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					                                 Guidelines:
                Developing a Learning Plan




                                  Document History

Version     Date                                  Comments

  1       09/08/05   Version 1




                                   Page 1 of 23              09/08/05
Guidelines: Developing a Learning Plan


                                                          Contents
1      Introduction ........................................................................................................................ 3
2      What is the learning plan? ................................................................................................. 3
3      Support for Development................................................................................................... 3
4      The Development Process ................................................................................................ 4
5      The Topic Map................................................................................................................... 4
6      Individual Topic Plans........................................................................................................ 4
7      Assessment Plan ............................................................................................................... 5
8      Delivery Manifest/Plan ....................................................................................................... 6
Appendix A: Topic Map ............................................................................................................. 7
Appendix B: Topic Map Exemplar ............................................................................................. 9
Appendix C: Individual Topic Plan........................................................................................... 12
Appendix D: Individual Topic Plan Exemplar .......................................................................... 13
Appendix E: Possible Delivery Strategies ............................................................................... 16
Appendix F: Assessment Plan................................................................................................. 17
Appendix G: Assessment Plan Exemplar................................................................................ 18
Appendix H: Delivery Plan....................................................................................................... 20
Appendix I: Delivery Plan Exemplar ........................................................................................ 21




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Guidelines: Developing a Learning Plan


1 Introduction
The starting point for the development of curriculum content in the BlendEd project will be the
creation of a learning plan. As educationalists you will perhaps feel that this is something you
have done many times before, and certainly the basics of how to develop a learning plan will
be familiar. However, because the BlendEd project will be combining conventional delivery
with online delivery, the curriculum specialists will be designing and developing both
conventional and online resources. Furthermore, the design approach for the BlendEd project
will be to produce all learning/teaching resources in the form of learning objects. Therefore
there are aspects how the approach to developing a learning plan which need to be clearly
specified and explained.

2 What is the learning plan?
If the learning plan is intended to be the starting point for the curriculum development work on
BlendEd, what is the learning plan intended to do or achieve? The key purpose of the
learning plan is quite literally what the title implies – a schematic plan of the learning content
and activities required to achieve delivery of the unit being developed. The learning plan will
not be a single document, but a series of documents, and it will provide the following
information:
    •   A list of all the individual topics to be covered within the delivery of the unit.
    •   A description of all the teaching/learning activities that will take place within the unit.
    •   A description of the delivery strategies recommended for these activities.
    •   A description of all the resources needed to support the activities.
    •   A description of all the learning objects which will be produced from these resources.
    •   A detailed description of the recommended sequencing of activities required for the
        delivery of the unit.
Given the level of detail that will be required of the learning plan an appreciable amount of
time will need to be devoted to this, and that requirement is reflected in the development
allocation.

3 Support for Development
The development of the learning plan is not something which you, as a curriculum specialist,
are expected to carry out unsupported. This guide, the exemplar learning plans and
showcase learning materials will be one form of support. The second and most important form
of support will come from your Blended Learning Technologist (BLT). Although you are the
curriculum specialist, the BLT will be able to advise you on all matters pedagogical and
technical. That doesn’t mean to say that the BLT will be an instant expert on these subjects,
but in turn the BLTs will have access to central support on pedagogical and technical issues,
so if they don’t have the answer to a questions themselves they will be able to find it. The
BLTs will support you in designing appropriate activities and resources, in deciding how and
where to use online resources and activities and in what formats, and how best to sequence
your learning plan.
A final form of support will come from another quarter – your peer group. All curriculum
specialists will be encouraged and supported in sharing knowledge and information, and there
will be opportunities to get together with other subject experts and to share work in
development. The combination of these three levels and types of support should ensure that
you feel able to turn your own subject expertise into a high quality learning plan for the
delivery of your chosen unit.




