Design Project Curriculum Guide

RUNNINGHEAD:DESIGNPROJECTCURRICULUMGUIDE
DesignProjectCurriculumGuide
TracyEvans,DannyTulk,DanBosse
ETEC510TheDesignofTechnologySupportedLearningEnvironments
UniversityofBritishColumbia
DESIGNPROJECTCURRICULUMGUIDE
TableofContents
Introduction
...3
WhatDoINeedtoUseThisGuide?
HowShouldIUseThisGuide?
AurasmaintheClassroom
BeforeYouBegin
LessonFormat
.7
Chapter1:GettingStarted
.9
Chapter2:AskingPermission
..11
Chapter3:Greetings
.13
Chapter4:Prepositions
.15
Chapter6:SchoolVocabulary
.17
Chapter7:TellingTime
.19
Chapter8:Verbs
21
Chapter9:GoingFurther:StudentCreatedAurasmas
...23
Chapter10:StudentCreatedAuras:AdaptingSentences
..25
Chapter11:GoingFurther:Conversation
..27
Chapter12:IntegratingNewVocabulary
...29
Chapter13:FormativeandSummativeAssessment:ClosingtheLoop
...31
Chapter15:Troubleshooting
....33
Index
.35
AssessmentRubricTeacherUse
SelfAssessmentRubricStudentUse
References
..37
Introduction
What Do I Need to Use This Guide?
MobiledeviceswithAurasmainstalled
Highqualityprintoutsofprovidedtriggersor
Accesstoacomputermonitortodisplaytriggers
Networkaccess
Responsejournalsorvisualjournals(eitherdigitalorphysical)
InorderforstudentstorespondtotheauratheywillneedauniqueAurasma
trigger.Forthepurposesofthismanual,theauthorssuggesthavingstudents
createauniquenameplatethattheycanlaynexttotheoriginaltocreateanew
trigger,whichwillstartthestudentsresponsevideo.
How Should I Use This Guide?
Thisguideisintendedformiddleyearsstudentsexperiencingearlyimmersionsituations
withlittleknowledgeoftheirsecondlanguagevocabulary.WhilethisguideistargetedatEnglish
LanguageLearners(ELL),itsactivitiesandtheoriesalsoapplytostudentsstudyinginother
immersionsettingswiththegoaloffluentcommunicationinthesecondlanguage.Augmented
realityintheclassroomsettingisintendedtoprovidestudentstheopportunitytopracticenew
languagestructuresinlessintimidatingsettingsandtoreceivejustintimefeedback.
Thiscurriculumguidewillcovertheinitialsituationsthatmanylearnersnewtoa
secondlanguageenvironmentexperience,including:situationsatschool,greetings,
prepositions,tellingtime,verbs.Inadditiontotheseinitialexperiences,theguidewillhelpthe
teacherleadlearnersthroughthecommunicativeapproachtolanguagelearningassupported
bythetechnologicalenvironmentprovidedbyAurasma.Thiswillincludeintroducingnew
vocabulary,usingnewvocabularyincontext,andprovidingthelearnerwithvaluable,
justintimefeedback.
Byparticipatingintheuseofaugmentedrealitytriggersplacedaroundthelearning
environment,studentswillincreasetheirsubjectspecificvocabularyandtheirabilitytousethe
vocabularyincontext.Inaddition,throughtheirparticipationinmultiplefeedbackloops,
studentswillperfecttheiruseofthevocabularyincontextandavoidfossilizationof
languagerelatederrors.Thecollaborativeelementbuildsonthecommunicativeapproachto
secondlanguageinstructionwherebystudentsaremotivatedtousethelanguagethrough
authenticcontexts,motivationtobuildonknowledgeandbuildonthesocialconstructivist
approach.Finally,studentswilltransferthissubjectspecificvocabularytotheirfinalprojects.
Studentuseofsubjectspecificvocabularyincontextwillbeimproved.Students
better
remembervocabularywhentheythemselvesinvestigateitorworkoutmeaningsinpairsor
groups.Thestudentdevelopedwikiwillserveasaglossarythatcanbeconsultedbycurrent
studentworkingtowardsthefinalprojectandalsobysubsequentgroupsofstudents.
Feedbackloopsanderrorcorrectionbymoreknowledgeablepeersandtheteacherare
importantforstudentstoperfectuseofsecondlanguagevocabularyincontextandprevent
errorsfrombecomingfossilized.Of[feedback]providedbyteachersinresponsetolearner
errors,justoverhalf(55%)leadtouptakeofsomekindonthepartofthelearnerhowever,only
27%ofthefeedbackturnsleadtostudentrepair.Fromtheperspectiveofthetotalnumberof
errorsproducedbystudents,only17%oferrorseventuallyleadtorepair.(Lyster,1997).The
goalofthisprojectistoincreasethepercentageofstudentrepairederrorsandimprovesecond
languageacquisition.
Throughcollaborativebuildingofthewikiandprovidingcorrectivefeedbackforone
another,studentswillbemotivatedtousethelanguageinauthenticcontexts,animportant
elementinthecommunicativeapproachtosecondlanguageacquisition.
ThedesignprojectwillberelevantforEnglishLanguageLearnersingrades69with
verylittleknowledgeoftheEnglishlanguage.Inaddition,theauthorsofthisprojectseeitbeing
easilytransferabletolearnersofotherlanguages,experiencingearlyexposuretothelanguage
andwithasimilarleveloftechnicalability.Theprojectallowsforahighdegreeofdifferentiation
inpracticeasstudentscreateandrespondtoindividualrecordingsandusevocabularyin
context,theteacherisabletodeterminehowstudentsareusingvocabularyandtorespondwith
justintimefeedbackbeforeerrorsbecomefossilized.
4
Theeducatormustworkwiththevariousbackgroundsofthestudentsandthelanguage
patternstheybringtotheclassroomwiththeirmothertongueasthisistheframeworkupon
whichthelearnersunderstandingofsecondlanguageswithbelayered.Buildinguponfirst
languagelanguagestructuressupportstheconstructivistapproachtoeducation.Exposureto
[secondlanguage]inputisoftenlimitedtotheclassroomcontext.Theinputmaybeincredby
readingorlisteninginthetargetedlanguage(
Taka,2008)
[as]90%ofwordsarelearnedthroughrepeated,meaningfulencountersitmakessense
tooptimizethisavenueforlearning.(Greenwood&Flannigan,2007).Contextcluesmerit
carefulteaching.
Thecollaborativepieceofbeingabletoparticipateintheuseofthelanguagewithoutthe
intimidationofhavingtoparticipateliveinfrontofalargegroupoflistenerswillencourage
studentstobegintousethelanguagewithincontext(asthisisanimportantstageinlearningto
usethelanguagecorrectly)andwillallowthemtodevelopsomemasteryofthelanguageuse
beforeusingthelanguageinfrontofaliveaudience.
Technologybecomesparticularlyusefulinhelpingthestudentmeasuregrowthinthe
useofthelanguageandtoreflectoftheincreasingabilitytousethelanguageincontext.
Generally,augmentedreality,andspecifically,Aurasmasupportstheuseofthecommunicative
approachtosecondlanguageinstruction.
Aurasma in the Classroom

