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Learning Log: Digi-Tell Program

Week 1 Learning Log

Planned Learning Outcomes this session:


- Students have knowledge of language features and the structure of narratives
-Students are able to demonstrate their understanding of poetry, lyrics and
narratives through answering quiz questions correctly

Description: Learning: Evidence:


1. Tyler was able to 1. Tyler was able to
participate and answer solidify his working 1. (See appendix 1
prompt questions about knowledge of language (dialogue coded
Narratives during our features and structure of red)and appendix 2
brainstorming activity narratives. 2. See appendix 3 and 4
gaging formative
assessment. 2. He actively proved to
2. Tyler was able to himself an ability to
demonstrate his recall and demonstrate a
knowledge about deep level of
narratives through comprehension in
summative assessment. regards to narratives.

Other relevant observations about learning


Description: Learning Evidence:
1. Tyler was encouraged to more 1. Tyler learnt that by 1. See appendix 1 (dialogue
openly participate in whole class participating as a group coded in green)
(group) discussion in order to member he was able to
promote collaborative effort. more efficiently achieve
learning outcomes and
goals.

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Week 2 Learning Log

Planned Learning Outcomes this session:


- Students know how to establish roles and responsibilities within a group
environment
- Students can demonstrate knowledge of the structure and language features of
narratives

Description: Learning Evidence:


1. As the more senior student 1. From this brainstorm 1. See appendix 5
of the two, Tyler (grown in Tyler learnt that he 2. See appendix 6
confidence from week one) was a capable and
took on a leadership role productive learner
whilst brainstorming themes who possesses key
for our poem. leadership qualities.
2. The two students were 2. Tyler took a
asked to work motivated and
collaboratively to begin the efficient approach to
plan for their poem. this task and
demonstrated a
sound understanding
of the key elements
in planning for
narrative writing.

Other relevant observations about learning


Description: Learning Evidence:
1. Tyler and Lachlan provided 1. Tyler developed a 1. See appendix 1 (dialogue
evidence of productive and working knowledge of coded in yellow)
positive team connection through the importance of
their social engagements respect and resilience in
throughout the lesson. his learning.

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Week 3 Learning Log

Planned Learning Outcomes this session:


-Students can demonstrate a sound understanding of adjectives and verbs to
effectively develop and express their ideas creatively through the creation of a
written script for a digital text
-Students can apply their knowledge of adjectives and verbs to effectively develop
and express their ideas creatively

-Students can fulfil their individual responsibilities to begin the collaborative


construction of the digital text

*Please note the Tyler stopped attending digi-tell after week 2 and therefore I had to
change my focus student to Lachlan as he was our only other group member.
Description: Learning Evidence:
1. Lachlan was asked to begin 1. From this, Lachlan 1. See appendix 7.
(collaboratively with Claire, was able to 2. See appendix 8 and 9
Carlo and I) the writing of provide us with
our digital narrative. At this evidence that he
point Lachlan pulled out a has a sound
language features prompt understanding of
that he had seen throughout the language
the week and found relative features required
to the digi-tell program. to write an
2. Lachlan completed the engaging
written draft of our poem. Narrative.
2. He learnt that
through
purposeful
planning you can
produce an
engaging
narrative.
Other relevant observations about learning
Description: Learning Evidence:
1.Lachlan was enjoying having a 1. From this he became 1. See appendix 1 (color
lot of one on one teacher student aware that he needed to coded in blue), appendix 10.
time, he however (through high switch on and stay
levels of enthusiasm for the task) focused in order to
would easily side-track his thought achieve his learning
process and had to be asked to goals and requirements
remain on task frequently. to begin videoing our
digital narrative.

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Week 4 Learning Log

Planned Learning Outcomes this session:

-Students can demonstrate team skills through completing their designated roles and their knowledge
of ICT through their use of cameras and computers.

-Students have knowledge of effective use of language features, ICT skills and team work to
successfully complete their digital text

Description: Learning Evidence:


1. Lachlan was asked to film 1. This enabled him 1. See appendix 1 (color
particular scenes to engage in his coded in pink)
throughout the filming competency in 2. See appendix 1 (color
process. ICT, and coded in purple) and
2. Lachlan was asked to record contribute as a appendix 11.
his narrative in an audio team member.
format on an iPhone, that 2. Lachlan learnt
would later be added to the about the process
visual filming we completed of rehearsal and
later. practicing in
emotive reading
that allows for the
audience to be
engaged in what
they are hearing.

