TEACHER SUPPORT MATERIALS - ACTF Home · a spoken ‘vox pop’. To motivate students with an...
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Tips for respectful interactions in the webinar include: • Test your internet connection and equipment ahead of the scheduled video conference. • Be logged in and ready to begin on time. • When speaking for the first time, introduce yourself and your school. • Speak politely, clearly, and close to the microphone. • Mute your microphone when it is not your turn to speak. • If you would like to share information or ask a question, you can type in the chat window at any time. • Remember that your class will be visible to others at all times. You may like to nominate students to take on certain roles for the webinar, such as emailing through questions, testing the equipment, or typing in the chat window. Discuss the meaning of ‘etiquette’ as a class, explaining that etiquette is expected in online learning environments as well as real-life ones. In small groups, ask students to brainstorm a list of respectful behaviours – or etiquette – for video conferences. These behaviour expectations for online learning environments could be recorded on an anchor chart for future reference. INTRODUCTION DEVELOPING QUESTIONS Ask students who has seen the television series The Inbestigators before. Can anyone summarise the series plot for a partner or the whole class? Watch an episode of The Inbestigators (or more than one if there’s time!) to familiarise students with the characters and story. Who are the main characters? How would you describe them? What do you find interesting about the characters, settings or events? How is this school similar or different to yours? Explain that the class will soon be joining a live video conference with four cast members from The Inbestigators: Anna Cooke (Maudie), Aston Droomer (Ezra), Abby Bergman (Ava), and Jamil Smyth-Secka (Kyle). In this virtual learning event, students will learn from the actors and have a chance to ask their own questions. If your class is new to video conferences, watching snippets from previous webinars on the ACTF YouTube channel could be helpful. As a class, brainstorm the many interesting topics the actors could share information about. If you have time, you may like to scaffold this task by discussing open-ended and closed-ended questions, and which of these might prompt interesting, insightful or funny responses. Then in small groups, have students to generate and record specific questions they would like to ask the cast members. Topics could include: the audition process, working with scripts, acting, being on set, balancing schoolwork with acting, television production, or other areas of interest. Ask groups to share their questions and what they hope to learn from the webinar. Send a selection of your students’ interesting questions to the ACTF ([email protected]). During this live virtual learning event, we will cross to schools so that students can ask questions directly to the cast. Priority is given to students who have submitted questions ahead of the live event, as this helps us with our planning. VIDEO CONFERENCE ETIQUETTE EZRA BANKS (ASTON DROOMER) AVA ANDRIKIDES (ABBY BERGMAN) KYLE KLIMSON (JAMIL SMYTH-SECKA) MAUDIE MILLER (ANNA COOKE) BEFORE THE WEBINAR DURING THE WEBINAR Remind students about the previously discussed behaviour expectations for this event. Ensure that they are seated comfortably and can hear and see the screen. If you know that certain students will ask their questions live, it is helpful to seat them close to the webcam / microphone. Sit back and enjoy the conversation! TEACHER SUPPORT MATERIALS
Transcript of TEACHER SUPPORT MATERIALS - ACTF Home · a spoken ‘vox pop’. To motivate students with an...
Tips for respectful interactions in the webinar include:
• Test your internet connection and equipment ahead of the scheduled video conference.
• Be logged in and ready to begin on time.
• When speaking for the first time, introduce yourself and your school.
• Speak politely, clearly, and close to the microphone.
• Mute your microphone when it is not your turn to speak.
• If you would like to share information or ask a question, you can type in the chat window at any time.
• Remember that your class will be visible to others at all times.
You may like to nominate students to take on certain roles for the webinar, such as emailing through questions, testing the equipment, or typing in the chat window.
Discuss the meaning of ‘etiquette’ as a class, explaining that etiquette is expected in online learning environments as well as real-life ones. In small groups, ask students to brainstorm a list of respectful behaviours – or etiquette – for video conferences. These behaviour expectations for online learning environments could be recorded on an anchor chart for future reference.
INTRODUCTION
DEVELOPING QUESTIONS
Ask students who has seen the television series The Inbestigators before. Can anyone summarise the series plot for a partner or the whole class?
Watch an episode of The Inbestigators (or more than one if there’s time!) to familiarise students with the characters and story. Who are the main characters? How would you describe them? What do you find interesting about the characters, settings or events? How is this school similar or different to yours?
Explain that the class will soon be joining a live video conference with four cast members from The Inbestigators: Anna Cooke (Maudie), Aston Droomer (Ezra), Abby Bergman (Ava), and Jamil Smyth-Secka (Kyle). In this virtual learning event, students will learn from the actors and have a chance to ask their own questions. If your class is new to video conferences, watching snippets from previous webinars on the ACTF YouTube channel could be helpful.
As a class, brainstorm the many interesting topics the actors could share information about. If you have time, you may like to scaffold this task by discussing open-ended and closed-ended questions, and which of these might prompt interesting, insightful or funny responses. Then in small groups, have students to generate and record specific questions they would like to ask the cast members. Topics could include: the audition process, working with scripts, acting, being on set, balancing schoolwork with acting, television production, or other areas of interest. Ask groups to share their questions and what they hope to learn from the webinar.
Send a selection of your students’ interesting questions to the ACTF ([email protected]). During this live virtual learning event, we will cross to schools so that students can ask questions directly to the cast. Priority is given to students who have submitted questions ahead of the live event, as this helps us with our planning.
VIDEO CONFERENCE ETIQUETTE
EZRA BANKS (ASTON DROOMER)
AVA ANDRIKIDES (ABBY BERGMAN)
KYLE KLIMSON (JAMIL SMYTH-SECKA)
MAUDIE MILLER (ANNA COOKE)
BEFORE THE WEBINAR
DURING THE WEBINARRemind students about the previously discussed behaviour expectations for this event. Ensure that they are seated comfortably and can hear and see the screen. If you know that certain students will ask their questions live, it is helpful to seat them close to the webcam / microphone.
Sit back and enjoy the conversation!
TEACHER SUPPORT MATERIALS
AFTER THE WEBINARIn a class discussion, have students reflect on what they learnt from the webinar. What was interesting? What was surprising? What was most enjoyable?
Following this discussion, ask students to write an individual written response to the event. This could include something interesting they learnt about the actors, acting, or The Inbestigators; something they learnt about learning through video conferences; or something they would like to know more about. Alternatively, they could record their reflections as a spoken ‘vox pop’.
To motivate students with an authentic purpose and audience, written responses could be shared on a class blog, included in the school newsletter, or emailed to the ACTF as student feedback on our event.
AUSTRALIAN CURRICULUM LINKS (Years 3-6)
Critical and Creative Thinking: Pose questions, identify and clarify information and ideas Digital Technologies: ACTDIP013, ACTDIP022 Drama: ACADRR034, ACADRR038 English: ACELA1476, ACELA1488, ACELT1594, ACELT1613, ACELT1596, ACELT1603, ACELT1609, ACELY1676, ACELY1792, ACELY1688, ACELY1699, ACELY1796, ACELY1709, ACELY1680, ACELY1692, ACELY1713, ACELY1682, ACELY1694, ACELY1704, ACELY1714 ICT Capability: Applying social and ethical protocols and practices when using ICT, Communicating with ICT Media Arts: ACAMAR061, ACAMAR065 Personal and Social Capability: Social Management
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