Theguidehasbeenconceivedforusewithintheclassroomwithhighqualityprintoutsor
digitaldisplaysoftheAurasmatriggerstoprovidelearnerswiththemostreliableaccesstothe
content.Whiletheguidehasbeendesignedtobeusedbylearnersusingschoolprovided
deviceswithpreloadedAurasmaapp,thereisalsoapossibilitythatthecontentcouldbe
accessedbystudentsusingBringYourOwnDevices(BYOD).
Repeatedexposuretovocabularyoveraperiodoffourdaysisnecessaryforstudentsto
beabletousethevocabularyinnovelsituations(Joe),andassuchtheteachershouldconsider
revisitinglessonsafterhavingintroducedthemthefirsttime.Thisguidehasbeencreatedtobe
usedwiththesupportofateacherwithinaclassroomenvironmentbutwithsomelearner
supportthiscontentcouldbeusedbylearnersathometocreateablendedenvironmentwhere
learnersareabletodeepentheirunderstandingofthesecondlanguagevocabularyby
accessingitoutsideoftheclassroomandbycreatingcontentthatcanbeassessedbyother
learnersandbytheteacherinordertoprovideeffectivefeedbackforthelearner.
Whilethisguidehasbeencreatedwithhighqualitytriggersthatcanbeprintedandused
intheclassroom,Aurasmaisanappthatalsoworkseasilywithlearnercreatedcontent.Not
onlycanstudentscreatedtheirowntriggers,theycanalsocreatevideoandaudiocontent
relatedtothosetriggers.Thehowtoforthisstageofusehasbeenincludedinthisguideand
isavailableon
http://augmentedrealityetec510.weebly.com
.
Before You Begin
Beforebeginningthelessonspresentedinthiscurriculumguide,theteachermaywishto
preteststudentstodeterminetheirleveloflanguageproficiency.Assuch,theteacherwillbe
abletodifferentiatelessonstoeachlearnerslevelofproficiency.Thelessonsarepresentedas
wholegrouplessonsbutcouldeasilybedifferentiatedforstudentsworkingaheadorthosewho
needrepeatedexposuretovocabularybeforeattainingmastery.
Lesson Format
TheBigIdea
Thissectionwilloutlinethemajorconceptstobecoveredinthislessonandwhattheteacher
andlearnercanexpecttotakeaway.
Objectives
OneortwoobjectivesinspiredbyAlbertaLearningscurriculum.Teachersareencouragedto
checkwiththeirowncurriculumguidestoensureobjectivesalignwithstudentlearning
outcomes.
KeywordsandConcepts
Thissectionwilloutlinethespecificvocabularystudentswillencounterwhilewatchingthevideo
andwillproposeashort,clozetypephraseorscriptforstudentstobeginusingimmediatelyas
apartofthelesson.Thiswilltaketheworkoffthepageorvideoandhelpstudentstobegin
immediatelycommunicatingusingthenewvocabulary.
SuggestedTime
Thisisasuggestedamountoftimeteachersmaywanttobudgetforthelessoninclass.
ActivityDescription
Generally,lessonswillfollowthesesteps:
Retrieveteacherfeedbackfromthepreviouslesson
Viewvocabulary
Repeatvocabularyusingthevideo
Createapersonallexicon
Createaconversation
Recordtheconversationusingtheoriginaltriggerandapersonaltag
Resources
Allactivitiescontainedinthiscurriculumguidewillusethefollowingresources:
MobiledevicesequippedwithAurasma
Internetconnection
Triggersavailableonlineathttp://augmentedrealityetec510.weebly.com
Othersuggestedresourcesinclude:
Indexcards
Sentencestrips
Visualordigitaljournals(Thedigitaljournalmaytaketheformofablog,adigitalportfolio
orotherdigitalformatoftheteacherschoice.)
ReflectionPrompts
Reflectionactivitiesarepresentedtostudentsasculminatingactivitiesaftereachlesson.
Studentswillbeaskedtoreflectonnewlyacquiredvocabularythroughan"exit
ticket"typeactivitywheretheywillberequiredtorevisitoneoftheprintedtriggers
aroundtheroomandtorepeatthevocabularywordassociatedwithit.
Studentsmayreflectontheirday'slearninginavisualordigitaljournalwheretheywill
recordtheday'svocabularyalongwithavisualrepresentation.
Reflectionswilltakethisformat:
Inareflectionjournal:
Recordareflectioninajournal.Remembertoscanthisreflectionasa
triggertogetteacherfeedback.
Teachersmaywishtohavestudentsusethemodelstudentrubric
providedintheindextohelpstudentsreflectontheirownprogress.
ReviewingStudentWork
TeacherswillusethestudentsvisualjournalasanAurasmatriggertorecord
personalizedfeedbackforstudents.Thisfeedbackwillgivestudentsanopportunitytolistento,
reflecton,andrespondtojustintimefeedback.
Usetherubricprovidedintheindextoprovidestudentswithformativeassessmentas
theyworkthroughthelessons.Provideacolourcodedprogressionforstudentssotheymay
seetheirprogressfromonelessontothenext.
Chapter 1: Getting Started
TheBigIdea
Gettingstartedisallabouthavingstudentsbeginusingthetoolsandbecomingfamiliarwiththe
functionalitiesthroughitsuseinanauthenticsituation.Studentsmusteachhavetheirown
devicethatwilloperateonthesamenetworkastheaurasarebeingcreatedon.Byexploring
teachercreatedaurasstudentswillbuildthecapacitytousethetechnology.Oncetheyare
proficientcontentconsumers,theywillbecomecontentproducers.
Objectives
Thestudentwill:
BeintroducedtoAurasmaasaclassroomtool
Beabletolistentoandrepeathighfrequencyvocabulary