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4 The Development Process
The stages in the development process will be as follows:


                                               Stage 1:
                                          Produce Topic Map


                                              Stage 2:
                                    Produce Individual Topic Plans


                                              Stage 3:
                                     Produce an Assessment Plan


                                              Stage 4:
                                   Produce a Delivery Manifest/Plan




5 The Topic Map
The starting point for developing a learning plan is to draw up a Topic Map. This will be a list
of all the topics which comprise the content of the unit. These topics, in turn, will become the
individual learning objects – one object per topic.
A blank topic map is included in Appendix A of this document, along with an example of how
the topic map will be filled out in Appendix B. This has been filled out for an existing unit in
journalism, not one of the units which the BlendEd project will cover. The point is that this
process can and should work for any unit. The topics have been listed in order of the
outcomes they relate to. It may be the case, however, that some topics cover more than one
outcome, and this would be marked against the particular topic with more than one outcome
number.
The topic map, as you can see, quickly becomes a visual guide to the content of the unit. The
topic map then becomes a useful point of reference for developing the unit. At a glance you
can see how much content there is and how many topics. It should be possible to start
annotating a copy of this list – marking which topics would work best online, which need to
work in the classroom, and so forth.

6 Individual Topic Plans
The next stage is to produce individual topic plans for each one of the topics.
In Appendix C you will find an Individual Topic Plan proforma, and again a completed
example in Appendix D - two examples in fact - for two of the topics from the journalism unit.
The individual topic plans, as you will see, give the detailed breakdown of teaching and
learning activities, delivery methods, and resources needed for each topic. With these topic
plans completed it will then be possible to clearly see what resources need to be developed.
Looking through the topic plans for the entire unit you will also be able to see clearly the
breakdown into types of resources, teaching/learning activities and delivery methods
employed, and thus see clearly how well balanced the strategies are across the whole unit.
For the individual topic plans you are asked to plan and describe the following elements:
    •   the learning content of the topic – the elements or sub-topics involved. We have
        entitled this ‘What needs to be taught’.
    •   the teaching/learning activities which will take place in the delivery of this content.
        These activities may be things you take part in or things which the students carry out
        for themselves and not all of these will necessarily take place in the classroom.



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    •   the delivery strategies which will be used in each of these activities. How do these
        differ from learning activities? They may, in some cases, be the same, but you may,
        for example, have a teaching/learning activity which is described as explication of
        content X. This is the learning activity that you want to happen, but how are you going
        to make that happen. Will it be a mini-lecture, will it be a question and answer
        session, will you use diagrams, perhaps a PowerPoint to support your explication?
        These are the questions you are answering under the title of ‘delivery strategy’. A
        checklist of possible delivery strategies is included in Appendix E.
    •   the teaching resources required to support the learning activities are the next thing
        we ask you to outline, and by this stage you should be able to see quite clearly what
        these will need to be. By thinking through your learning activities and your delivery
        strategies you should then be in a position to be able to say what resources are
        needed to support these. This is an important set of steps too, because you are not
        proceeding from the resource to the delivery, as we sometimes do in our curriculum
        planning, but from the delivery to the resource. It should mean that you are making
        the right and appropriate decisions about what kind of resources are needed, and that
        the resources you develop are exactly right for the delivery you have in mind.
    •   finally we will ask you to itemise the components of the learning object that you will
        produce. Remember, each topic will be represented, in resource terms, by a single
        learning object, but each learning object may have a number of components. By
        itemising these here you and the developers supporting you can get a clear picture of
        the contents and structure of each learning object.

7 Assessment Plan
The next stage is the Assessment Plan for which there is also a proforma and a partially
completed example – in Appendices F and G.
Unlike the Individual Topic Plan there will be a single assessment plan completed for each
unit, not for each outcome or assessment. This is because it may well be that a single
assessment will cover multiple outcomes, or parts of outcomes, and it may not be possible to
compartmentalise these. Also developing the plan in this way will encourage an holistic
approach to assessment of units, which is in line with SQA thinking on this subject.
The assessment plan asks you to provide the following information:
•   Outcome Number/s – it may be the case that one assessment will cover more than one
    outcome.
•   Evidence requirements – this will be taken from the Unit Specification, and is simply a
    check to ensure that you have a note of the assessment evidence required.
•   Formative assessment – you are asked to describe what formative assessment you
    envisage being carried out. It may not be possible to provide an exhaustive plan here, as
    some formative assessment may occur naturally in the course of delivery, without being
    specifically planned, but you should indicate the main pieces of formative assessment
    you intend, and the strategies/instruments for achieving this. For example if you are
    designing some online self-assessment tests for this unit, then these will be part of your
    formative strategy. You should at the very least have formative opportunities (unless
    there are practical reasons for not doing so) for every summative assessment.

