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DIGITAL PEDAGOGIES Daniel Groenewald I m a g e s : c o u r t e s y o f p i x a b a y . c o m Towards better Integration of ICTs in the Australian Curriculum Digital Learning Coordinator, CEWA http://www.digitallearningcewa.com/ h t t p s : / / w w w . p e x e l s . c o m / http:// goo.gl /BHIq6a

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DIGITAL PEDAGOGIES

Daniel Groenewald

Images: courtesy of pixabay.com

Towards better Integration of ICTs in the Australian Curriculum

Digital Learning Coordinator, CEWAhttp://www.digitallearningcewa.com/

https://ww

w.pexels.com

/

http://goo.gl/BHIq6a

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• To recap why we use ICTs in education and

Learning Intention• To suggest some improvements to how we teach with ICTs• To provide some digital tools you can use tomorrow

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1990

PC Photo credit: Rama

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2016

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How has technology affected you in life and teaching?

https://goo.gl/7Rlojk

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Implementation dips

Technical issues seem to get worse before they get better

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CHANGE can be slow and tricky

Photo:https://upload.wikimedia.org/wikipedia/commons/2/24/Sunday_school_at_the_Baptist_church_which_is_not_on_company_property_and_was_built_by_the_miners._Lejunior,_Harlan..._-_NARA_-_541342.jpg

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Challenges“PISA results show no appreciable improvements in student achievement in reading, mathematics or science in the countries that have invested heavily in ICT for education”

(PISA: 2015, 15)

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HOBART DECLARATION

1989

ADELAIDE DECLARATION

AUSTRALIAN CURRICULUM

2009

MELBOURNE DECLARATION

20111999

TECHNOLOGIESCURRICULUM

2018

An understanding of the role of science

and technology in society, together with

scientific and technological skills

Be confident, creative and

productive users of new technologies

Young people need to be highly skilled in the use of ICT…there is a need to increase there effectiveness

Students need the knowledge, skills and confidence to make ICT work for them at school, at

home, at work

Society needs enterprising

students who can make discerning

decisions about the development and

use of technologies

1990MLC first laptop program in the

world

2010 arrival of The iPad

1993 pubic Internet in

Australia

2016 Consumerisation of Virtual Reality

2020 Online learning is mainstreamed in

education?

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Gamification

RoboticsCodingSTEM

Learning Spaces

Learning analytics

Flipped learning

Virtual Reality

3D printing

Adaptive learning

Telepresence

Maker spaces

Wearables

And now we are seeing an explosion in learning technologies.

Artificial Intelligence

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Uber

Airbnb

Tesla

Outsourcing

Facebook

Automation

Globalisation

eBay

Amazon

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$50 Billion $79 Billion

Source: Deloitte - Australia’s Digital Pulse: Key challenges for our nation – digital skills, jobs and education (2015)

2013-142011

5 Million: number of

Australian jobs predicted to be

replaced by computers by

2025

Source: Committee for Economic Development of Australia - Australia's future workforce? (2015)

Australia’s Digital Economy

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Technology is replacing blue and white collar jobs. If we want to preserve our way of life, we need to develop skillsets that

make us inimitable.

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Could Digital Aristotlechange education forever?

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Entrepreneurial & ICT savvy

Comfortable in and through change

Adaptive and agileDigitally discerning

Productive

Collaborative

A great learner

A confident producer of new media

Socially intelligent

Growth Mindset

Creative and dynamic

Customer facingProblem seeker and solver

Expert in something

What skills do we need?

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I can learn anywhere,

anytime and at the point of need

I can access the best that has been thought

and done

I can collaborate

with peers and learn from

anyone

I can find things

relevant to me

I enjoy Interactive, rich visual and audio resources that

excite and inspire

I can listen to and observe lessons more than once

My world is changing and I

need these basic skills to live a

good life

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Numeracy

Critical & Creative Thinking

Ethical Behaviour

Personal & social capability

Investigating

Literacy

Intercultural understanding

Communicating

Creating

Applying social & ethical protocols

Managing and operating ICT

ICT Capability

English Health/PE HASS Sciences

The ArtsLanguages Maths Technologies

THE ICT CAPABILITYTODAY

Values (RE)

Creatin

g susta

inable

ways of li

ving

Repairing our relationship with Aboriginal Australia

Engaging with our

Asian neighbours

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So what does ICT capability look like at the end of Year 2..?

