Poetry for GED Students

Slide 1

Poetry for GED Students

Marcia WeaverAET/541May 20, 2013Leo GiglioItalicized speaker notes represent the most recent revisions: minor edits, justification of design in promoting critical thinking skills, and description of game implementation.1Notes: Text and graphics remain in specified layout and placement as shown.

Add capability to advance to the next slide when brown right arrow is pressed.

Audio: Verify that the audio clip provided (Intro2.mp3) plays when the speaker icon is pressed. Animation (yes or no): N

Text/Audio Narration: Gabrielle, the lesson guide, introduces herself and states the lesson objectives.

Title: Poetry for GED StudentsScene (opening page): IntroductionGraphics (yes or no): YAudio (yes or no): Y

Slide number: 1 Skill or Concept: N/A

Hi, GED student! My name is Gabrielle. I will be guiding you throughout your poetry lesson, although you wont be hearing my voice all throughout. In the following slides, you will learn and understand what makes poetry different from other forms of writing. In this module, we will focus on its size.

NEXTPress to listen

Page 1 of 14The personalization principle is applied to this lesson from the very beginning. There is also some preliminary evidence that both men and women prefer to learn from female voices for female-stereotyped subjects such as human relationships and to learn from male voices for male-stereotyped subjects such as technology (Clark & Mayer, 2011, Chapter 9). Poems tug at human emotions and females are more emotional than men. To apply Clark and Mayers idea, a female avatar was chosen to guide the student in this lesson. The use of a conversational tone and second person to address the student occurs throughout. The direct addressing of the target audience (GED students) and statement of the lessons objective (in the blue callout) assures the student that the topic is geared toward his or her competency level and should help decrease doubts that the material may be too advanced.

Throughout this lesson, not all text on a slide has corresponding audio. This decision was deliberate in an attempt to balance the visual and audio stimuli of the lesson. It was important to include audio in this introductory slide to preserve the lessons element of personalization. Since there are no graphic illustrations, verbatim narration of the objectives presented in the on-screen text should not inhibit learning (Clark & Mayer, Chapter 7, 2011).2Notes: Text and graphics remain in specified layout and placement as shown.

Add capability to switch slides when brown right or left arrow is pressed.

Add capability to Esc, F1, and Home keys to perform functions as described in slide. These hot keys must be activated in all lesson slides. Activate Previous and Next arrows in this and all slides to display preceding and succeeding slides.Animation (yes or no): N

Text/Audio Narration: Gabrielle goes over the navigation controls for the module.

Title: Poetry for GED StudentsScene: IntroductionGraphics (yes or no): YAudio (yes or no): N

Slide number: 2 Skill /Concept: Understanding poetry

NEXTPREVIOUSBefore you get started, take a few minutes to familiarize yourself with the following navigation controls. These will help you maneuver easily throughout this lesson.

Computer keyboard hot keys:Esc - exits the program completely from any point in the lesson and takes you back to your computer desktop

F1 - displays a pop-up version of this slide to help you remember the navigation controlsPage 2 of 14

Home displays the list of lessons on poem attributes (slide 7) Links:Previous and Next arrows shown below - flip back and forth between slides.Practice displays the practice exercise for a specific lesson. Available only on the introductory slide of that lesson.Assignment displays the assignment for a specific lesson. Available only on the introductory slide of that lesson.This lesson targets GED students with mixed competencies. Introducing navigation controls ensures that highly-competent students know how to skip this lesson altogether if they find it too easy and thus move on to alternate activities (practice exercises, assignments, or other lessons). Should they decide to complete the lesson, however, the material is presented in a logical sequence to review background information before giving an example, practice exercise, and assignment. Presenting the lesson in this manner guards against calibration inaccuracy as described by Clark and Mayer (2011) who noted that most learners prefer full control over their instructional options but often dont make good judgments about their instructional needs (Chapter 14); this is also prevalent among GED students. The instructions very basic approach ensures complete review or coverage of a GED topic (poetry) commonly taken for granted but yielding a high error rate on the GED test.