    You’ll note that Formative Assessment is therefore intended to include both Diagnostic
    Assessment and Self-Assessment, although these are not strictly the same as Formative
    Assessment. For a clear outline of the differences look at the BlendEd Guides to
    Assessment.
•   Summative Assessment – For the summative assessment associated with the unit you
    are planning you should provide:
        -   A brief description of what the assessment is – what the students will do and
            what they will cover.
        -   A description of the instrument of assessment you recommend.


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        -   Detail of any conditions which you feel should be attached to the delivery of the
            assessment – should it be closed book, open book, etc.

8 Delivery Manifest/Plan

The final stage of the Learning Plan is the Delivery Plan. This takes the form of a document
which details the entire delivery plan for the unit. This document will be packaged separately
from the learning objects, but will be available with these to deliverers of the curriculum
content.
The Delivery Manifest will be organised in normal sessions, and there will be a completed
proforma for each session. A template proforma and another completed example (for one
session) is available in Appendices H and I.
As you can see a lot of the information is carried over from the Individual Topic Plans.
However, what you are doing now is aggregating topics together into sessions. This is now
where you give thought to the sequencing of your topics. It may well be the case – as is often
so with the delivery of units – that you will not be dealing with the topics and outcomes in
sequence, but rather tackling these in an order which makes the best pedagogical sense.
However, the end result of your planning should be a document which details your
recommended strategy for the delivery of the unit, and should be a document which any other
subject specialist could pick up – along with the referenced learning objects – and use to
deliver that same curriculum content.
The will obviously be variations between colleges as to how units are delivered, how teaching
sessions are structured, even how the college year is broken up, so it will not be possible for
you to do anything other than indicate in your Delivery Plan the intended pattern and
sequencing of delivery. The basic planning unit you will use will be the session – and you will
be asked to indicate in your plan how long you envisage those sessions being. You are also
asked to indicate any conditions that are necessary for the session – such as the kind of
equipment that needs to be available or how the session needs to be organised. For example,
you may envisage a certain amount of independent online study in the session, and therefore
you should indicate this in the conditions.
In planning the delivery of the unit you will therefore be planning individual sessions, but also
indicating the sequence for these. You will plan each session and number these, and it will be
assumed that the intended sequence follows your numbering. That is not to say that another
colleague, in another college, might not take your Delivery Plan of sessions and rearrange
these sessions, but you will have made this possible through the Plan that you have created.
Your Delivery Plan will be made available to other users along with all the resources you have
created to support the delivery of the unit.




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Appendix A: Topic Map

Unit Title:


Unit Code:


Credit Value:




Unit Outcomes

1:


2:


3:


4:


5:


6:




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                             Topic           Outcome/s




                              Page 8 of 23      09/08/05
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Appendix B: Topic Map Exemplar

Unit Title: Journalism Skills 1: Introduction to Industry and Practice


Unit Code: D7M4 34


Credit Value: 1 Credit




Unit Outcomes

1: Describe the characteristic organisational features of newspapers and magazines.


2: Explain features and trends in the British press.


3: Conduct an interview(s) for a journalistic purpose.


4: Produce copy for a specified publication.


5:


6:




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                                      Topic                                Outcome/s
  1     The editorial hierarchy and structure of newspapers.                   1


  2     The role of the reporter.                                              1


  3     Other organisational divisions of newspapers.                          1


  4     The organisation of copy flow in the editorial department.             1


  5     Key differences in any of these areas for regional and/or local        1
        newspapers.


  6     Key features of editorial structure in magazines.                      1


  7     Key differences in smaller magazines and house journals.               1


  8     Characteristics of tabloid and broadsheet newspapers in terms          2
        of content, style and readership.


  9     Characteristics of local and national press in terms of content,       2
        style and readership.


  10    Advertising and its link to readership and circulation.                2


  11    The effect of control and ownership.                                   2


  12    Recent trends, e.g. online newspapers and use of new                   2
        technology.


  13    Planning and structuring an interview.                                 3


  14    Question types including open, closed, factual, leading.               3


  15    Conducting an interview.                                               3


  16    Recording an interview.                                                3


  17    Generating story ideas for journalistic copy.                          4




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Guidelines: Developing a Learning Plan