Applying Social & Ethical protocols

Students comment online on a class video accurately, thoughtfully, respectfully

Use ICT to safely share ideas

Identify and safely operate computer for learning

Investigating with ICTs

Communicating with ICTS

Creating with ICTs

Recognise that people create and own digital content

Students use software to present survey data in a list, chart or pictograph in Maths or Dig Tech

Students use colour coding and drawing to show a timeline in HASS

Managing and Operating ICTs

Students make an information report and identify and acknowledge where the information came from

Experiment with ICT to modify data for a particular audience

Use ICTs to identify, record and classify information

While word-processing, students Identify basic hardware – e.g. mouse, keyboard, monitor – and use it efficiently

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How is ICT Capability different from Digital Technologies?

Specific computer science skills

Work-life efficiencies

General productivity

Always integrated Can stand alone as a subject

Solving specific problems with computational and design thinking

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DesigningProducing and Implementing Evaluating

Collaborating and managing

Investigating and defining

The process of implementing digital solutions investigating and defining

The nature and properties of data, how they are collected and interpreted

Digital Technologies (P-8)

A subject that aims to provide students with practical opportunities to use design thinking, computational thinking and information systems knowledge to develop innovative

solutions and knowledge addressing contemporary challenges

Knowledge and understanding

Digital Systems Representations of Data

Digital implementation

Collecting, managing and analysing data

Creating Solutions

Processes and production skills

Digital Systems (hardware and

software and used for an identified

purpose

Data can have patterns and can be

represented and used to make simple

conclusions

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Design Thinking

Empathise

Define

Ideate

Prototype

Test

What’s going on here?

How about tyres with chains

Your tyres slip on the snowHow about tyres with chain links that cut into the snow

This is working!

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Abstraction

Algorithm Design

Computational Thinking

Decomposition

Pattern Recognition Many adverbs end in”ly”

Instructional texts begin with imperative verbs “put”

If my boss emails me, reply, I am away and will get back to you

A story has setting, characters, a key problem, and a resolution

Breaking down a problem into its parts

Observing patterns

Developing instructions to do jobs

Identifying general principles in patterns

An approach to problem solving

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The Websitehttp://www.digitallearningcewa.com/

Explore preprimary lesson plan

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• What do we most need to do now?

In summary• We have the technology• We have the curriculum mandate• We have some exemplary practices

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quiz: kahoot.it

https://b.socrative.com/teacher/#launch iz?

http://www.digitallearningcewa.com/

https://goo.gl/hVE6H5

Application options

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Methods for teaching well with

ICTS

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It is not effective to add new technologies on to old things or existing curricula. Start with a new blueprint

and explore how technology changes instructional practice

Image: https://en.wikipedia.org/wiki/File:Rocket-bike.jpg

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Model 1

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Traditional Approaches to Ed-Tech pedagogy – Primary

TECHNOLOGY CONTENT KNOWLEDGEPEDAGOGY

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Traditional Approaches to Ed-Tech pedagogy – Secondary

TECHNOLOGY CONTENT KNOWLEDGE

PEDAGOGY

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A NEW RELATIONSHIP

EngagementPEDAGOGY CONTENT

KNOWLEDGE

TECHNOLOGY

Autonomy

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TPACK+CAPbTECHNOLOGY PEDAGOGY

CONTENT KNOWLEDGE

TPACK with adaptions: Mishra and Koehler (2006)