This slide is provided as a reference to make learning as seamless as possible for lower-competency students as well as those who are not computer savvy. The Previous and Next arrows: (a) provide students control over the pace of the lesson by allowing them to take as much time as they want on a slide, and (b) provide ease of reviewing parts of the lesson they want to understand better. The controlled sequencing provides structure for lower-competency students. (Clark & Mayer, Chapter 14, 2011).

The page indicators found at the bottom of each slide provide the learner an idea of their position within the lesson in relation to the whole module. This allows them to understand the global structure of the lesson, enhancing their sense of control over their learning (Clark & Mayer, Chapter 14, 2011).3Notes: Text and graphics remain in specified layout and placement as shown.

Add capability to switch slides when brown right or left arrow is pressed.Animation (yes or no): N

Text/Audio Narration: This slide identifies the pretraining subject, misconceptions about poetry. Gabrielle discusses the first.

Title: Poetry for GED StudentsScene: Poetry misconceptions (Pretraining)Graphics (yes or no): YAudio (yes or no): N

Slide number: 3Skill /Concept: Understanding poetry

Misconception #1:Poetry is easy to read and understand.NEXTPREVIOUSActually, a poem is meant to be read more than once for you to understand it perfectly.Lets start your lesson by clarifying two misconceptions about poetry that can affect the way you read poems on the GED test or in general. You yourself may even believe them.

Page 3 of 14Slides three through six provide student pretraining by discussing the misconceptions about poetry. This helps put the student in the right frame of mind to delve deeper into the topic. This is key in teaching students how to view poetry in a way different from common language so they can understand it better (Clark & Mayer, Chapter 10,2011). 4Notes: Text and graphics remain in specified layout and placement as shown.


Audio: Audio: Verify that the audio clip provided (Slide 3d.mp3) plays when the speaker icon is pressed.

Animation (yes or no): N

Text/Audio Narration: Gabrielle discusses the first misconception about poetry. Audio: See speaker notes.

Title: Poetry for GED StudentsScene: Poetry misconceptions (Pretraining)Graphics (yes or no): YAudio (yes or no): Y


NEXTPREVIOUS

Repeat reading a poemHighly concentratedImaginativePowerfulPress to listen

Page 4 of 14The goal of putting the learner in the right frame of mind is further achieved with the text and graphics shown. These provide a useful technique to apply when reading poetry. The text is short to help the student remember the message easily and the repetition symbol reflects the corresponding action encouraged in the learner. Based on the contiguity principle discussed by Clark & Mayer (2011), more effective learning takes place when printed text and graphics are coordinated (Chapter 5). In this slide, the text and symbol are enclosed in a box to denote that they belong together. Grouped this way, the pair aids in retention because when the student remembers one, he or she will hopefully remember the other.

Although the learner can infer the meaning of the graphics and text based on the information from the previous slide, the audio provides supplemental more in-depth explanation. Control is given to the learner on whether or not to listen to the audio when he or she is ready to process more material.

Audio: Reading a poem several times is very important and Ill tell you why. First, poetry is highly concentrated, meaning a poem contains a large amount of information in less words. Second, poetry is imaginative. A poem is not just about real things but also of things imagined. Last, poetry is powerful because the words used create pictures or sounds and evoke feelings or opinions. Reading a poem several times helps you to understand its meaning as you experience all the sights and emotions attached to the words you read.5Notes: Text and graphics remain in specified layout and placement as shown.


Text/Audio Narration: Gabrielle discusses the second misconception about poetry and presents two examples of poems with contrasting topics.