  18    Selecting story angles for journalistic copy.        4


  19    Structuring journalistic copy.                       4


  20    Using style and voice within journalistic copy.      4


  21    Layout out copy to house style.                      4


  22    Accurate use of grammar, punctuation and spelling.   4




                                         Page 11 of 23       09/08/05
Guidelines: Developing a Learning Plan


Appendix C: Individual Topic Plan

Unit Title: Journalism Skills 1: Introduction to Industry and Practice


Outcome            Topic           What Needs to be Taught        Teaching/Learning       Delivery Strategy/ies      Teaching Resources              Learning
                                                                      Activities                                          Required                    Object
                                                                                                                                                    References
Which        The number and        Here you will indicate what   Here you will itemise    Here you will           Here you will indicate what       Here you will
outcome      title of the topic.   the learning content of the   the teaching and         indicate what           resources will be needed for      number the
or           Topics should         topic will be. This may       learning activities                              to accompany and achieve          resources
outcomes     be numbered for       comprise more than one        which will need to
                                                                                          delivery strategies     the teaching/learning             which will
does this    ease of               item. In effect you are       take place. These        you believe should      activities. These resources       make up the
topic        reference.            unpacking the topic into      could be such things     be used to achieve      will eventually comprise the      learning
relate to?                         sub-topics or knowledge       as demonstration,        the intended            learning object for this topic.   object for
                                   components.                   explication/lecture,     teaching/learning                                         later
                                                                 question and answer                                                                reference
                                                                 session, student
                                                                                          activities. This                                          and indicate
                                                                 activity, etc.           section gives a brief                                     clearly what
                                                                                          description of how                                        format the
                                                                                          you intend the topic                                      resource will
                                                                                          to be taught.                                             take.




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Appendix D: Individual Topic Plan Exemplar

Unit Title: Journalism Skills 1: Introduction to Industry and Practice


Outcome         Topic          What Needs to be        Teaching/Learning            Delivery           Teaching Resources          Learning Object
                                   Taught                  Activities             Strategy/ies              Required                 References
    1       1.UK Print      1. Structure of UK        •   Explication of UK   •   Classroom            1. Two- Part Diagram     Object 1.1 – Powerpoint
            Market             Print                      Industry                discussion to           of UK Market.         presentation.
                               Industry/Market.           Structure.              assess initial          Powerpoint.
                                                                                  knowledge on
                            2. Supporting detail on   •   Student Activity.       shape of UK
                                                                                                       2. Worksheet on UK
                                                                                                                                Object 1.2 – Worksheet
                               the composition,                                                           market – based on
                               conditions and         •   Short explication       Industry/Market.
                                                                                                          diagram. Word
                                                                                                                                in Word
                               trends of the UK           of supporting       •   Short teaching          document.
                               Print                      detail.                 session based        3. Supporting notes.     Object 1.3 –
                               Industry/Market.       •   Independent             on Market               Word documents,       CourseGenie package
                                                          study by students       diagram.                may be linked to or   with web links.
                                                          of supporting       •   Students                incorporated within
                                                          materials.              complete                web package.
                                                                                  worksheet.
                                                                              •   Feedback from
                                                                                  student activity -
                                                                                  comparison of
                                                                                  worksheet
                                                                                  answers with
                                                                                  second version
                                                                                  of diagram.
                                                                              •   Brief overview of
                                                                                  supporting detail.
                                                                                  Students
                                                                                  directed to
                                                                                  supporting
                                                                                  resources for



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                                                    further detail on
                                                    composition,
                                                    conditions and
                                                    trends of UK
                                                    Industry.




                                         Page 14 of 23                  09/08/05
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Unit Title: Journalism Skills 1: Introduction to Industry and Practice


Outcome           Topic           What Needs to be Taught       Teaching/Learnin        Delivery Strategy/ies     Teaching Resources        Learning
                                                                   g Activities                                        Required              Object
                                                                                                                                           References
    1       2. Editorial        1. Typical                      •   Explication of      •   Short teaching      1. PowerPoint              Object 2.1:
            Hierarchy +            Management/Editorial             Management              session using          comprising two          PowerPoint.
            Management             Structure in UK Papers.          structure.              Management             diagrams –
            Structure of                                                                    Structure diagram      Management
            National
                                2. Flow of editorial            •   Explication of          and Editorial          Structure & Editorial   Object 2.2:
                                   responsibilities.                Flow of editorial
            Newspapers                                                                      flowchart.             flowchart.              CourseGenie
                                3. Roles and responsibilities       responsibilities.                                                      package.
                                                                                        •   Students directed   2. Web package with
                                   of senior management.        •   Independent             to supporting          short SAQs built in.
                                                                    study of roles          resources for
                                                                    and                     further study of
                                                                    responsibilities        roles and
                                                                    and completion          responsibilities.
                                                                    of SAQs.




