Author:
Kelly Arispe, Amber Hoye
Subject:
Languages, World Cultures, Education
Material Type:
Teaching/Learning Strategy
Level:
Lower Primary, Upper Primary, Middle School, High School, Community College / Lower Division, College / Upper Division
Tags:
  • Revise
  • Revise Template
    License:
    Creative Commons Attribution
    Language:
    English

    Revise Template to Support Teachers in Customizing Pathways Project Activities

    Revise Template to Support Teachers in Customizing Pathways Project Activities

    Overview

    This is a template that teacher educators may use, revise, or remix to support OER teacher education. 

    You may also make a copy of this template below by clicking here

    Let’s Revise a Pathways Project Activity!

     

    Find an Activity for Your Classroom - The Pathways Project

     

    Name: 

    Language:                                                      Level:    

    Link to Selected Pathways Project Activity from OER Commons: 

     

    To begin, read the following Guiding Principles for Revising an Activity:
     

    • Adjust to better fit your preferences/teaching style
    • Localize the materials to fit your learning environment
    • Alter the length or difficulty
    • Adjust the content to fit a different age group
    • Adapt for a different language
    • Address diversity needs, improve multiculturalism and make sure students “see themselves in the materials!”

    List adapted from “What is Localization?” from the “How Tos” of OER Commons, licensed under a Creative Commons Attribution License 2.0 license.

     

    Review the following sections of the activity and complete the steps:

     

    How are Pathways Project Activities Organized?
    You’ll focus on the items highlighted in orange.

     


    STEP 1
    Can-Do Statements:

    1. Think…

     

    1. Will you maintain or revise?

    Maintain
    If leaving this section as is, write maintain

    Revise

    Write a new can-do statement or make some tweaks

     

     

     


    STEP 2
    Main Activity:

    1. Customizing for your learners

    Think: How might you adjust this to fit the needs of your students?

    • Is this task engaging your students? Do you need to make adjustments based on class size, age, classroom space, etc.?
    • Is a resource missing? Do your students need a graphic organizer or a worksheet to fill out? Will they need more review?
    • Are the images the right images to interest your students?

    Maintain
    If leaving this section as is, write maintain

    Revise

    How will you make changes?

     

     

     

    1. Making Structural Changes

    Think: Do you need to make structural changes to better align to your unit?

    • What vocabulary and grammar structures are students practicing in this activity? Should you add in something from the previous unit to help them keep reviewing?
    • What communication strategies (facial expressions/gestures, asking for repetition, asking questions, circumlocuting) are practiced in this activity? Are they level appropriate?
    • What type of functions are practiced in this activity?

    Maintain
    If leaving this section as is, write maintain

    Revise

    How will you make changes?

     

     

     

     

    STEP 3
    Warm-Up: Now that you’ve seen the main activity, use the backward-design strategy to think about the warm-up

    1. Think…
    • Does the warm-up sufficiently prepare students to actively participate in the main activity? If not, what can you add/alter?
    • Is the warm-up fun and/or confidence booster? If not, what might you include?

     

    1. Will you maintain or revise?

    Maintain
    If leaving this section as is, write maintain

    Revise

    How will you make changes?

     

     

     

     

    STEP 4
    Wrap-Up:

    1. Think…
    • Does the wrap-up give the students the opportunity to reflect on their progress or what they learned during the activity? If not, what might you include?
    • Does the wrap-up end on a positive or encouraging note? If not, how might you adjust the tone?

     

    1. Will you maintain or revise?

    Maintain
    If leaving this section as is, write maintain

    Revise

    How will you make changes?

     

     

     

     

     

     

    STEP 5
    Instructional Materials:

    1. Think…
    • Do the materials align with your revisions?
      If not, what might you adjust?
    • If physical materials such as cards are used, are there sufficient materials for the number of students in your class?

     

    1. Will you maintain or revise?

    Maintain
    If leaving this section as is, write maintain

    Revise

    How will you make changes?

     

     

     

     

     

    STEP 6

    New: Start putting your revisions into action by filling out the two boxes below.

     

    Include a brief description (1-2 sentences) about why/how you revised this activity. This description will go under the title on OER Commons and help teachers understand how you’ve made it more applicable for a K-12 context. By writing this below now, you be more efficient in Module 3 when you share your revised/remixed activity to OER Commons.

     

     

     

     

     

     

    If you didn’t include (links to) new elements that you created (ex: new images, different vocabulary, new worksheet, etc.), you can list them below or go back up to each individual step and add them. In Step 6 you move beyond ideas/brainstorm to putting those ideas into action.