Title: Poetry for GED StudentsScene: Poetry misconceptions (Pretraining)Graphics (yes or no): YAudio (yes or no): N


NEXTPREVIOUSMisconception #2:Poetry is about love and sweet things.These following two examples illustrate that poems can be written about everyday things. Note the contrast in topics as you read each one.Roses are red.Violets are blueSugar is sweetAnd so are you.MoneyWorkers earn it,Spendthrifts burn it,Bankers lend it,Women spend it,Forgers fake it,Taxes take it.Page 5 of 14The short sample poems are worked examples that give the student an idea of the rhythm of poetry without formally presenting the concept yet. Offering the student only a simple example to work with in the beginning keeps cognitive processing to a minimum. This can be followed by more complex examples that the student works on using concepts he or she learned and consolidated beforehand. (Clark & Mayer, Chapter 11,2011).

6Notes: Text and graphics remain in specified layout and placement as shown.


Audio: Audio: Verify that the audio clip provided (Slide 5.mp3) plays when the speaker icon is pressed. Animation (yes or no): N

Text/Audio Narration: Gabrielle provides supplemental information about the second misconception about poetry.Audio: Poems can be about anything that happens in real life, including war, death, pain, relationships, families, love, and hate.

Title: Poetry for GED StudentsScene: Poetry misconceptions (Pretraining)Graphics (yes or no): YAudio (yes or no): Y


NEXTPREVIOUSPoems are about

Press to listen

Page 6 of 14Audio for this slide provides supplemental information. The pace of the lesson is learner-controlled, allowing the student to process the visuals first before or after listening to the audio. (Clark & Mayer, Chapter 7, 2011).7Notes: Text and graphics remain in specified layout and placement as shown.


Activate graphics as links so that the learner is taken to the corresponding lesson when the graphic is selected.Animation (yes or no): Y

Text/Audio Narration: Gabrielle introduces distinct aspects of poetry compared to other forms of writing.

Title: Poetry for GED StudentsScene: What makes poetry different?Graphics (yes or no): YAudio (yes or no): N


NEXTPREVIOUSThe following four attributes apply specifically to poetry. Click the NEXT arrow to start your lesson about poetry size or click on any of the icons below for the lesson of your choice.

Size

Arrangement

Rhythmic soundMusical or

Using words tocreate an effect

Page 7 of 14This lesson follows the part-task instructional approach as described by Clark and Mayer (2011) where topics are broken down into manageable segments, students are pretrained on foundational knowledge, and instructors provide deliberate guidance, practice, and feedback (Chapter 15). This combination helps students build the necessary thinking skills to progress successfully through the lesson and transfer knowledge to the real world of GED testing.

This slide discusses how poems are different from other forms of writing. It uses the segmenting principle by breaking up the topic into smaller more understandable segments and informing the user through text and a red animated check mark what topic is covered in this lesson module. The slide provides an organizational graphic of the smaller topics (the four distinct characteristics of poetry) before discussing the characteristics in more detail either in the succeeding slides or in separate modules. Each of these symbols will be used to mark corresponding slides to help the learner keep track of where he or she is in the lesson.

Another application of the segmenting principle appears in the Previous and Next arrows on all but a few slides. Their function is similar to Clark and Mayers (2011) discussion of the Continue button (Chapter 10). These allow the user to set the pace of the lesson by clicking the arrows only when he or she has processed what was discussed. The arrows let the student maneuver backward to review concepts or forward to keep learning new ones.

The audio directions alert the student to individual learner-controlled work. This provides him or her the ability to process at a comfortable pace the information in the following slides. Taking this approach aims to keep learners engaged by recognizing that different people make their own connections at varying levels and speeds and preserving their control over their own learning process.

This slide doubles as the home screen that the user can access anytime by pressing the Home key on the computer keyboard. Learners can click on any of the graphics to access four different lessons on poetry attributes. By default, the student is taken to the introductory slide of the first lesson (poetry size) when the Next arrow is clicked. This is a good way to apply the Learner Control Principle 2: Make important instructional events the default as described by Clark and Mayer (2011). For purposes of simplicity, only the first lesson was included in this storyboard. 8Notes: Text and graphics remain in specified layout and placement as shown.