21ST C General CAPABILITIES

Investigating

Communicating

Creating

Applying social & ethical protocols

Managing and operating ICT

ICT

Critical & Creative

Thinking Personal & social

capabilityIntercultural understanding

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Model 2

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REDEFINTION E

MODIFICATIONE

AUGMENTATION

SUBSTITUTION E

TRANSFO

RMATIO

N

ENHA

NCE

MEN

T

The SAMR ModelRuben R. Puentedura,

Transformation, Technology, and Education. (2006) Online at:

http://hippasus.com/resources/tte/

PDF with hyperlinks

Imovie

PDF

Weebly

Tech acts as a tool substitute with no functional change to task

Tech acts as a tool substitute with functional change to task

Tech enables improvement in task design

Tech enables significant improvement to task in a way that was inconceivable in the paper based world

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Leveraging human learning preferences: The Ed-Tech Quintet

Mode Traditional realisation Associated Practice Digital Realisation

Social Listening, talking, storytelling Communication, collaboration, Sharing

Commenting, dialoguing through social media

Mobility On the savannah, insitu workshop

Anytime, Anyplace Learning and Creation

At home, on the bus, whatevs

Visualisation Painting Making abstract concepts tangible

Infographics, websites,

Storytelling Within family setting, around the campfire

Knowledge integration and transmission

iMovie, YouTube, BookCreator,

Gaming Chasing, running, catching, outwitting

Feedback loops and formative assessment

Khan Academy, Udemy, Socrative, Maths Space

Puentedura: http://hippasus.com/rrpweblog/

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Model 3

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DIAGNOSIS

ENGAGEMENT

BUILDING KNOWLEDGE

TRANSFORMATION

PRESENTATION

REFLECTION

THE DIGITAL LEARNING AND

TEACHING CYCLE

Socrative

TedTalks

Zaption

Explain Everything

Powtoons

Blog

D Groenewald (2016): Adapted from K. Love et al, BUILT: 2003

Pedagogical flow

Apps at pedagogically appropriate

stage of learning

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Session Challenge – Integrating the models

Use the following planning sheet to construct and evaluate an effective lesson using ICTS

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Effect sizes and their realisation through technology Technique Effective

sizeTech choices SAMR scale Teaching and

learning phase Formative evaluation with analytics

.90 Socrative quiz Film learning ShowbieZaption

Augmentation Building knowledge

Classroom discussion

.82 Online ForumYouTube video comments Twitter Instagram

Augmentation Building knowledge

Teacher and Lesson clarity

.75 Published lesson plans on the LMS Flipped learning with learning analytics

Augmentation Prior to engagement

Student feedback .75 Ongoing live OneNote Live google docs Showbie

Modification Building knowledge and reflection

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Instructional work flow

Activity ICT Capability ICT tool

SAMR level

Diagnosis

Engagement

Building Knowledge

Transformation

Presentation

Reflection

Creating and evaluating a lesson with ICT

D Groenewald: Adapted from K. Love et al, BUILT: 2003

Students view video quiz on figurative language and teacher collects and analyses results prior to class

Investigating Zaption – online video with analytics

Modification

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Daniel GroenewaldDigital Learning Coordinator, CEOWA

[email protected]

@d_groenewald

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Digital Pedagogy extended

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Design Thinking

Empathise

Define

Ideate

Prototype

Test

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45http://www.danielwillingham.com/uploads/5/0/0/7/5007325/2882821_orig.png

Dale Edgar’s “cone of experience”

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46

• More student autonomy

• Personal choice

• Sense of discover

• Motivation

• Can be interesting but

• Teacher determined

• See what others see

The pedagogy of the cave

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47

Instructivist -

Constructivist

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Student choice in

assessment types

Creativity

Problem solving and

collaboration in groups

Real world relevance

Peer sharing and

celebration

The ingredients of a 21st Century curriculum

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Studying Ancient Greece

Daniel Groenewald & Peter Gazzola

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The Project: This project on Ancient Greece aims to give you choice over what you study and how you do it. We believe you will put in more effort when you choose your own areas of study and assessment tasks. And from this effort we hope to see assessment tasks completed with real quality. Please don’t let us down!