KeywordsandConcepts
AurasmaSpecificVocabulary
Trigger
Aura
Overlay
Tag
SuggestedTime
2030minutes
ActivityDescription
StudentswillbeintroducedtotheuseofAurasmatriggersthroughtheuseofaprinted
triggerandamobiledeviceconnectedtoaprojector.Theteacherwillscanaprinted
triggerandtheaurawillopenandstartthevideoforthestudent.Theteacherwill
demonstratehowtorespondtotheaurabyrepeatingwhatissaid.
Studentswillseethatprintedtriggershavebeenplacedaroundtheroomandeachwill
begivenadevicetoscantheroom.
Studentswillbegiven1015minutestocirculatearoundtheroomandscantriggers,
repeatingvocabularyastheygo.
Theteacherwilldemonstratehowtocapturevocabularyandaddittothestudents
personallexiconthroughadigitalorvisualjournal.
Theteacherwilldemonstratewithanotherstudenthowtocreateapersonalscript.
Theteacherwilldemonstratewithastudenthowtorecordaconversationusingthe
originaltriggerandastudenttag.
9
Iftheyhavenotalreadydoneso,studentswillcreatepersonalizedtagsthatwillbeused
throughouttheunit.
Culminatingactivity:Studentswillbeaskedtoreflectonthenewlyacquiredvocabulary
throughan"exitticket"typeactivitywheretheywillberequiredtorevisitoneofthe
printedtriggersaroundtheroomandtorepeatthevocabularywordassociatedwithit
andaddonewordtotheirpersonalvisualordigitaljournal.
Resources
Internetconnection
Printedtriggersavailableonlineathttp://augmentedrealityetec510.weebly.com.
ReflectionPrompts
Recordyournewvocabulary.Remembertoscanthisreflectionasatriggertoget
teacherfeedback.
Teachersmaywishtohavestudentsusethemodelstudentrubricprovidedintheindex
tohelpstudentsreflectontheirownprogress.
Student'sworkwillbeassessedbasedonteacherobservationofthestudentatwork.
Thisformativeassessmentwillbeusedtoguidefurtheruseofaurastodevelopstudent
vocabulary.
personalizedfeedbackforstudents.Thisfeedbackwillgivestudentsanopportunityto
listento,reflecton,andrespondtojustintimefeedback.Focusonwhatthestudent
succeededindoingandhowspecificallythestudentmightimprovethenextscript.
theyworkthroughthelessons.Provideacolourcodedprogressionforstudentssothey
mayseetheirprogressfromonelessontothenext.
10
Chapter 2: Asking Permission
TheBigIdea
Inthislesson,studentswilllearntoaskpermissionwithinaclassroomsetting.Bytheendofthe
lesson,thestudentwillbeabletoaskschoolrelatedpermissionoftheteacherorofclassroom
peersandexpectayesornoanswer.
Objectives
Thestudentwill:
Learnandreviewpermissionvocabulary
Beabletoaskaquestionrequestingpermission
Understandayesornoanswertothequestion
KeywordsandConcepts
Vocabulary(nouns)
Vocabulary(verbs)
light
door
paper
window
cup
pencil
sandbox
turnon
open
have
open
borrow
play
turnoff
Clozephrases
MayI__________?
Yes,youmay.
_______turnonthelight
_______openthedoor
_______havesomepaper
______openthewindow
______haveanothercup
______borrowyourpencil
______playinthesandbox
______turnoffthelight
Script
StudentA:MayI____________?
StudentB:Yes,youmay.
SuggestedTime
3045minutes
ActivityDescription
Viewvocabulary:usingtriggerspostedintheclassroom,thestudentwillwatchthe
relatedvideo.
Repeatvocabulary:usingthevideoasaguide,thestudentwillrepeatthevocabulary
orally.
11
Createapersonallexicon:usingthecapturefunction,thestudentwilltakescreen
captureofthevocabularyasitispresentedwhilewatchingthevideo.Thestudentwill
recordthisvocabularyinavisualordigitaljournal.
Createaconversation:inpartners,studentswillcreateashortconversationusingthe
vocabularypracticedduringthevideo.Thisconversationcanbeinspiredbythescriptas
presentedtostudentsortheymaygofurtherbycreatingamoreindepthscript.
Recordtheconversationusingtheoriginaltriggerandapersonaltag:studentswilllay
theirtagovertheoriginaltriggerandrecordtheirconversation.
Resources
Internetconnection
ReflectionPrompts
Writeandillustrateasamplequestion.Remembertoscanthisreflectionasa
Usethestudentrubricprovidedintheindextohelpstudentsreflectontheirown
progress.
vocabulary.
12
Chapter 3: Greetings
TheBigIdea
Inthislesson,studentswilllearnvocabularyrelatedtogreetingsand,bytheendofthelesson,
willbeabletogreettheteacherorclassroompeers.Afterviewing,studentsareinvitedto
practicetheirvocabularywiththeappbyspeakingaloud.
Objectives
Thestudentwill:
UseAurasmatolearnvocabularyrelatedtogreetings
Greettheteacheroraclassroompeers
CompleteaclozetypesentenceinresponsetothequestionHowareyoutoday?with
Iam____________(wonderful,happy,excited,awesome,great,delighted,relaxed,
marvelous,super)
KeywordsandConcepts
Vocabulary(greeting)
Vocabulary(adjectivesof
feeling)
Clozephrases
Hello
Hi
wonderful
happy
excited
awesome
great
delighted
relaxed
marvelous
super
Iam_______________.
Script
StudentA:Hello.
StudentB:Howareyoutoday?
StudentA:Iam_______.
SuggestedTime
3045minutes
13
ActivityDescription
StudentsshouldlaunchAurasmaandpointthedeviceatthetriggertoactivatethelinked