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Appendix E: Possible Delivery Strategies


This list is not exhaustive, and there may be strategies which you would add to this yourself, or other
names you use for strategies which are represented here. This is simply intended to be an aid to
memory.



•   Lectures
•   Research projects
•   Case Studies
•   Assignments
•   Role play
•   Self Direction
•   Visual Learning Delivery – use of Graphs, Diagrams, Illustrations, etc.
•   Simulation
•   Distance/Flexible Learning
•   Demonstrations
•   Discussions
•   Practical exercises
•   Field Trips




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Appendix F: Assessment Plan

Unit Title:


Unit Code:


  Outcome             Evidence Requirements                 Formative Assessment                          Summative Assessment
 Number(s)
                                                                                            Assessment             Instrument of          Conditions
                                                                                            Description             Assessment
Number of     The evidence requirements given by the        Describe what formative    Describe the summative     Describe what       Detail any
outcome or    unit specification – these will follow each   assessment you intend to   assessment you intend to   instrument of       conditions that are
outcomes      individual outcome.                           carry out for this         carry out for this         assessment you      necessary for the
covered by                                                  outcome.                   outcome.                   intend to use for   summative
this                                                                                                              summative           assessment – such
                                                            (You may also include
assessment.                                                                                                       assessment –        as closed book
                                                            Diagnostic and Self-
                                                                                                                  extended            conditions, etc.
                                                            Assessment under this
                                                                                                                  response,
                                                            area. See the BlendEd
                                                                                                                  structured
                                                            Guides to Assessment).
                                                                                                                  response, etc.




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Appendix G: Assessment Plan Exemplar

Unit Title:


Unit Code:


 Outcome               Evidence Requirements                 Formative Assessment                             Summative Assessment
Number(s)
                                                                                               Assessment              Instrument of      Conditions
                                                                                               Description              Assessment
     1.       The candidate will need written evidence       •   Self-assessment         The assessment will be in    Extended         Supervised open
              to demonstrate his/her knowledge and/or            questions built into    the form of an informative   response.        book conditions.
              skills by showing that he/she can:                 online materials        feature article, of a
                                                                                         minimum of 700 words.
              explain the characteristic organisational      •   Assessed stand-
              features of the UK print industry outlined         alone quiz in VLE
              above, in the form of an extended                  using combination of
              response.                                          objective and free
              Since all of the features identified are           response items
              important in the understanding of the          •   Students required to
              industry, it is not appropriate that these         submit an outline of
              should be sampled. The                             the summative
              extended response should therefore cover           feature article
              all of the following areas:                        complete with
                                                                 introductory
              •   the editorial hierarchy and structure of       paragraph.
                  newspapers:
              •   the role of the upper editorial section
                  of a newspaper’s staff and any other




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               appropriate specialist section editors
           •   the role of the reporter
           •   other organisational divisions of
               newspapers:
           •   the organisation of copy flow in the
               editorial department
           •   any key differences from regional and
               national newspapers
           •   key features of editorial structure in
               magazines
           •   key differences in smaller magazines
               and house journals




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Appendix H: Delivery Plan

Unit Title:


Unit Code:


Session
Here you will indicate a session number – sessions will be assumed to follow in sequence, and
indicate the approximate intended length of the session.

Conditions
Here you will indicate any necessary conditions for the session – such as the fact that it needs to take place in
a classroom with computers available for students, that students should have access to a VLE, that the
session will largely take place online, and so forth.
Outcome          Topic           What Needs to be              Delivery            Teaching          Learning
                                     Taught                  Strategy/ies          Resources          Object
                                                                                    Required        References
The           The content     The content for this         The content for      The content for     The content
number        for this area   area will largely be         this area will       this area will      for this
of the        will largely    taken from your              largely be taken     largely be          area will
outcome       be taken        individual topic plan        from your            taken from          largely be
or            from your       for this topic.              individual topic     your individual     taken from
outcomes.     individual                                   plan for this        topic plan for      your
              topic plan                                   topic.               this topic.         individual
              for this                                                                              topic plan
              topic.                                                                                for this
                                                                                                    topic.