The project also aims to help you think about your preferred learning style or the way you naturally approach a task. The tasks are designed for a range of thinkers, from the logical, literate and outspoken, to the dramatic, artistic and hands-on. Read through the activities carefully and make your choice wisely. Perhaps you too can join the league of great Greek thinkers.

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The Matrix: Your activities will come from the matrix attached. Read carefully below. Your status depends on it. Rule 1. You must complete all the shaded activities. Rule 2. You must complete another 4 activities. They must not be in the same column or row. This does not include the shaded activities. Rule 3. Choose a partner and complete another activity that neither your of you have completed.The Rubric: Your activities will be assessed using the Rubric attached. Read it carefully before you complete the activities. Make sure you know what you are expected to do and how many points you will receive each task. Your aim is to become a Greek God

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Word Logic & Maths

Space & Vision

Body Music People Self

Remembering

List ten key ideas that were important

to the Ancient Greeks.

Create an accurate itinerary of the daily life of a

Spartan solider

Chart the journey of Alexandra the

Great graphically.

Act out a battle between

competing Ancient Greek City-states.

Find an appropriate song or piece of

music to accompany a series of images

that recount an important event in

Ancient Greece

With a partner, prepare a short

talk about a famous Ancient

Greek

In your journal,

explain what you found

most interesting

about Ancient Greece.

Understanding

Describe a famous battle

in Ancient Greeceand its outcome

Create a timeline of significant

events in Ancient Greece

Tell the story of a key event in

Ancient Greece in cartoon form

Build an A4 size model of an

important Ancient Greek building or

monument. Explain its

construction and importance.

Write and perform and song that celebrates or

laments an episode in Ancient Greek

mythology.

Describe the behaviours you would expect to

see from a typical boy and a typical

girl in Ancient Greek society

Describe how you prepare

to be a Spartan Soldier.

Applying

Create a test about Ancient Greece in the style of Who Wants to be A Millionaire

Calculate the provisions required to feed and shelter

a battalion of soldiers in the

Trojan War

Create a poster to promote the

values of an Ancient-Greek

City state

Teach a gymnastic or athletic skill performed by

Ancient Greeks to your friends

Record an audio retelling of a famous story from Ancient

Greece using sound effects

Participate in a debate about the different attitudes to the education of boys and girls in

Sparta

Explain your personal

beliefs about the value of

war for solving

conflict in Ancient Greece

Analysing

Explain why Ancient Greek City-States

struggled to defend themselves from outside forces.

Explain and chart alternative routes and methods of

travel from Sparta to Athens

Use a Venn diagram to

compare Ancient Greece with

Ancient Egypt.

Perform a role play of a famous

Ancient Greek scientist or philosopher

relating news of a discovery

Which event from Ancient Greek history

would be best accompanied by

dramatic music and why?

Instruct a class on the skills required to be successful

Greek Soldier

Compare and contrast the experiences of teenage boys and girls in Ancient Greece

Evaluating

List 5 assets that were essential to

maintaining harmony between Greek City-States

Chart similarities and differences

between Ancient Greece and

modern Australia using a graphic

organiser

Use a series ofPhotos or

Photostory to explain the rise

and fall of Ancient Greece

Evaluate the benefits of the

Olympic Games to Ancient Greece

Explain how effective a Greek

amphitheatre was in carrying sound to the

audience

As a group, determine the

legacy of Ancient Greece

Explain how you would feel if you

were part of a defeated

Army in Ancient Greece

Creating

Write a poem, story, newspaper article,

describing an uplifting or tragic moment in

Ancient Greece

Create a poster explaining the mathematical theories of an Ancient Greek Mathematician

considering their relevance to modern

life

Accurately draw and label the parts

of a Greek Ship, such as a Trireme,

explaining the purpose of the

boat’s design and its success in

battle.