video.
Viewvocabulary:Watchthelinkedvideoandrepeatthisvocabularyusingthevideoasa
model.
Repeatvocabularyusingthevideo:completetheconversationasguidedbythevideo.
CreateapersonallexiconbyusingAurasmascapturefunctionandrecordthis
vocabularyinadigitalorvisualjournal.
Createaconversationwithapartner.
Recordtheconversationusingtheoriginaltriggerandapersonaltag.
Resources
Internetconnection
ReflectionPrompts
Writeandillustrateapersonalfeeling.Remembertoscanthisreflectionasa
Iam_______(wonderful,happy,excited,awesome,great,delighted,relaxed,
marvelous,super)
Teachersmaywishtohavestudentsusethemodelstudentrubricprovidedintheindex
tohelpstudentsreflectontheirownprogress.
vocabulary.
14
Chapter 4: Prepositions
TheBigIdea
Prepositionsofplaceareimportanttostudentsnavigatingtheirwaythroughdailyschoollifeas
ithelpsthemtosituateobjectsinsideandoutsideoftheclassroom.Inthislesson,studentswill
viewanduseprepositionsofplaceincontext.
Objectives
Thestudentwill:
Learnprepositionsofplace
Useprepositionsofplaceincontext
KeywordsandConcepts
Homevocabulary
(nouns)
SchoolVocabulary
(nouns)
Clozephrases
Prepositions
Bathtowel
Toothbrush
Sink
Bed
Washingmachine
Refrigerator
Sofa
Stove
Table
Pillow
alarmclock
Paperclips
Pencilcase
Desk
Scissors
Ruler
Bookbag
Stapler
Chair
Calculator
Crayons
Glue
Pencilsharpener
Table
onThe_______isonthe_________
byThe_______isbythe_________
inThe_______isinthe_________
Script
StudentA:Whatswrong?
StudentB:Icantfindthe__________.
StudentA:Itcouldbe(by,in,on)the______.
StudentB:Ithinkyoureright.Thanks.
SuggestedTime
4560minutes
15
ActivityDescription
Viewvocabulary:usingthetriggersplacedaroundtheclassroom,havestudentsexplore
theclassroom.
Repeatvocabularyusingthevideo:studentswillrepeatthevocabularyalongwiththe
video.
Createapersonallexicon:usingthecapturefunction,studentswillcapturevocabularyto
addtotheirdigitalorvisuallexicon.
Createaconversation:togetherwithapartner,thestudentwillcreateandwriteashort
conversationusingtheprovidedscript.
Resources
Internetconnection
Reflectionprompts
Describethecontentsofyourdesk.Drawthecontentsandwriteaboutthe
positionof510items.Remembertoscanthisreflectionasatriggertoget
teacherfeedback.
Teachersmaywishtohavestudentsusethemodelstudentrubricprovidedinthe
indextohelpstudentsreflectontheirownprogress.
vocabulary.
16
Chapter 6: School Vocabulary
TheBigIdea
Studentswillneedkeyvocabularytosuccessfullynavigatetheirdayatschool.Inthislesson,
studentswilllearnvocabularyrelatedtoschooland,bytheendofthelesson,willbeabletotalk
aboutplaceatschoolandtheobjectsfoundthere.Thevocabularyinthelessonisnotpresented
aspartofaconversation.Assuch,theteacherwillneedtoguidestudentsinusingthe
vocabularytocreateascript.Thisscriptwillintegratethevocabularyintroducedintheprevious
chapterrelatedtoprepositionsofplace.
Objectives
Thestudentwill:
Learnvocabularyrelatedtoschool
Reviewvocabularyrelatedtoprepositionsofplace
KeywordsandConcepts
Vocabulary
Vocabulary
Clozephrases
backpack
blackboard
chair
chalk
classroom
clock
colouredpencils
crayons
desk
eraser
glue
locker
lunchbox
markers
pencil
pencilcase
pencilsharpener
ruler
school
scissors
tape
teacher
textbook
Whereisthe_________________.
MayIusethe_______________?
Script
StudentA:Whereisthe_________________?
StudentB:The______________is(prepositionofplace)the________________
SuggestedTime
3045minutes
17
ActivityDescription
Viewvocabularyusingthetriggertobegin.
Repeatvocabularyusingthevideoasamodel.
CreateapersonallexiconbyusingtheAurasmacapturefunctionandrecordthis
personalvocabularyinthestudentsdigitalorvisualjournal.
Thevocabularyinthelessonisnotpresentedaspartofaconversation.Assuch,the
teacherwillneedtoguidestudentsinstudentsusingthevocabularytocreateascript.
Thisscriptwillintegratethevocabularyintroducedinthepreviouschapterrelatedto
prepositionsofplace.
Createaconversationtogetherwithapartner.
Resources
Internetconnection
ReflectionPrompts
Describetheclassroom,usingschoolvocabularyandprepositionsofplace.
Remembertoscanthisreflectionasatriggertogetteacherfeedback.
vocabulary.
18
Chapter 7: Telling Time
TheBigIdea
Beingabletosituatethemselvesintimeisanimportantconceptforstudents.Inthislesson,
studentswilllearnvocabularyrelatedtotellingtimeand,bytheendofthelesson,willbeableto
tellthetimeanddate.
Objectives
Thestudentwill:
Learnandusevocabularyrelatedtotime
KeywordsandConcepts
Vocabulary
Vocabulary
Clozephrases
Bighand
Littlehand
Hour
Minute
Pastthehour
Tothehour
Oclock
Quarterpast
Halfpast
Quarterto
Numberwords112
Itis_________________
Script
StudentA:Whattimeisit?
StudentB:Itis_______________
SuggestedTime
3045minutes
ActivityDescription
Viewvocabularyusingthevideo.
Repeatvocabularyusingthevideoasaguide.
