This week, I do not attend the class. So, I just get all information from my group. Last week, prof asked us to complete an implementation table in elearning. Based on given example that provided in elearning, I try to fill in the table.
Manifestation of Rumpelstilskin’ Drama in the Learning Environment
| No. | Topic | Elements of : | Guidelines for implementation | Manifestation in learning environment |
| 1 | Synopsis | situated learning - Provide simple language | - Simplify the story - A linear design | - Linear navigation enabling ready access to any media element in a sequential order |
| 2 | Plot -introduction - action starts - climax - falling action - resolution | Active learning - Provide dialog and picture of the story/ drama | - An opportunity for students to act based on given dialog. | - Students act individually based on their dialog / or their character in drama. |
| 3 4 5 | Setting - Place - Time - Character Themes - Telling lies Using one’s survival skills Moral Values | Situated learning - Provide multiple roles and perspectives | - The opportunity to express different point of view | - Students list out the settings, themes, and moral values of the drama from previous reading or acting. |
| 6 | Exercises | Cooperative learning - Provide authentic assessment for groups | - Tasks are addressed to a group. | - Teacher divide the students into groups - Each groups present their drama - Grades for group presentation |
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Manifestation of Language for aesthetics use for form 2 English( Rumpelstiltskin )
in the Learning Environment
| No. | Topic | Elements of : | Guidelines for implementation | Manifestation in learning environment | |
| 1 | 3.0 LANGUAGE FOR AESTHETIC USE 3.1 Listen to, read, view and respond to literary works by: a. understanding and telling in one’s own words the story and heard and/or read and giving one’s opinion; | · opportunity for the sharing of narratives and stories · Provide coaching and scaffolding at critical time o Offer hints and strategies · Provide access to expert performances and the modeling of processes | Video with sound Background music | 1) Student is given the summary of the story. - Student are asked to give their own opinion about the story - Type the answer in the text box 2) Students will watch the video of Rumpelstiltskin - Student is required to give and idea or opinion about the scene given - Student are asked to give one unique name for the character of Rumpelstiltskin | |
| | b. recognizing elements in a story such as ( i ) characters ( ii ) setting ( iii ) plot introduction action starts climax falling action resolution | · Provide for integrated assessment of learning within the tasks · Learning is an active process in which the learner uses sensory input and constructs meaning out of it. · The opportunity for students to be effective performers with acquired knowledge, and to craft polished, performances or products Provide coaching by the teacher at critical times, and scaffolding and fading of teacher support Cognitive · Organization effect Constructivism · Meaning requires understanding for the whole as well as part | Character images Characters’ voice Character images, images of scene and place Character images, images of scene and place | · Students are required to use the different voice/ act as the character to pronoun the same sentences. · Students need to match the character with the given sentence and description. Drag and drop games (students match the character based on given dialog/ voices) · Students are required to match the events with the correct setting. · Students are required to name the sequence of events in the plot · Students are required to rearrange the story according to the sequence of plot | |
| | c. explaining the message the writer is trying to convey and discussing how this relates to one’s life; | · Provide authentic activities · the opportunity to detect relevant versus. irrelevant information, | The video , graphic or animation about
In our daily life |
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Next week, we will present this table in the class. GOOD LUCK !