Dress up as an Ancient Greek and

take your class on a virtual tour of your

City-State or lecture your class in the

style of an Ancient Greek Philosopher

Write a song celebrating the

achievement of a specific City State

Facilitate a class debate on an

important issue in Ancient Greece such

as slavery.

Which type of Ancient Greek citizen do you most resemble (e.g.. soldier,

scientist, philosopher) and why?

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Each task is scored out of a possible 40 points. God or Goddess (4) Olympian (3) Citizen (2) Spectator (1)

Engagement with the topic

Uses class time wisely while working toward personal best, puts in extra effort, and uses outside time if necessary.

Uses class time wisely while working toward personal best.

Is sometimes off task and is willing to settle for less than personal best.

Is repeatedly off task and is willing to settle for less than personal best.

Spelling, punctuation & grammar

The text is clearly written with little or no errors to detract from content.

The text is clearly written but a few spelling and/or grammar errors are noticeable.

Spelling and grammar errors detract, but content is understandable.

Many errors in spelling, grammar, sentence structure affect content & major revision is needed.

ExplanationsThe explanations were interesting, engaging and provided clear reasoning for your choice of dinner guests.

The explanations provided clear reasoning for your choice of dinner guests.

The explanations provided some reasoning for your choice of dinner guests.

The explanations failed to express reasons for your choice of dinner guests.

Researching of content (Double Points)

Used encyclopaedias, relevant websites and DVD’s to accurately represent the appropriate content. Sources are correctly referenced.

Used encyclopaedias, relevant websites and DVD’s to represent the appropriate content with some degree of relevancy. Sources are mostly referenced.

Used encyclopaedias, websites and DVD’s to represent the appropriate content with some irrelevancy.

Used encyclopaedias, websites and DVD’s to represent the content although content is often irrelevant.

Understandings(Double Points)

Shows complete understanding of the concepts required to complete the task.

Shows substantial understanding of the concepts required to complete the task.

Shows some understanding of the concepts required to complete the task.

Shows very limited understanding of the concepts required to complete the task.

Presentation – design & layout features, links & transitions

Makes excellent use of fonts, colour, graphics, effects, links, transitions, etc. to enhance the presentation.

Makes good use of fonts, colour, graphics, effects, links, transitions, etc. to enhance to presentation.

Uses fonts, colour, graphics, effects, links, transitions, etc. but occasionally these detract from the presentation content.

Uses fonts, colour, graphics, effects, links, transitions, etc. but these often distract from the presentation content.

Originality & creativity Product shows a large amount of original thought. Ideas are creative and inventive.

Product shows some original thought. Work shows new ideas and insights.

Product shows little original thought. Work displays few new ideas and insights.

Product lacks evidence of original thought. Work displays no new ideas or insights.

Work requirements All requirements are met and exceeded. All requirements are met. One requirement was not completely met.

More than one requirement was not completely met.

The DefinitionsGreek God (35-40) One of the twelve immortals who dwelt in the magnificent palace on the heights of Mount Olympus.

Olympian (29-34) A mortal Olympian is an elite athlete who is a competitor in the Olympic Games.

Citizen (22-28) Citizenship was hereditary and could not be passed on to someone outside the citizen family. The citizens were an elite group of people – slaves, peasants, women and resident aliens were not part of the body of citizens.

Spectator (below 22) Most spectators had to find somewhere to pitch their tents or sleep rough. It would have been very hot and overcrowded, and the water supply was poor.

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Ancient Greece Internet Resourceshttp://www.desy.de/gna/interpedia/greek_myth/olympian.html#Zeus

http://www.in2greece.com/english/historymyth/mythology/names/paris.htm

http://www.bbc.co.uk/schools/ancientgreece/

http://www.stanford.edu/~plomio/history.html

http://www.abc.net.au/arts/wingedsandals/history1.htm

http://www.crystalinks.com/greekgods.html

http://www.historyguide.org/ancient/lecture6b.html

http://www.mythweb.com/

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Student Work Samples (to be included)

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The Hobbit Project

DMG Draft 1

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This project on The Hobbit aims to give you choice over what you study and how you do it. We believe that you will put in more effort when you choose your own areas of study and assessment tasks. From this effort we hope to see assessment tasks completed with real quality. Don’t let yourself down!