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Appendix I: Delivery Plan Exemplar

Unit Title: Journalism Skills 1: Introduction to Industry and Practice


Unit Code: D7M4 34


Session 1


Recommended Length: 2 hours plus independent study time by students.


Conditions
No necessary classroom conditions needed for this session, but students should have access to a VLE or
similar where online materials can be posted.


Outcome         Topic          What Needs to be               Delivery          Teaching         Learning
                                   Taught                   Strategy/ies        Resources         Object
                                                                                 Required       References
    1       1.UK Print       1. Structure of UK Print   •    Classroom        1. Two- Part      Learning
            Market              Industry/Market.             discussion to       Diagram of     Object 1
                                                             assess initial      UK Market.
                             2. Supporting detail on
                                                             knowledge on        PowerPoint.
                                the composition,
                                                             shape of UK
                                conditions and                                2. Worksheet
                                                             Industry/Mark
                                trends of the UK                                 on UK
                                                             et.
                                Print                                            market –
                                Industry/Market.        •    Short teaching      based on
                                                             session based       diagram.
                                                             on Market           Word
                                                             diagram.            document.
                                                        •    Students         3. Supporting
                                                             complete            notes. Word
                                                             worksheet.          documents,
                                                                                 may be
                                                        •    Feedback            linked to or
                                                             from student        incorporated
                                                             activity -          within web
                                                             comparison of       package.
                                                             worksheet
                                                             answers with
                                                             second
                                                             version of
                                                             diagram.
                                                        •    Brief overview
                                                             of supporting
                                                             detail.
                                                             Students
                                                             directed to


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                                                           supporting
                                                           resources for
                                                           further detail
                                                           on
                                                           composition,
                                                           conditions and
                                                           trends of UK
                                                           Industry.


   1     2. Editorial      1. Typical                  •   Short teaching    1. PowerPoint   Learning
         Hierarchy +          Management/Editori           session using        slides.      Object 2
         Management           al Structure in UK           Management
                                                                             2. PowerPoint
         Structure of         Papers.                      Structure
                                                                                slides.
         National                                          diagram and
                           2. Flow of editorial
         Newspapers                                        Editorial         3. Web
                              responsibilities.
                                                           flowchart.           package
                           3. Roles and                                         with short
                              responsibilities of      •   Students             SAQs built
                              senior management.           directed to          in.
                                                           supporting
                                                           resources for
                                                           further study
                                                           of roles and
                                                           responsibilitie
                                                           s.


   4.    15.               1. The range and            •   Classroom         1. Sample      Learning
         Generating           diversity of                 discussion           article     Object 15
         story ideas for      journalistic article         based on
         journalistic         ideas.                       sample
                                                                                extracts –
         articles                                          articles, to         in Word
                           2. Sources for story                                 format but
                                                           highlight
                              ideas.
                                                           originality of       also
                           3. The concept of               ideas. Articles      available
                              Angle.                       should
                                                           represent
                                                                                online.
                                                           local, regional   2. Sources of
                                                           and national         story ideas
                                                           stories.             in key
                                                       •   Discussion of        points –
                                                           story idea           PowerPoint
                                                           sources –            slide.
                                                           students to       3. Concept of
                                                           suggest
                                                           sources.
                                                                                angle in
                                                                                key points
                                                       •   Explication of       –
                                                           sources
                                                           supported by
                                                                                PowerPoint
                                                           slide.               slide
                                                                             4. Worksheet
                                                       •   Link to idea of
                                                           Angle -
                                                                                – word
                                                           explication of       document
                                                           Angle,               also
                                                           supported by         available
                                                           slide.               online.
                                                       •   Q & A on


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                                                 original article
                                                 extracts
                                                 drawing out
                                                 concept of
                                                 different
                                                 angles for
                                                 different
                                                 audiences.
                                             •   Assignment -
                                                 students to
                                                 complete
                                                 worksheet -
                                                 generating
                                                 story ideas for
                                                 next session –
                                                 or complete
                                                 online and
                                                 submit




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