Other relevant observations about learning


Description: Learning Evidence:
1. Lachlan was asked to act in 1. This required an - See appendix 12
front of and with, three associate immense amount of
teachers. confidence and he learnt
from this that without his
courage and
commitment the team
would not have been
able to complete the
video.

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Summary of Learning

Learning Outcomes: Evidence


1. Students have knowledge of language features and the 1. Appendix 1 (red)
structure of narratives and 2
2. Students are able to demonstrate their understanding 2. Appendix 3 and 4
3. Appendix 5
of poetry, lyrics and narratives through answering quiz
4. Appendix 6
questions correctly 5. Appendix 7
6. Appendix 8 and 9
3.Students know how to establish roles and 7. Appendix 1 (blue)
responsibilities within a group environment and appendix 10
8. Appendix 1 (pink)
4.Students can demonstrate knowledge of the structure 9. Appendix 1 (purple)
and language features of narratives and appendix 11

5.Students can demonstrate a sound understanding of


adjectives and verbs to effectively develop and express
their ideas creatively through the creation of a written
script for a digital text
6.Students can apply their knowledge of adjectives and
verbs to effectively develop and express their ideas
creatively

7.Students can fulfil their individual responsibilities to


begin the collaborative construction of the digital text

8.Students can demonstrate team skills through


completing their designated roles and their knowledge of
ICT through their use of cameras and computers.

9.Students have knowledge of effective use of language


features, ICT skills and team work to successfully
complete their digital text

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AUSVELS/Victorian Curriculum Evidence
1.Discuss how authors and illustrators make stories 1. See appendix 2
exciting, moving and absorbing and hold readers interest 2. See appendix 7, 8
and 9
by using various techniques (VCELT284) 3. See appendix 5 and
6
2.Understand, interpret and experiment with a range of 4. See appendix 5, 6, 8
devices and deliberate word play in poetry and other and 9
literary texts (VCELT285) 5. See appendix 9
6. See appendix 1
3.Create literary texts by developing storylines, (purple) and
appendix 11.
characters and settings (VCELT297)
7. See appendix 12
4.Plan, draft and publish imaginative, informative and
persuasive texts containing key information and
supporting details for a widening range of audiences,
demonstrating increasing control over text structures and
language features (VCELY299)

5.Reread and edit for meaning by adding, deleting or


moving words or word groups to improve content and
structure (VCELY300)

6.Use a range of software including word processing


programs to construct, edit and publish written text, and
select, edit and place visual, print and audio
elements (VCELY302)

7.Plan, rehearse and deliver presentations incorporating


learned content and taking into account the particular
audiences and purposes such as informative, persuasive
and imaginative, including multimodal elements
(VCELY308

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Summary statement:
* For the purpose of this summary I will focus on Lachlan as I spent the most quantity and
quality learning time with him. *
Lachlan was an enthusiastic and intelligent student, his excitement and optimism inspired us
week by week to give the digi-tell program our best efforts. I believe a highlight for myself
was having Lachlans mother thank us at the conclusion of the presentation week, she was
grateful for the relationships we had taken the time to build with Lachlan. Ashman & Elkins
(2012) note that learning involves a partnership between the learner and others involved in
a teaching-learning event p. 18. Working to assess prior knowledge provided us as teachers
with the opportunity revaluate the direction of intended learning, the use of KWL charts means
that we am able to assess the students capabilities through a physical hard copy of relayed
information (Seely Flint, Kitson, Lowe & Shaw, 2014, p.238) also providing evidence of achievement
progress at the conclusion of a topic. Throughout our teaching experiences with Lachlan he had a lot of
pressure placed on him by being the only student in the group (for the last two weeks) this made him at times
hesitant when asked to begin creating his own work, to assist him in beginning this process we implanted
questioning techniques, part of establishing this skill is keeping safety and accountability central to our thinking so
that we can actively engage every student in learning (McDonald, 2010, p.151). We sucsessfully scaffolded
Lachlans learning and this was a direct result of our planned building of criteria that allowed Lachlan to directly
assess his progress throughout the program (Wing Jan, 2015). The completion of our digital text is to a high standard
that directly reflects the amount of effort and consideration that was offered from both Lachlan and Tyler.