Audio: Verify that the audio clip provided (Slide 8.mp3) plays when the speaker icon is pressed.

Activate Practice 1 link to display slide 11 when clicked. Activate Assignment 1 link to display slide 13 when clicked.Animation (yes or no): Y

Text/Audio Narration: Audio: Take a few minutes to study the following slides on your own or click on either the Practice or Assignment link to skip the discussion. I will see you again shortly.

Title: Poetry for GED StudentsScene: Size of poetryGraphics (yes or no): YAudio (yes or no): Y

Slide number: 8Skill /Concept: Understanding poetryNEXTPREVIOUS

SizePage 8 of 14Practice 1Assignment 1Press to listen

This is the introductory slide for poetry size. Each of the four topics on poetry attributes will have a similar introduction. This design element adheres to Learner Control Principle 2. It implements a high level of control for advanced learners to make a deliberate choice between the default option of proceeding into the lesson (by pressing the Next arrow) or to the practice exercise or assignment (by selecting the appropriate links). These activities are numbered for easy reference, adding more personalization as the student progresses through the lesson. This approach helps with class retention and student satisfaction. (Clark & Mayer, 2011, Chapter 14). 9Notes: Text and graphics remain in specified layout and placement as shown.


Text/Audio Narration: This slide discusses the size of poetry and provides an example.

Title: Poetry for GED StudentsScene: Size of poetryGraphics (yes or no): YAudio (yes or no): N

Slide number: 9Skill /Concept: Understanding poetryNEXTPREVIOUSConcentrated laundry soap comes in a smaller box than regular, but washes more clothes. Poetry works the same way. It uses fewer words, but has a more powerful effect.

Example: On the next slide, compare a weather forecaster's comments with a poem about the same subject. Pay attention to the length of each sample.

SizePage 9 of 14As stated in the previous slide, the graphic on the upper left hand corner acts as a reminder to the learner that this lesson is about poetry size. Audio was excluded starting from this slide until the end of the lesson because the topic, size of poetry, is a visual attribute that is best explained through text and graphics. Adding audio will only distract the learner.10Notes: Text and graphics remain in specified layout and placement as shown.


Text/Audio Narration: Gabrielle presents the two excerpts to illustrate less word count needed in the poem to convey the same idea.

Title: Poetry for GED StudentsScene: Size of poetry (Example)Graphics (yes or no): YAudio (yes or no): N

Slide number: 10Skill /Concept: Understanding poetryNEXTPREVIOUSPoem:Apparently with No Surprise

Apparently with no surpriseTo any happy flower,The frost beheads it at its playIn accidental power.Weather forecast:Tonight, things are going to get a little colder. Temperatures may drop enough that we even see some frost. If you still have some flowers in your garden that you are trying to keep around for a few more weeks, you may want to cover them just in case we do have some frost.

SizePage 10 of 14This worked example introduces poetry size to the student by comparing common language (prose) to poetry. Active participation is not expected just yet, but the student will be invited to do so in succeeding slides.11Notes: Text and graphics remain in specified layout and placement as shown.


Text/Audio Narration: The student is invited to practice what he or she has learned by choosing poem qualities from the list provided.

Title: Poetry for GED StudentsScene: What makes poetry different? (Exercise)Graphics (yes or no): YAudio (yes or no): N

Slide number: 11Skill /Concept: Understanding poetryNEXTPREVIOUSExercise: Practice interpreting a poem by choosing qualities from the list below that you think belong to a poem. Refer to the sample to help you make your choices. Write your answers on a sheet of paper.