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The Task: Choose two assessment tasks to complete from the assessment GridIt’s crucial that your work demonstrates significant understanding of the novel. For example, if you chose to draw a picture, you would need to explain why your picture was significant. You could do this either in writing or through an oral. If in doubt – check with your teacher!

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Don’t forget to check out what you will be assessed on before your begin your project (rubric). Extra marks will be given to innovative projects. If you make a short film why not try to upload it on Youtube? Just remember to connect your work to the novel and we wont argue! Check with your teacher if you are unsure.

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Outline the key narrative events in the story using the terms you have learnt

Map Bilbo’s journey throughout the novel

Act out a scene from the novel in precise detail

Find a piece of music to accompany a series of images that recount an important scene in the novel

Create a significant BLOG or Web page about the novel

In your journal, explain what you found most interesting about the novel

Storyboard the plot or create a cartoon

Create a timeline of events from the novel in an eye catching way

Retell a key scene from another characters’ point of view

Build an A4 size model of a scene from the Hobbit and explain its importance to the novel

Describe the characters in detail in a format of your own choice

Develop an essay question with your teacher and write your own response to the novel

Create a quiz on the novel in the style of Who Wants to be A Millionaire

Create a diorama, poster or artwork of an important scene

Compile a list of new words that you discover in the text

Create a book or audio book for young children

Explain your personal beliefs about the power of monsters, heroes or fantasy in our culture

Survey people about their beliefs about myths, legends and monsters

Explain why Tolkien’s novel has appealed to so many generations.

Use a Venn diagram to compare fictional heroes such as Bilbo with real heroes

Compare and contrast this story with another from the fantasy genre

Create a virtual tour of Smaug’s cave or another important location in the novel

Draw and label characters from the novel In consultation with your

teacher, develop your own task

Create a movie trailer for the Hobbit.

Create a video game detailing Bilbo’s journey that is attentive to the quest narrative structure

Rewrite a part of the novel that interests you from any character’s perspective

Dress up as a character from the book and explain a scene from your perspective

Write a song based on the story line

Facilitate a class debate on an important issue in the novel.

Assessment Tasks

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Hobbit Project RubricHIGH (3) INTERMEDIATE(2) BEGINNER (1)

Content The task demonstrates a thorough knowledge of the one of the following: a quest narrative, character stereotypes, themes and issues, the evocation of setting; content relevant to the stories or social context.

The task demonstrates a good understanding of the genre including a competent knowledge of one of the following: a quest narrative, character stereotypes, themes and issues, the evocation of setting; content relevant to the stories or social context.

The task demonstrates some knowledge of a quest narrative, character stereotypes, themes and issues, the evocation of setting; content relevant to the stories or social context.

Relevance Task demonstrates complete relevance to the stories studied. The student has demonstrated a strong ability to link content to the novel.

The task is relevant to the stories studied. A link is established between he project and stories but requires further development.

Task shows little or no relevance to the stories studied. No link is established between project and stories.

Effort Student has worked hard and consistently, used home and class time. Cannot ask more of the student.

Work shows good effort and appropriate use of class and home time. Student could dig a little deeper. Personal best not fully achieved.

Student has not used class or home time efficiently. Needs to see the connection between effort and success. Personal best not achieved.

Presentation Work is thoughtfully presented, proofread, polished and clearly named

. Work is well presented with few errors.