CreateapersonallexiconusingAurasmascapturefunctionandrecordthispersonal
vocabularyinthestudentsvisualordigitaljournal.
Createaconversationwithapartnerbywritingitinthestudentsjournal.
19
Resources
Internetconnection
ReflectionPrompts
Recordthetimesatwhichyoucompleteschoolandhomerelatedactivities.
vocabulary.
20
Chapter 8: Verbs
TheBigIdea
Inthislesson,studentswilllearnvocabularyrelatedtoverbs,and,bytheendofthelesson,will
beableconstructasimplesentencethatincludesaverb.Clozephrasesandascriptarenot
providedasapartofthislessonsvideo.Thephrasesprovidedintheclozesectionandscriptof
thislessonarenotmodelledforstudents.Assuch,teachersmayfinditusefultoprovide
studentswithfurtherexamplesofverbsandtomodeltheuseofthoseverbsincontext.
Objectives
Thestudentwill:
UseAurasmatolearnverbsinthepresenttense
Useweathervocabulary
KeywordsandConcepts
Vocabulary
Verbs
Rains
Snows
Windblows
Wears
Uses
Run
Vocabulary
Concept
Clozephrases
Addsaftertheinfinitive Whatdoyouwearwhenit__________?
oftheverbwhenitfollows Iwear_________________.
he,sheorit
Script
StudentA:Whatdoyouwearwhenitrains?
StudentB:Iwearajacket.
StudentA:Whatdoyouwearwhenit_______________________?
StudentB:Iwear_________________.
SuggestedTime
3045minutes
ActivityDescription
Viewvocabularyusingtheoriginaltrigger.
Repeatvocabularyusingthevideo.
CreateapersonallexiconusingAurasmascapturefunctionandrecordthevocabularyin
adigitalorvisualjournal.
Createaconversationwithapartner.
21
Resources
Internetconnection
ReflectionPrompts
Recordadescriptionofyourmorningroutine.UsetheformatIwakeup,Ieat
breakfast,Iwalktoschool,I_____________.Remembertoscanthisreflection
asatriggertogetteacherfeedback.
vocabulary.
22
Chapter 9: Going Further: Student-Created Aurasmas
TheBigIdea
Studentswillbegintousepersonallyrelevantimagestopersonalizeaurasusing
studentchosenvocabulary.Assuch,studentswillbegintobuildtheirbankofvocabulary.
Studentsmaylaterrefertotheseaurastohelpsupportinclasscommunication.Thisvocabulary
maybekeptinthestudentsdigitalorvisualjournalortheteachermaywishtobegintobuilda
talkingwordwall,accessibletoallstudents.Theuseofasharedwordwallsupportsthe
constructivistapproachtoeducationinthatstudentswillnotonlybebuildingtheirown
understandingofnewvocabularyandlanguagestructures,butwillalsobecontributingtothe
learningofothermembersoftheclassroom.
Objectives
Thestudentwill:
Developabankofpersonallyrelevantvocabulary
Createvocabularyaurasusingstudentcreatedtriggers
KeywordsandConcepts
Asstudentsnavigatetheirdayatschooltheywillhavequestionsregardingvocabularyrequired
todiscusstheirdayandtheirunderstanding.Theteacherwillhelpstudentstorecordthis
vocabularyandcontributetoacommonbank.
SuggestedTime
3045minutes
ActivityDescription
Studentswillfindpersonallyrelevantvocabularyastheynavigatetheirday.
Thestudentwillcreateatargetusinganindexcardavailableintheclassroom.The
targetmustcontainanimagethatthestudentwillcolourandahandorcomputerwritten
wordsothatstudentshavemultimodalrepresentationofthevocabulary.
Planascripttoillustratethevocabulary.Includecorrectpronunciationandanillustrative
sentence.
Recordthevocabularyusingthestudentcreatedtrigger.Therecordingmustincludethe
wordscorrectpronunciationanduseinanillustrativesentence.
Postthetriggerintheclassroom.
Resources
Internetconnection
Studentcreatedtriggers
Indexcardsavailabletostudentsasneeded
23
ReflectionPrompts
Recordapersonaldictionaryofpersonallyrelevantvocabulary.Thisvocabulary
maytaketheformofstudentdrawnimagesorimagescutfrommagazines.
vocabulary.
24
Chapter 10: Student Created Auras: Adapting Sentences
TheBigIdea
Studentswillnowbecomeproducersofcontenttobeusedbyotherlearnersintheclassroom.
Theteacherwillhelpstudentstobrainstormalistofvocabularythatmightbevaluabletoother
learners.UsingVygotsky'sconceptofthe"moreknowledgeableother"studentswillbecome
contentexpertsforotherlearnersinthecommunity.Theresultingwordwallwillserveasa
resourceforstudentsseekingtoreadandwriteinEnglish.Usearichsourceimagelikethose
usedasapartofthePictureWordInductiveModel(PWIM)(Calhoun).
Objectives
Thestudentwill
Seeknewvocabularyandusefulphrasesintherichimage
Beginningstudentsfindnounswithinimage
Moreadvancedstudentswillfindverbsandmultiwordphrases
Mostadvancedstudentwillbegintousenewvocabularyincontext
SuggestedTime
4560minutes
ActivityDescription
ThefollowingstepsarethestepstothePictureWordInductiveModel(Calhoun):
Studentswillidentifywhattheyseeintheimage.
Asagroup,theclasswilllabelwhattheyseeusingindexcards.
Readandrepeatthevocabularyasaclass.
Createatitlefortheimagebythinkingabouttheinformationtransmittedbytheimage.
Usingthevocabularyfoundintheimage,createandpostcompletesentenceson
sentencestrips.
Readandreviewthesentences.Usethesentencestocreateashortparagraph.
ThefollowingstepsaddaugmentedrealitytothePWIMmethod:
