Module 6 - Web-Based Assessment Assignment

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Module 6 - Web-Based Assessment Assignment  

Jared Alan Moya

School of Education, Liberty University

EDUC 630-B08: Technology Practices for Instructional Improvement

Dr. Lisa Stone 


Project Description

This web-based assessment is to be used in conjunction with “Essential Unit 4 (E04): Economic Decision Making: Action” of the Quality School International’s 9yo Cultural Studies curriculum (Quality Schools International, 2022). Specifically, the following The Student Wills (TSWs): 

4. TSW create an argument supported by claims and evidence gathered in E01 that answers the compelling question of the unit (How can we make economic choices that have a positive impact?)

7. TSW create a product of learning that communicates their research and takes informed action.


Student Differentiation

One effective approach is to offer choices to students regarding the topic, format, or audience of their presentation (Tomlinson, 2017). This can empower students and foster their engagement by allowing them to select a specific product type, utilize various features of Canva.com, or target different consumer groups (such as families, students, or tourists). By providing options, students can demonstrate their understanding and creativity while aligning the assignment with their interests and abilities.

Flexible grouping is another potential strategy  (Tomlinson, 2017). Students can be assigned to work individually, in pairs, or in small groups based on their learning preferences, interests, or abilities. Grouping students according to their preferred learning style, common interest in a product category, or proficiency with Canva.com enables collaborative learning and allows students to leverage their strengths. This approach fosters peer interaction, cooperation, and the sharing of diverse perspectives, ultimately enriching the learning experience for all students.

Lastly, the assignment could be scaffolded into manageable steps to support varied skill and language proficiency  (Tomlinson, 2017). Providing graphic organizers, templates, or checklists can assist students in structuring their presentations effectively. This approach is especially helpful for English Language Learners (ELLs) or students who require additional guidance and support.


Student Directions

You have been selected by Timor Leste’s Ministry of Commerce to create a presentation for their website promoting the benefits of buying locally-made products. It will also be part of its advertising campaign encouraging members of the public to shop locally. The Ministry requests that it highlight the positive effects of this economic choice on individuals, communities, the environment, and the world around us. This presentation can be either physical or digital, but you are encouraged to use Canva for this project. 

Moreover, your advertisement should inspire its target audience to consider the impact of their economic choices and to make a conscious effort to support local businesses and producers, especially in developing countries like Timor Leste. By promoting cultural diversity, preserving traditional crafts, and minimizing environmental impact, we can create a better world for ourselves and future generations. 

So, let's buy local and make a difference!



References

Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms (3rd ed.). ASCD.

Quality Schools International. (2022). Learning as a 9-year-old: What to expect this school year. https://resources.finalsite.net/images/v1651733023/qsiorg/pdmkciz1p9xiyo9pwbwe/Learningasa9-year-old.pdf

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