Appendix 1:

DIALOGUE RECOUNT FROM DIGI-TELL:

Week One:

-Tyler was very quiet during the initial part of our lesson but as his confidence grew he was able to increase
his participation, when Carlo asked What other types of language features may we see in narratives? Tyler
was able to answer with Oh I know this! Metaphors, similies and pesronification? We applauded this
recolection and Tyler was evidently proud that he knew what we were talking about and already had a
working knowledge.

- During the final 10 minutes of our whole class activity Tyler was asked to share the poem he had been
working on, he chose to not share it intially as he is more of an intorverted learner, Lachlan went on to share
his poem and received valuable feedback and praise for his creation, Tyler saw from this an opportunity to
provide evidence that he understood the task so at the conclusion of Lachlans feedback he requeested an
opportunity to share his poem in order to offer to the group the skills he is equipt with.

Week two:

-Lachlan is a very outgoing student who sometimes provides the first thought that enters his mind rather
than giving time to exercise thoughtful consideration before answering, this is where Tylers ability analyse
and deeply consider prompts and quetsions is of a real asset, throughout the lesson Tyler is often
overwhlemd by Lachlans confidence and willingness to share. Tyler was able to respectfully assist and
correct Lachlan throughout the lesson. An example of this from the lesson was when prompted by Claire
with What is the first thing we need to decide on before writing our poem? Lachlan immediately answered
with Where we are going to film it!!, Tyler gently replied to Lachlan I think that before we decide where
to film we need to decide what we are going to write our poem about, dont you think Lach?.

Week 3:

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-Lachlans enthusiasm for the task had his brain moving at hyper speed, he was jumping from talking about
where we could film, to how we could edit dragons into the movie (totally unrealted to the theme of our
poem titled The Soccer Grandfinal Party! ) at this point I had to firmly remind Lachlan that if our written
draft is not completed by the end of this lesson we wont be able to film at all, and in effect wont have a
completed digital text to show at the presentation week, this really swtiched Lachlan back onto task, and he
noted that he needed to focus by stating Ive really gotten off task, I need to stay focussed to Claire, Carlo
and myself.

Week 4:

-Lachlan showed evidence of having filmed using an iphone before, he was confident in directing the other
actors in the scene he was filimg, and was alble to playback what he recorded in order to decide whether we
needed a retake or not, he would say things such as I dont like how slowly the coach enters that scene I
think we should try again and at a quicker speed or Thats perfect next scene!.

-At first Lachaln was reading in a very dull monotone, we asked him to try again by adding in some emotion
to his voice, and also respoonding to the grammar we had placed in the poem (eg. Exclamation marks,
commas and full stops). He tried again but with no real imporvement so we decided to play back to him the
audio of his recordings, I asked When you listen back to that are you really excited to hear whats going to
happen next? Does it sound like its being read how it would if someone was narrating a Hollywood movie?
Lachlan replied with It makes it sound a bit boring, I think I need to add in some pauses and raise my voice
a bit, do you think? All three of us agreed and after the next recording Lachlan grew in confidence and skill
to produce a fantastic audio for our film.

Appendix 2:

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Appendix 3

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Appendix 4:

Appendix 5:

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Appendix 6:

Appendix 6 continued:

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Appendix 7:

Appendix 8:

Appendix 9:

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Appendix 10:

Appendix 11:

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Appendix 12:

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References:

Ashman, A., & Elkins, J. (2012). Education for inclusion and Diverstiy (4th ed.). Frenchs Forest,

NSW: Pearson Education.

McDonald, T. (2010). Classroom Managment: Engaging students in learning. South Melbourne,

Victoria: Oxford University Press.

Seely Flint, A., Kitson, L., & Shaw, K. (2014). Literacy in Australia: Pedagogies for

Engagement. Milton: QLD: John Wiley & Sons Australia.

Wing Jan, L. (2015). write ways. South Melbourne: Oxford University Press.

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