 Work is poorly presented with many errors

Name: Score: Printable Rubric in Word

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Student Work Samples•Hobbit Movie Trailer

•http://www.youtube.com/watch?v=L0aELnHzY1A

•Bilbo Baggins character study on MySpace, http://profile.myspace.com/index.cfm?fuseaction=user.viewprofile&friendid=405215417•Game Show•Character Study•Online Quiz: http://www.thehobbit-mythsandlegendssurvey.speedsurvey.com/

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Created by Edward Catchpole – http://wwtbam4.tripod.com

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Daniel J. Cookson

THE HOBBIT CHARACTERS

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Gandalf Bilbo Dwarves Beorn Gollum Smaug

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Gandalf, also known as ‘Gandalf the Grey’, is known more for his part in the Lord of the Rings trilogy, however he was still an important character in The Hobbit. Gandalf is a friend of Bilbo Baggins’ mother and he initiated the adventure by rounding up the dwarves and Bilbo. Gandalf is a courageous wizard, full of wisdom and leadership, and has many useful contacts. Without these contacts, the dwarves and Bilbo would not have succeeded on their quest.Gandalf the Grey seems like the kind of person that always gives you confidence about yourself and whenever you’re around him you can feel safe. He seems like a very gentle wizard, but can become aggressive when necessary. Without Gandalf, this adventure could not have happened and he was fantastic in the way he helped the dwarves and Bilbo.

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Bilbo Baggins is a Hobbit (Hobbits are small and friendly people that are fantastic at sneaking around). Bilbo is the type of person that tends to steer clear of adventure, but soon finds himself the main character in this quest for gold.Bilbo starts the story as a very simple type of character but slowly grows into a strong leader that the other dwarves can look up to as a role model.Finding the ring in a tunnel under the mountains was a huge moment in the story. Bilbo had found this ring, and now had the ability to make himself invisible. This played a massive part in getting Bilbo and the dwarves to Smaug’s cave which was their destination.Although Bilbo seemed reasonably shy and a little boring at the start of the story, he grew into a brave little warrior that put his life in danger on numerous occasions. The dwarves admired this greatly and they formed a great team.

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Thorin Oakenshield – The leader of the dwarves

Dori Nori Ori Play the flute, however don’t do anything distinct during the story.

Balin Dwalin Brothers that accompany Bilbo on the journey

Fili Kili Youngest of the dwarves and are the ones who accidentally chose the Goblin’s cave as suitable lodging for one of the nights.

Oin Gloin Play the flute, however don’t do anything distinct during the story.

Bifur Bofur Bombur These 3 dwarves are often mentioned together. Bombur stands out as fat and heavy and suffered a narcoleptic delusion for part of the story.

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Beorn, half-man and half-bear, is a fearsome protector who helps the dwarves and Bilbo on their journey. Gandalf knows of Beorn and guides the group to his home. He tells their story of having to fight off the Goblins and through some clever thinking from Gandalf, gets him to listen.Beorn provides food and shelter for Bilbo, the dwarves and Gandalf and protects them from the wolves. He gives them some handy supplies which help them arrive at Mirkwood.Beorn would be a handy person to know, as he is quite a fearsome fellow who could scare off just about anyone. He seems like an interesting character who lives an interesting life, but it sounds very enjoyable.

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Gollum is a creature that Bilbo encounters in the caverns of the Goblins. Gollum has lost his ‘birthday present’ which is in fact the ring that Bilbo had found and put in his pocket. The ring had the incredible ability to make anyone who put it on their finger, to turn invisible. Gollum plays a minor role in The Hobbit, by playing a game of riddles with Bilbo and causing havoc for him whilst trying to get through the mountains. Gollum reappears in the Lord of the Rings trilogy.I think that Gollum would be a very frightening creature to meet. He seems psychotic although reasonably intelligent at times.

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Smaug the dragon, is the villain or ‘evil one’ in the Hobbit. Smaug has terrorized several towns and within his mountain, guards a massive horde of treasure. Part of this treasure belongs to the dwarves, which is why the journey began in the first place, to claim back their treasure. Smaug dies at the end of the story, due to an arrow piercing his unshielded breast.Smaug seems like an intimidating beast that will do anything to protect his treasure. It would take an extremely brave person to try and steal the treasure, which shows what a brave effort it was from Bilbo Baggins.