Flat-soundingCreates a pictureLivelyJust the factsSounds musicalInformativeImaginativeOut of the ordinaryApparently with No Surprise

Apparently with no surpriseTo any happy flower,The frost beheads it at its playIn accidental power.Page 11 of 14Students access this page either through: (1) program control geared for beginner or low-intermediate learners logical sequential navigation from the beginning using the Next arrow or (2) learner control geared for high-intermediate or high-level students - pressing the Practice link on this lessons introductory slide ,slide 8 (Clark & Mayer, Chapter 14, 2011) . On this screen, learners control their speed to complete the exercise. They can take as much time as they want in analyzing the poem and can press the Previous arrow to review points covered in previous slides or if they feel confident about their understanding, press the Next arrow to view the answers and feedback. Learners can also access the F1, ESC, and Home keys on this screen as described in slide 2.

Clark and Mayer (2011) recommend that practice exercises fall into the upper right quadrant of the engagement matrix (Chapter 12). This activity, although simple, promotes behavioral activity and productive psychological engagement (Clark & Mayer, Chapter 12, 2011). The desired behavior, rereading the poem multiple times, was introduced at the beginning of the lesson and reinforced in this exercise. It is achieved by making the poem easily accessible to refer to as the student examines each quality in the blue box. The productive psychological engagement occurs as follows. Including the choice Informative can give a student pause as he or she applies new knowledge to decide whether or not this quality belongs to a poem.

This worked example tests student understanding of poem qualities discussed up to this point. Students apply their knowledge by analyzing the poem with the help of the different adjectives/characteristics listed. The contiguity principle was applied to this slide by positioning the poem close to the list to reduce the amount of effort it takes to shift focus between the green and blue blocks when choosing poem qualities. To uphold the redundancy principle and prevent cognitive overload, the directions were made readily available as text so that the student does not need to remember the instructions while analyzing the poem. Situations in which learners need to refer to information over time (such as directions to exercises) are best presented as text alone (Clark & Mayer, 2011, Chapter 7). 12Notes: Text and graphics remain in specified layout and placement as shown.


Text/Audio Narration: Gabrielle provides explanatory feedback to the student by giving him or her the correct qualities of a poem, providing the words in the poem that portray these qualities, and short explanations of how each of the qualities apply or dont apply.

Title: Poetry for GED StudentsScene: What makes poetry different? (Exercise)Graphics (yes or no): YAudio (yes or no): N

Slide number: 12Skill /Concept: Understanding poetryIf you chose the blue options on the right, you now know that poetry creates a picture and is lively, musical, imaginative, and out of the ordinary! Read the justification for each quality to understand more.NEXTPREVIOUSPage 12 of 14Apparently with no surpriseTo any happy flower,The frost beheads it at its playIn accidental power.Poem QualityWord/Phrase/Verse Depicting QualityJustificationFlat-soundingThe poem is not flat but full of animation, zest, or vigor.Creates a pictureflower, beheadsFlower and behead cause you to visualize these words.Livelyhappy, playHappy and play denote liveliness.Just the factsThe poem relies on imagination more than facts.Sounds musicalflower/powerRhyming adds a musical quality to the poem.InformativeA poem uses words to create pictures, not inform with facts.Imaginativeaccidental powerThink of a picture that the phrase brings to mind.Out of the ordinaryfrost beheads itFrost beheading something is very unusual.The contiguity principle is applied again on this screen by keeping the poem, the object of analysis, and feedback in one location. Redisplaying the poem keeps the user focused on the task, i.e. he or she does not need to access the poem from a different screen, whereas the immediate feedback helps increase learner confidence. In the directions, inviting students to read the justification for each quality alerts them to another learning opportunity to gain a deeper understanding by reading more. Providing explanatory feedback for each of the poem qualities listed helps learners confirm correct understanding of the material or make corrections or adjustments in erroneous or vague understanding.

This exercise provides a good reference to prepare the student for the assignment on the next slide that mirrors this activity using a different poem (Clark & Mayer, 2011, Chapter 12), reinforcing new knowledge that aids in retention. It models the type of thinking desired in the student, providing guidance on how to achieve it. Although it offers the student a glimpse of another poem attribute, musicality (the fifth item on the list), to be discussed in a future lesson, this subtle approach prevents cognitive overload because only information relevant to the current discussion is kept in focus. However, the student will be able to use this as prior knowledge in the lesson about poem musicality.13Notes: Text and graphics remain in specified layout and placement as shown.


