Lesson 5

Presentation of Learnings

Lesson 5 Presentation of Learnings

Name: ________________________ Subject: Social Justice Grade: 12 Date: ________________

Rationale
▪ To critically reflect and make conscious the cumulative course learnings
▪ To encourage collaboration between Learning Partners

Instructional Objective(s)
▪ Students apply knowledge of digital and media literacy to create a representation of their learning
▪ Students collaborate through communication/technological platform of choice with their Learning Partner on the course project
▪ Students conduct a self-assessment of their own attitudes and behaviours related to social justice, blogs, and engagement with
Learning Partner

Preparation
Teacher Students

▪ Upload on Google Classroom and, if required, printouts for ▪ Consistently made blog posts and participating the planned
students of activities
o Project guidelines ▪ Consistently completed engagement with Learning Partner
o Self-assessment guidelines exercise
o Self-assessment criteria: attitudes and behaviours
related to social justice
o Self-assessment criteria: blog (created in Lesson 1)
▪ Create Google Doc “Managing Groupwork” to record student
inputs
▪ Access to Google Doc document “Reflective Blog
Criteria/Rubric” (created in Lesson 1)

▪ Ensure access to devices, webcam, and internet connectivity

for classroom
▪ Ensure access to a working projector
▪ Ensure all students have headphones
▪ Sticky notes (at least 5 per student)

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 Lesson 5
Presentation of Learnings

Lesson Activities
Teacher Students

Presentation of Project Requirements

▪ Share and walk through the project guidelines with the ▪ Read through project guidelines
student (handout or project instructions) ▪ If needed, seek clarification
▪ Share project deadlines, assessment criteria, encourage ▪ Contribute to the “Managing Groupwork” discussion and
periodic and frequent check-in, and continued need for creation
respect and openness, stress importance of processes over
the final product.
▪ Explain that students will be assessed on the knowledge and
understanding of concepts, level of inquiry, effective use of
digital technologies, and completeness of project.
▪ Highlight that students can choose their own platform for
communication. Final product to be submitted via Google
Classroom.
▪ As a class, ask students to suggest ground roles, processes,
and approaches to manage groupwork
o While projecting the Google Doc document “Managing
Groupwork”, record students’ inputs
▪ Be available to answer student question in the class and
provide contact details for out of class questions

Presentation of Self-Assessment Requirements

▪ Explain that the self-assessment is in three parts: ▪ Read through self-assessment guidelines
o Self-Assessment of own attitudes and behaviours ▪ If needed, seek clarification
related to social justice
o Self-Assessment of Reflective Journal/Blogs based on
the shared criteria defined in Lesson 1
o Self-Assessment of engagement with Learning Partner
▪ Share self-assessment guidelines for attitudes and behaviour
related to social justice with the student (handout or project
instructions)
▪ Review self-assessment guidelines for blogs as defined in
Google Doc document “Reflective Blog Criteria/Rubric”
created in Lesson 1
▪ Share project details including deadlines, formats, continued
need for respect and openness
▪ Encourage students to consider 2-3 “I can statement” when
assessing themselves
▪ Explain that students will be assessed on the knowledge and
understanding of concepts, level of inquiry, presentation of
writing, and completeness.

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 Lesson 5
Presentation of Learnings

▪ Be available to answer student question in the class and

provide contact details for out of class questions

Class Time to Work on Project & Self-Assessment

▪ Provide time for Learning Partner engagement and work on ▪ Continue engaging with Learning Partner in a positive
project manner to complete project
▪ Provide time to complete self-assessment blog posts ▪ Write and post blog posts for self-assessments
▪ Guide students ▪ If needed, seek clarification
▪ Submit project

Assessment and Evaluation

▪ The project will be graded on required message components, level of inquiry, presentation, completeness, and digital presentation
▪ Assessment Criteria & Rubric
Project Assessment Criteria & Rubric

Project - Assessment
and Rubric.docx

▪ For the Self-Assessments students will be asked to mark themselves based on guiding questions given in the Self-Assessment
Guide.
o Students should include 2-3 “I can statement” from the Core Competency list.

Materials and Resources (including organisational and/or behavioural management strategies)

▪ Device, projector, and internet access for the teacher
▪ Devices, headphones webcam, and internet access for students
▪ Student Handouts
Project Guide – Student Handout

Project Guide -
Student Handout.docx
Self-Assessments Guide – Student
Handout
Self-Assessment
Guide - Student Handout.docx

Extensions
▪ Students may want to expand on this project in many dimensions including a specific Social Justice topic. Be available to talk and
discuss project ideas with the students and if needed the Co-Teacher.
▪ For the final reflection students may want to discuss how communication and media choices impacted collaboration and the creative
process with their Learning Partner.

Adaptations
▪ Students may require access to specific technologies to realise their project vision.
▪ Students may require additional time to complete the project (if the pair dynamics between the Learning Partners are not strong)
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 Lesson 5
Presentation of Learnings
▪ Handouts adapted for students with special needs
Project Guide – Student Handout

Project Guide -
Student Handout Adapted.docx
Self-Assessments Guide – Student
Handout
Self-Assessment
Guide - Student Handout Adapted.docx

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