Lesson Objectives
At the end of the lesson, students should be able to:
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Compare the effectiveness between the different videos to convince
Analyze the semiotic modes their peers may have used in their videos
Appreciate how the use of visual and audio semiotics help improve quality of their peers’ video productions and make their content more convincing
Lesson 3 (60 mins)
VIDEO SHOWCASE
PEER FEEDBACK AND EVALUATION
Handing out the Scoresheets
Prior to displaying students’ videos, teachers will go through and distribute a set of rubrics to students. This set of materials will guide students to understand what to look out for and relate what they have learnt in the earlier sessions for today’s activity. As the teacher start playing the videos, students will evaluate them with reference to their use of visual and audio semiotics. They will pay close attention to the pointers listed in their rubrics and provide both scores and comments to assess their peers’ production.
Peer Feedback
Apart from assessing the videos based on the rubrics provided, students will provide positive and constructive comments for their peer’s productions on padlet. This qualitative feedback can help students with critical reflection and better appreciation of each other’s work. Conducting this on padlet serves as a platform for students’ reflection, which can be accessible even out of classroom curriculum hours. Learning is very social, and students will be expected to rely on artefacts of collective memory and work with others to collaborate in knowledge making (Lim, 2018).
According to Vygotskian sociocultural theory of learning, teachers’ ought to champion the idea of social constructivism, where lessons are largely based on student centric learning. Students’ participation in meaningful discussions about the videos can help develop a deeper understanding of sophisticated metalanguage. In this safe, open, dialogic setting, ideas are seamlessly exchanged and student agency are built (Serafini, 2011).