Create a class wiki with the URL specified. On the wiki home page, include the contents of this slide as is.Animation (yes or no): N

Text/Audio Narration: N/A

Title: Poetry for GED StudentsScene: What makes poetry different? (Assignment)Graphics (yes or no): YAudio (yes or no): N

Slide number: 13Skill /Concept: Understanding poetryNEXTPREVIOUSAssignment: Due May 27, 2013. Respond to the wiki invitation e-mailed to you. Work with your assigned study partner to complete the following requirements:Locate a poem on the Internet.Study the poem together and fill in the table below. You may use e-mail or chat to collaborate.Identify words, phrases, or verses that depict the qualities you noted.Justify your choices in one or more sentences.Access the class wiki for these and more detailed instructions for posting your poem and completed table. http://www.fakewiki.com/Poetry4GED.After one week log back in to the wiki to view your feedback.Page 13 of 14Poem QualityWord/Phrase/Verse Depicting QualityJustificationCreates a pictureLivelySounds musicalImaginativeOut of the ordinaryClark and Mayer (2011) recommend focusing on specific cognitive and metacognitive skills when designing instruction (Chapter 15). Interpreting poetry requires a set of reading comprehension skills different from those used in reading prose. The previous activities shape students critical thinking specific to evaluating the meaning of poems. Different writing styles and poem topics embodied in this and future lessons, as well as the abundance of poem choices the students will encounter in their Internet research will provide exposure and practice that will increase students chances of answering correctly GED questions dealing with poetry. Seeing their classmates poems and completed tables on the wiki will also enable them to benchmark their level of understanding early on in the learning process. This gives them accountability for adjusting their efforts if needed based on their observations of their performance as compared to their classmates.

This slide applies the contiguity principle by putting all information needed to complete the assignment in only one location, reducing confusion and keeping the mental load on learners to a minimum (Clark & Mayer, 2011, Chapter 12). This approach is preserved in the wiki design; students are informed that the wiki contains the same instructions. In addition, the redundancy principle was applied by excluding audio to explain the assignment because of its depth and the number of requirements needing fulfillment. It best serves the students to present the assignment in text form for ease of reference rather than audio that can be forgotten or misunderstood.

This assignment enhances learning through the fading technique as described by Clark and Mayer because it contains elements of the previous exercise, namely the five poem qualities, samples of words, phrases, or verses that portray these qualities, and justification for why these qualities apply. Providing similar elements and tasks reduces the mental work novices need to perform and instead allows them to focus on putting into practice their new knowledge (Clark & Mayer, 2011, Chapter 11). The missing elements embodied in the Internet poem research and collaborative work using Web 2.0 tools (wiki, e-mail, and chat) provide some degree of challenge needed to keep the learners engaged. The instructor must monitor these activities to maintain engagement and prevent overwhelming non-computer savvy learners. Knowing that the instructor is available should they need help reduces feelings of intimidation that allows students to gain confidence and perform well, especially when they are paired with peers they enjoy working with.

To further enhance learning, students were assigned to work in pairs rather than groups of three or more for the following reasons:The instructional goal involves individual improvement in interpreting poetry, not creative problem-solving which is best accomplished with three or more students working together (Clark & Mayer, Chapter 13, 2011).The number chosen is appropriate for the size of the project or the workload involved.Two people working together ensures that both make an effort to share responsibilities.If the tasks involving Internet research or wiki usage are unfamiliar or challenging, the presence of a working partner helps alleviate fears or doubts. The students have an opportunity to provide moral support to one another.The table is not complex, so the task of filling it is better suited for study partners rather than a group of more members. Suggesting methods for collaborating, e.g., e-mail or chat (Clark & Mayer, Chapter 13, 2011), encourages dialogue and delivers the message that partners need to communicate somehow for effective collaboration.14Notes: Text and graphics remain in specified layout and placement as shown.