Studentswillphotographthesourceimagewiththeirpersonaltagstoserveasatrigger
fortheirpersonalresponse.
Thestudentwillcreateashortdiscoursebasedupontheimage
Thestudentstagsshouldbeavailabletootherstudentswhowillneedthemasatrigger
toviewtheworkofothersandprovidethemwithfeedback.
Afterviewingtheaurascreatedbyotherstudents,theviewershouldcreateafeedback
aurabycreatingauniquefeedbacktriggerthatwillbepostedonthePWIMwall.
25
Resources
Largeimages(PictureWordInductiveMethod(PWIMposters)
Internetconnection
Printedtriggersavailableonlineathttp://augmentedrealityetec510.weebly.com
Indexcards
Sentencestrips
Reflectionprompts
Recordawrittenandillustratedversionofyouroraldiscourse.Rememberto
scanthisreflectionasatriggertogetteacherfeedback.
Studentswillbeaskedtoreflectontheirlearningbyintegratingthevocabulary
introducedbyoneotherlearnerintoanewsentenceusingAurasma.
vocabulary.
26
Chapter 11: Going Further: Conversation
TheBigIdea
Usingcorrectivefeedback(Lyster),studentswillengageinconversationusingthevocabulary
masteredinpreviouslessons.Thecommunicativeapproachtolanguageinstructionstatesthat
learnerswilldevelopmasteryofthelanguagethroughincontextuseandcorrectivefeedback
providedinatimelymanner.Aurasmaallowsstudentstorecordtheircurrentabilitywiththe
vocabularypresentedinclassandtoreceivefeedbackonitsuseincontextandthelearners
abilitytopronouncethevocabulary.Thecomplicatedpartofbeginningtocreatefeedbackloops
willbeforthestudentstocreateuniquetriggersthatcanbeviewedandrespondedtobythe
originalcreator.Forthepurposesofthecurriculumguide,studentswilladdtotheoriginal
trigger.Thesourceimagewithastudenttagwillserveasthefirststudentstrigger.Thesource
imagewiththecreatorstagandthefirstresponderstagwillserveasafeedbacktrigger.
Subsequentfeedbackwillrequireandoriginaltaginordertotriggerthesubsequentfeedback
videos.Theauthorsofthisguidesuggesthavingstudentsuseindexcards,onwhichtheywill
createanoriginal,detaileddrawingandusetogetherwiththeoriginalimage.Thisfeedback
imagewillbepostedonthebulletinboardtogetherwiththeoriginalPWIMimageandPWIM
vocabulary.
Objectives
Thestudentwill:
Uselanguagetocommunicateideasaboutregularclassroomfunctioningandroutines
Askquestionstofacilitatetheschoolday
SuggestedTime
4560minutes
ActivityDescription
Scanthetriggerscreatedbyotherstudentsandviewthevideo
Planfeedbackforthestudent
Usingtheoriginalimage,theoriginalsstudentstag,andtherespondingstudentstagto
createauniquetrigger,recordfeedbackfortheoriginalstudent.Usethesentence
startersprovided:
Iliked__________________________.
Youcouldimprove_______________________.
Resources
Internetconnection
Indexcards
Studenttags
27
Studentcreatedfeedbacktags
ReflectionPrompts
Recordfeedbackforyourpartner.UsetheformatTwostarsandawish,where
twostarsaretwothingsthatwerewelldoneintheoriginalrecording,andthe
wishisonethingthatcouldbeimprovedintheoriginalrecording.Rememberto
scanthisreflectionasatriggertogetteacherfeedback.
Studentswillbeequatedtoreflectontheirday'slearningbyrecordingtheirnew
sentenceandresponseinaurasma.Theywillthenbeaskedtorecordtheirlearningin
theirpersonallearningjournalandaddtotheirpersonallexicon.
vocabulary.
28
Chapter 12: Integrating New Vocabulary
TheBigIdea
Nowthatstudentsareabletobegincreatingoriginalsentences,thegoalofthislessonisto
buildonthestudentcreatedrecordingstocreatemorecomplex,moreinterestingsentences
thatmoreaccuratelyreflectthelearnersoriginalideas.
Objectives
Thestudentwill:
Reflectonteacherandpeerfeedback
Improvetheoriginalsentencebyaddingtoitusingadjectivesandadverbs
KeywordsandConcepts
Theauthorssuggestpresentingthefollowingadjectivesandadverbsduringthislessonand,
duringsubsequentlessons,continuetobuildonthelistofadjectivesandadverbsthatthe
studentsbecomefamiliarwith.Eachtimeanewwordisadded,thecreatorwilluseitasatrigger
tocreatearelatedvideo,usingcorrectpronunciationandusingthewordwithinasentencethat
demonstratesitsmeaning.
Vocabulary
Vocabulary
Adjectives
big
small
fast
slow
happy
sad
Adverbs
quickly
slowly
sadly
happily
SuggestedTime
4560minutes
ActivityDescription
Scanthetriggerscreatedbyotherstudentsandviewthevideo.
Planfeedbackforthestudentbysuggestinganadjectiveoradverbtobeaddedtothe
originalsentence.Providethesuggestedadditiontothefirststudentusingaprinted
indexcardwithanillustratedimage.
Usingtheoriginalimage,theoriginalstudentstag,andtherespondingstudents
feedbacktag,theoriginalstudentwillcreateauniquetriggerandrecordanewsentence
ordiscourse.
Resources
29
Internetconnection
Indexcards
ReflectionPrompts
Recordasimplesentence.Onthenextline,addtothesentencebyaddingan
adjective.Onthefollowingline,addtothesentencebyaddinganadverb.
vocabulary.
30
Chapter 13: Formative and Summative Assessment: Closing the

