk about how it will persuade the teachers.

Appendix 3

Introduction poster example:

EDUC4720/1 2012_Jane Jarvis_TriMind format adapted from Sternberg

TITLE

Yummy Apples

OPINION

nc Cr u
REASONS

hy

Tast y

a He

y lt h

PICTURE

sh Fr e

Jui c y

u N

io t r it

us

Goo f or d y ou !

EXAMPLE

D elicious

OPINION
Appendix 4

Poster for Analytical thinkers:

Kelly Jones (2084739): EDUC4720

The best f un y ou ll ev er hav e!

Operation is so much fun. It will test your skills how still can you keep? Win the most money by operating without getting buzzed out and you win! This is the most fun you will have with your friends and family so try it today!

Oper at ion:

EDUC4720/1 2012_Jane Jarvis_TriMind format adapted from Sternberg