Audio: Audio: Verify that the audio clip provided (Slide 14.mp3) plays when the speaker icon is pressed. Animation (yes or no): N

Text/Audio Narration: Gabrielle summarizes the lesson.Audio: How did you do in this lesson? You now know more about poetry than you did before. Congratulations! Please press the Home key on your keyboard to access the main menu or press ESC to exit completely out of this module.

Title: Poetry for GED StudentsScene: Conclusion/ReviewGraphics (yes or no): YAudio (yes or no): Y

Slide number: 14Skill /Concept: Understanding poetryLets conclude your lesson by reviewing what you just learned about poetry.

Poems are about

SizePoetry is different from prose in itsPoetry is not easy to read or understand.

Repeat reading a poemPress to listen

NEXTPREVIOUSPage 14 of 14This wrap-up of the poetry module represents another application of the segmenting principle. All topics covered are summarized to show the student what he or she just learned. Seeing the topics again allows the user to mentally assess his or her understanding of each. He or she can always click on the back button to review a topic if he or she feels she needs a better understanding of it. Including the graphics previously presented enable the learner to easily find the corresponding slide to review.

The purpose of the audio on this slide is more to remain consistent with the introductory slide in preserving this lessons element of personalization. It also serves as encouragement for the student to keep learning about poetry in succeeding (separate) modules (as denoted by the Next arrow). Excluding audio will make the conclusion seem abrupt and impersonal. 15Notes: Text and graphics remain in specified layout and placement as shown.


Audio: Verify that the audio clip provided (Slide 15.mp3) plays when the speaker icon is pressed.

Activate Practice 2, Assignment 2, and Poem Matching Game links to display appropriate slides when clicked.Animation (yes or no): Y

Text/Audio Narration: Audio: Take a few minutes to study the following slides on your own or click on either the Practice, Assignment, or Poem Matching Game link to skip the discussion. I will see you again shortly.

Title: Poetry for GED StudentsScene: Arrangement of wordsGraphics (yes or no): YAudio (yes or no): Y

Slide number: 15Skill /Concept: Understanding poetryNEXTPREVIOUSPage 1 of n

ArrangementPractice 2Assignment 2Poem Matching Game 1Press to listen

This is the introductory slide for the second lesson, arrangement of words in poetry. It also adheres to Learner Control Principle 2 by providing a high level of control for advanced learners to make a deliberate choice between the default option of proceeding into the lesson (by pressing the Next arrow) or to the practice exercise, assignment, or game (by selecting the appropriate links). The page counter is restarted with n as a placeholder for a yet unknown number of slides to be developed. This approach helps with class retention and student satisfaction. (Clark & Mayer, 2011, Chapter 14).

Please refer to http://onestmpnwvr.wordpress.com/graduate-school/blog-post-3-simulations-or-games-to-enhance-learning/ for more information about how the game will be implemented in this lesson.16ReferencesClark, R.C., & Mayer, R.E. (2011).E-learning and the science of instruction. Proven guidelines for consumers and designers of multimedia learning(3rd ed.). Retrieved from The University of Phoenix eBook Collection database.ICCB and CAIT.(2011).i-Pathways: Reading module Unit 3 Lesson 1.Retrieved from http://www.i-pathways.org

Hi Professor- I used the second reference to gather the material in this lesson. I did not cite borrowed ideas or quotes within the storyboard slides because I did not want each storyboard slide to get cluttered with citations. The references inclusion on this slide is my way of recognizing and declaring the i-Pathways website as one of my references for this project.17null, track -1021315.938null, track -1038974.652null, track -1013139.545null, track -1011833.441null, track -1015568.897null, track -1012956.69

Poetry for GED Students

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Transcript of Poetry for GED Students