Learning Design Tool: Little Learners Level 1 sounds.

University :
Tasmania University Exam Question Bank is not sponsored or endorsed by this college or university.

Prepared by Sara Hart

Date 30th August, 2023 (feel free to leave this date as it is the AT2 due date)

Brief description of Learning Design Chooseit Maker: Create, edit and play personalised learning activities that can be used in your classroom and with individual students securely online on any device including Windows, Mac, Chromebook, iPad or Android tablets! Personalised learning with ChooseIt Maker turn your photographs, images, symbols, text and sounds into:

Question and answer activities

Cause and effect resources

Assessment activities

Game based learning

Quizzes, communication aids and more

https://hub.helpkidzlearn.com/player/game/chooseit?activityCode=6832e62a-7eb7-4930-b086-6c1152c35c37&redirectUrl=https://hub.helpkidzlearn.com/cm/folder/5d8ce8b5-c006-43d7-844f-62aae9df354aLearning sequence Storyboard

Qualification /Course English / Level D / Language / Phonics and word knowledge

Content description

Identify and make sounds associated with the beginning letter of words or images(VCELA112)Elaborations

identifying the beginning sound of a word

identifying familiar words or image which start with the same sound.

Units of Competency Level D Achievement Standard Reading and Viewing

They identify some letters of the English alphabet and their associated sound. They retell a picture story they have selected using key words to describe each picture. They respond to questions and sequence key words to describe or predict what is happening in a picture, movie or book.

AQF Level https://www.aqf.edu.au/framework/aqf-levels#aqf-level-2-criteriaContext The learners will be able to go into varied roles including and not limited to administration roles within organisations.

Job roles Listen to or read question.

Select correct answer.

Select another option if answered incorrectly.

Name 3-5 key tasks that the learner does (or would be doing) in their job role

Size The unit will be delivered over a 2 week period per letter sound, with learners attending face-to-face classes 45 mins day per twice a week. It is expected that learners will spend approximately 1 hours online per week.

Type of online learning blended, mixed-mode, students accessing smartboard / desktops / iPad while in class.

Complete list of Elements in

Unit of Competency Include a screenshot of the Training Package as shown in the example on the next page. Alternatively, you may wish to add in a table with typed out information

right000

Intended Learning Outcomes Describe the skills and capabilities your learners will achieve in relation to the content theyre learning. Hint: Blooms Taxonomy is helpful here. Bullet points acceptable.

Parts of the unit covered What parts of the above Elements will be covered in this unit? Include the performance criteria, required skills / knowledge below. Delete or add rows as needed.

Elements Performance criteria Required skills/knowledge

Range Statement

(if available) The range statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that may affect performance. The range statement strengthens the link between Performance Criteria and the requirements of the workplace.

In 200-300 words, please justify your choice of Elements for this task.

synchronous lesson: team meeting to familiarize and engage in letter cards prior to completing interactive activity.

asynchronous activity: Students will reflect on their learning at their own time after completing the activity.

Learner Overview

ACSF Requirements Level of guidance Age group Special needs Pre-requisites Educational background Current status / Reasons for learning Learning Design Framework (delete the statements which do not apply)

This section is for your reflection the information within will not be assessed

Level of learning outcome: On completion of this training, learners should:

have a familiarity of a body knowledge; be aware of the what/ when / who

have an ability to successfully apply given processes and procedures

be able to apply their knowledge to routine situations

understand things i.e. realise the why / how

be able to apply their understanding to every-day situations

be aware of the relationship between the what and the how

have acquired a full and thorough understanding of the what/ when / who

be able to apply their knowledge to new and novel situations

be able to use their knowledge and understanding to solve problems and identify solutions

add your own here

Level of guidance: With these learners, the trainer usually needs to:

provide high levels of support and structure to the learners

provide a detailed learning program that all learners follow

provide plentiful feedback to help learners see how they are progressing

provide ample opportunity for learners to practice and develop their capabilities

provide examples and cases that the learners can learn from

provide feedback that can guide and inform learners choices

enable learners to choose some of the activities they will learn from

provide tasks that require learners to plan their own pathways through

allow learners to seek guidance and assistance from others in the workplace

add your own here

Content Focus: The content for this learning object is mostly about:

descriptions, terms, facts and other forms of important information (correct terminology important)

policies and procedures the rules for things

practices and techniques the how things are done

developing learners capability to do some thing(s) effectively and to required standards

developing learners understanding of concepts the reasoning, logic and/or theory behind things the why

being able to make informed decisions to apply knowledge

understanding the consequences of actions, constraints, opportunities, limits, risks etc. There are stringent guidelines, codes of practice, regulations both state and industry

analysing and/or interpreting information to form an outcome

being able to think independently and creatively

add your own here

Content application: With the knowledge they gain from this learning object, learners are expected to be able to:

arrive at a yes/no answer (example: is this a safety hazard?)

