III.
Provide multiple means for engagement - Affective Networks
NOTE: Each of the checkpoints below are links to examples
7. Provide options for recruiting interest (examples)
7.1 Increase individual choice and autonomy
7.2 Enhance relevance, value, and authenticity
7.3 Reduce threats and distractions
8. Provide options for sustaining effort and persistence (examples)
8.1 Heighten salience of goals and objectives
8.2 Vary levels of challenge and support
Your notes
Individual choice is enhanced through the many modes students have
to respond (Voice Thread: audio, video and text). Students have a high
degree of autonomy as all material is at their disposal through the
project wiki. They can ask each other or the teacher questions online.
They can also access the Glogster step guide when they want/need and
as many times as they require.
Students are given the opportunity to connect what they learn in the
classroom to a real world situation. The content of the project is a real
world scenario involving the United Nations and conflict. One of the
learning points is that increasingly, effective communication and report
writing must involve multimedia to effectively transmit the intended
message.
Students are provided with a sample glog which they can refer to as a
guide. They also have access to the glogster step guide. These help to
reduce threats. There is nothing explicit in the project wiki to reduce
distractions.
Students are reminded of the project goals on all pages of the project
wiki. The goals are also highlighted on the introduction voice thread as
well as the guidelines to the project voice thread. Students are also
reminded that there is a real and practical use of their projects which
will be used to teach students entering the lower grade (Sec 2) the
following year. Their projects will therefore be a live resource!
In the Project Guidelines, there is a challenge issued. Students can, for
extra credit create an audio dialogue to further explain the nature of
the conflict. The means to create this is provided in the Glogster Step
Guide. The access to the dictionary through Answers.com where
students who do not understand particular words on the wiki are able
to double click on them to get their meaning is another support that is
built in.
 8.3 Foster collaboration and communication
8.4 Increase mastery-oriented feedback
9. Provide options for self-regulation (examples)
9.1 Guide personal goal-setting and expectations
9.2 Scaffold coping skills and strategies
9.3 Develop self-assessment and reflection
The project involves students working in teams of 2. At the end of the
project, teams are required to conduct a peer review and comment on
the glogs of other teams and post these comments on the wiki. In
addition, at various stages of the project, students are encouraged to
post their questions on Voice Thread. These questions can be answered
by other students or the teacher.
In peer review, students are reminded to look for three things they like
about each other’s glog and two areas for improvement. They learn first
hand how to give mastery oriented feedback.
This is not made explicit in the project wiki. There is some aspect of
goal setting that is encouraged through access to the assessment rubric
and key project milestones.
At every step, students are encouraged to review the material before
them and ask questions to clarify their doubts. Students can review the
material at any time and as many times as they need.
Students are able to conduct self assessment through the Assessment
Rubric they have access to. By conducting peer review, students learn
how to apply the rubric. Students are also required to submit
reflections which they can do in multiple modes.