Loop
TheBigIdea
Inordertoimprovetheuseoflanguageincontext,learnersmustreceivefeedbackontheiruse
ofthevocabularyinordertoavoiderrorsthatbecomefossilizedwithoutcorrectionandarethen
moredifficulttocorrectatalaterstage.
Objectives
Thestudentwill:
Improvetheuseofincontextvocabularythroughtheintegrationofteacherandpeer
feedback.
SuggestedTime
Teacherandpeerfeedbackisintegratedineverylesson
ActivityDescription
Atthebeginningofeachnewlessonstudentsshouldbeprovidedwiththetimetolisten
tofeedbackprovidedinthepreviouslesson.Thislisteningtimewillprovidedlearners
witharefresherofthepreviouslesson'slearningandprimethemforlearninginthenext
lesson.
Resources
Internetconnection
Indexcards
Teacherfeedbacktag
Studentsshouldbeprovidedformativeassessmentthroughoutthelessonsinthiscurriculum
guide.Thisformativeassessmentwilltaketheformof:
Oneononeconversationswiththeteacher
Teacherrecordedauras,usingthestudentsvisualordigitaljournalasatrigger
Teacheruseoftherubricprovidedintheindex.Theteacherwilluseacolourcoded
assessmentinordertogivethestudentfeedbackontheprogressoftheirlanguage
skills.Usingasingleprintedrubric,theteacherisencouragedtouseacolour
codedsystemsuchasthefollowing(inrainboworder):
yellowfirstevaluation
orangesecondevaluation
redthirdevaluation
31
32
continueinrainbowordersothatthestudenthasavisualrepresentation
oftheirprogress
Student'sworkwillbeselfassessedusingthestudentrubricprovided
Chapter 15: Troubleshooting
HowtoManagetheLessoniftheTechnologyFails
Thelessonsprovidedinthisguide,asanylessonsthatintegratetechnology,havethe
potentialtofailonthedayofimplementationduetovariousfactorsInternetbeingdown,the
schoolsmobiledevicesaredoublebooked,thepreviousclassforgottopluginthedevices
beforegoinghomeforthenight,andthelistgoeson.Experiencededucatorsknowtoalways
haveaBplanjustincasethewellplannedlessonthatseamlesslyintegratestechnologyinto
theclassroomdoesnotworkout.Thelessonsproposedthroughoutthiscurriculumguideare
basedonresearchmethodsregardingtheuseoftechnologytosupportthecommunicative
approachtosecondlanguagelearning.Assuch,theyarebuiltonasolidfoundationofstudent
languagelearning,evenwhenthetechnologyisnotavailableduringthatparticularlessonasa
supportintheclassroom.
Incaseoftechnologyfailure,theeducatorhastheoptiontosimplynotteachthelesson
asplannedandsubstituteanotherlessoninitsplaceortoadapttheproposedlessontobe
taughtwithlimitedtechnology.Inthisinstance,Aurasmaisusedasamethodoforganizingthe
multimediaenvironmentproposedasatoolforteachingsecondlanguagevocabularyand
providinglearnerswithfeedback.WithouttheorganizationaltoolofAurasma,theteachermay
simplyadaptthelessonandreturntoitthefollowingdaywhenthetechnologyisworkingas
expected.
Theauthorsofthisguidesuggestthelessonbeadaptedusingthefollowingstrategies:
Videotaperesponseswithacameraoracomputersintegratedcamera.Photographthe
intendedtarget.Theimageandthevideocanbeputtogetherviathewebsiteaccount.
Incaseofnotechnologyatall,thelessoncanstillbecompletedfacetofaceinthe
classroominalargeorsmallgroupsetting.Inthiscase,theconversationwillnotbe
recordedforlaterreference,buttheconversationanduseofvocabularyintheclassroom
isstillavaluablelesson.
33
Index
Assessment Rubric - Teacher Use
1
Beginning
2
Developing
3
Expanding
4
Bridging
5
Extending
Listeningtooral
language:
vocabulary
Understandsafew
wordswithvisual
support.
Understandssome
wordswithvisual
support.
Understandsmany
wordswithvisual
support.
Understandsarange
ofwordsrelatedto
curricularcontent.
Understandsabroad
rangeofvocabularywitha
multiplemeaningsrelated
tocurricularcontent.
Listeningtooral
language:syntax
Understands:
simplecommands
andphrases
withvisualsupport
and
demonstrations.
Understands:
threestep
commandsand
phrases
simple
sentences
on
familiartopics,with
visualsupport.
Understands:
multistep
instructions
detailedsentences
onfamiliartopics,
withvisualsupport.
Understands:
multistepinstructions
complexsentences
onfamiliartopics,with
minimalsupport.
Understands:
detailedinstructions
complexand
compound
sentences
onunfamiliartopics,
independently.
Speaking:useof
oralvocabulary:
knowledgeof
wordsandtheir
meaning
Usesafewwords,
including
to
expressbasic
understandingor
communicate
immediateneeds
andpreferences.
Usessome
subjectspecific
words
toconvey
understandingof
familiartopics.
Usesmany
subjectspecific
words
academic
words
toconvey
understandingof
curricular
concepts.
Usesarangeof
subjectspecificand
academicwords
toconvey
understandingof
curricularconcepts.
Usesabroadrangeof
descriptive,
subjectspecificand
academicwords
toconveyunderstanding
ofabstractconcepts.
Speaking:useof
linguistic
grammar:Ability
toformsentences
Usesnounsand
presenttense
verbs
someerrorsand
omissions.
Uses
subject
pronouns,
presentandregular
pasttense
verbs
maymake
wordchoiceand
wordplacement
errors.
Uses
object
pronouns,irregular
verb
tensesand
prepositionssome
usageerrors.
Uses
possessive
pronouns,
irregular
verbtenses,
word
forms
occasional
errors.
Usesavarietyof
verb
tenses,
subjectverb
agreement,avarietyof
wordformsincreasing
accuracy.
Speaking:
Linguisticsyntax:
Knowledgeof
wordorderand
sentence
structure
Usesfamiliar
patternedphrases
andsentences.
Formspositiveand
negative
:
statements
questions
commands.
Addsdetailto
positiveand
negative
statements
questions
commands.
Createslonger
detailedsentences
with
clauses
.
Variessentence
structures.
Speaking:
Pronunciation
Imitatessome
Englishsounds
Pronunciationmay
interferewith
meaning
Approximates
Englishrhythm
stress
intonation
although
pronunciationmay
interferewith
meaning
Uses
comprehensible
pronunciation
appropriaterhythm
appropriate
intonationalthough
errorsmaystill
occur.
Usescomprehensible
pronunciation
appropriateintonation
withoccasional
errors.
Usescomprehensible
pronunciation
intonation(accented
speechisexpectedand
accepted).
ThisrubrichasbeenadaptedforthepurposesofthiscurriculumguidebasedupontheevaluationcriterausedforELLstudents
inAlbertaavailableat:
http://www.learnalberta.ca/content/eslapb/search.html
34
Self-Assessment Rubric - Student Use
1
Beginning
2
Developing
3
Expanding
4
Bridging
5
Extending
Listening:
vocabulary
Iunderstand
wordswith
pictures.
Istillneedsome
pictures.
Iunderstandlotsof
wordswithafew
helpfulpictures.
Iunderstandmost
words.
Iunderstandawiderangeof
vocabulary.
Listening:word
order
Iunderstands
partsof
sentenceswith
picturesor
gestures.
Iunderstand
threestep
commandsand
simple,familiar
sentenceswith
some
picturesor
gestures.
Iunderstand
multistep
instructionsand
detailedsentences
onfamiliartopics,
withsomepictures
orgestures.
Iunderstands
multistep
instructionsand
complexsentences
onfamiliartopics.
Iunderstand
detailedinstructionsandcomplex
onunfamiliartopicswithout
support.
Speaking:use
vocabulary
Icanusea
fewwordsto
expressbasic
understanding.
.
Icanusesome
subjectspecific
words
express
understandingof
familiartopics.
Icanusemany
subjectspecific
words
toexpress
understandingof
schoolconcepts.
Icanusemanyof
subjectspecificto
express
understandingof
schoolconcepts.
Icanuseabroadrangeof
descriptive,specific
toexpressunderstandingabout
abstractideas.
Speaking:use
grammar
Icanuse
presenttense
verbs
someerrors
andomissions
Icanuse
subject
pronouns,
presentand
regularpast
tense
verbs
maymake
wordchoiceand
wordplacement
errors.
Icanuse
object
pronouns,irregular
verb
tensesand
prepositionssome
usageerrors.
Icanuse
possessive
puns,
irregularverb
tenses,
wordforms
occasionalerrors.
Icanusemany
verbtenses,
subjectverbagreement,a
varietyofwordformsincreasing
accuracy.
Speaking:word
order
Icanuse
patterned
phrases.
Icanform
positiveand
negative
:
statements
questions
commands.
Icanadddetailto
positiveand
negativestatements
questions
commands.
Icancreatelonger
detailedsentences.
Icancreatecomplexsentences.
Speaking:
Pronunciation
Icanimitate
some
English
sounds
Peopledont
always
understand.
WhenIspeakit
soundslike
Englishbut
sometimes
peopledont
understand.
WhenIspeakit
soundslike
English.Istillmake
mistakes.
WhenIspeakit
soundslike
English.Istillmakea
fewmistakes.
WhenIspeakitsoundslike
English.Imightstillhavean
accent.
35
References
Aurasma,(2015).Aurasma[ComputerSoftware].SanFrancisco,CA:Aurasma.
AlbertaEducation,(2012).
SupportingEnglishlanguagelearners.
Retrievedfrom
http://www.learnalberta.ca/content/eslapb/search.html
Calhoun,E.(1999).DescribingthePictureWordInductiveModel.In
TeachingBeginning
ReadingandWritingwiththePictureWordInductiveModel.
(Chapter2).Retrievedfrom
http://www.ascd.org/publications/books/199025/chapters/DescribingthePictureWordIn
ductiveModel.aspx
Greenwood,S.C.,&Flanigan,K.(2007).Overlappingvocabularyandcomprehension:
Contextcluescomplementsemanticgradients.
TheReadingTeacher,61(
3),249
254.Retrievedfrom
http://digitalcommons.wcupa.edu/liter_facpub/1/
Joe,A.,(2010).ThequalityandfrequencyofencounterswithvocabularyinanEnglish
foracademicpurposesprogramme.
ReadinginaForeignLanguage,
22
(1),117
138.Retrievedfrom
http://nflrc.hawaii.edu/rfl/April2010/articles/joe.pdf
36
Kang,S.,Dennis,J.R.(1995).Theeffectsofcomputerenhancedvocabularylessonson
achievementofeslgradeschoolchildren.
ComputersintheSchools,
11(3)
,2535.
Retrievedfrom
http://www.tandfonline.com/doi/abs/10.1300/J025v11n03_04?journalCode=wcis20#previ
ew
Liu,T.,(2009).Acontextawareubiquitouslearningenvironmentforlanguagelistening
andspeakinginJiang,X.,Ma,M.,&Chen,C.,(Eds.)
Mobilemultimediaprocessing,
(pp.517525).Berlin:Springer
LysterR.,LeilaR.,(1997).
Correctivefeedbackandlearneruptake.
Retrievedfrom
http://people.mcgill.ca/files/roy.lyster/Lyster_Ranta1997_SSLA.pdf
Taka
,V.(2008)
FactorsAffectingVocabularyLearningandAcquisition.
Retrieved
From
http://elt502ciu.wikispaces.com/file/view/Factors+Affecting+Vocabulary+Learning+and+A
cquisition.pdf
37

Design Project Curriculum Guide

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RUNNINGHEAD:DESIGNPROJECTCURRICULUMGUIDE

How Should I Use This Guide?

Aurasma in the Classroom

Before You Begin

Chapter 1: Getting Started

Chapter 2: Asking Permission

Chapter 6: School Vocabulary

Chapter 7: Telling Time

Chapter 9: Going Further: Student-Created Aurasmas

Chapter 10: Student Created Auras: Adapting Sentences

Chapter 11: Going Further: Conversation

Chapter 12: Integrating New Vocabulary

Chapter 13: Formative and Summative Assessment: Closing the

Chapter 15: Troubleshooting

Self-Assessment Rubric - Student Use

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