be aware of basic information required for the job role (example: what function a piece of equipment performs)

operate under a level of supervision, according to policy/procedure to follow instructions in order to complete a task

be able to consider options and decide on the best course of action

use judgement to evaluate one or more options or outcomes to arrive at the best solution, under a reasonable level of supervision, but with some autonomy

apply the new skills/knowledge for problem-solving or finding solutions

use the new skills/knowledge to improve practice

develop new or innovative products or practices, with minimal supervision

be responsible for their own productivity and outcome/s

add your own here

Learner freedom: Which of the following describe the scope and extent of choice and discretion you expect students would be able to make and benefit from in relation to their learning?

There is a set amount of important information that needs to be shown and highlighted to the learners

When applying the knowledge in this module, there will be typically be only one right way to do this

Tasks need to be provided to assist students to digest the information they are given

There will usually be a number of ways the knowledge and information can be applied

Learners need to learn to choose and select information when applying and using it

There are large amounts of information from which learners need to glean what is relevant.

Learners need to know how to find and use information rather than simply remember it

Learners need to be able to tell when they have made the right decisions and arrived at reasonable outcomes

There are many different ways for learners to learn in this unit and they have to learn to make choices

Add your own here

Learning form: The types of activity most effective for this group would involve:

doing something several times, in a variety of ways

repeatedly doing something in the exact same way to meet a standard/procedure

structured tasks that increase familiarity and awareness

open-ended tasks with variables to decide from and work with

tasks where learners need to make choices from a range of options

tasks which can be done in several ways with more than one solution

tasks with a clear endpoint but lacking in structure and form

tasks requiring a level of judgement and subjectivity

tasks requiring some creativity and innovative thinking

add your own here

Learner preference: In general, these learners respond best to:

following structured activities and presentations

being told and shown things

taking things in small parts i.e. a chunk at a time

finding things out for themselves

talking and discussing with others to develop their understanding

being guided and informed by others rather than working totally alone

making use of their existing knowledge and expertise

working with workplace and relevant cases and tasks that are of practical value and use

being to plan things for themselves without too much input from instructors

add your own here

Choose one or more of the groups of words which best describe the skills and capabilities your learners will achieve in relation to the learning design content

define, recognise, relate, repeat

describe, identify, locate, recognise

demonstrate, illustrate, sketch, write

choose, interpret, operate, practice, schedule

analyse, categorise, appraise, criticise, question

calculate, contrast, experiment, test

arrange, assemble, collect, construct

design, compose, plan, write

develop, compose, formulate, prepare, set up

appraise, assess, compare, choose, estimate

develop, compose, formulate, prepare, set up

judge, predict, select, value

argue, defend, support, evaluate

Learning Design

Staffing required to develop unit Example: 3 staff @ 25 hours each

Timeline How long do you expect it will take to develop the unit?

Budget Not applicable to this task

Staffing required to deliver unit Assessment Strategy Provide details of the Assessment Tasks including information on when these are due, details of reasonable adjustments, how feedback will be provided, etc

Formative Assessment Formative Assessment Summative Assessment Task Type Review the information you have included in the Learning Design Framework section above to determine the most appropriate type of tasks for your learning design. Provide a brief description of these to support your Storyboard

Directed Tasks Guided Tasks Autonomous Tasks Learning sequence the series of steps to complete, broadly outlined. Use your Storyboard to guide the information provided here.

Role of elements / criteria in learning sequence Use your Storyboard to guide the information provided here

Example: Element 1.2 Example: addressed in Sessions 2 & 3 (F2F), Session 5 (Online), and Session 6 (F2F)

Students

The facilitator.

Elements 2.1 & 2.1 Example: Activities 1,2,4 and 7 & Assessment Task 1 & 5.

Elements 3.1 & 3.2 Students will

The facilitator will .

Interactions Bullet points acceptable

Learner-instructor Learner-learner Learner-content Existing Resources Bullet points acceptable

Proposed Tools & Media applications Hardware Software Applications Media Graphics Other resources Implications for staff and/or students Learning Design Features Examples guides

glossaries

discussion boards

Design Evaluation

Question 1: Copy-paste your question here DO NOT FILL IN THIS IS FOR A STUDENT REVIWER.

Name of Reviewer: Name of Reviewer:

Date of Review: Date of Review: