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Justification Task 2

This material was designed for Standard 2 ESL students to improve their reading skills based on content standard 3.2 from the DSKP. It uses the digital platform Canva and includes various activities like reading an animal story, matching vocabularies to pictures, and answering a quiz to keep students engaged. These activities provide experience to develop new knowledge, as suggested by research. The material also applies an appropriate delivery method by including different engaging activities to maximize student participation, as recommended for effective e-learning design. A quiz on the topic of "Pet shows" assesses students' vocabulary knowledge.

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16 views2 pages

Justification Task 2

This material was designed for Standard 2 ESL students to improve their reading skills based on content standard 3.2 from the DSKP. It uses the digital platform Canva and includes various activities like reading an animal story, matching vocabularies to pictures, and answering a quiz to keep students engaged. These activities provide experience to develop new knowledge, as suggested by research. The material also applies an appropriate delivery method by including different engaging activities to maximize student participation, as recommended for effective e-learning design. A quiz on the topic of "Pet shows" assesses students' vocabulary knowledge.

Uploaded by

g-ipgp21301227
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Justification

In preparing the materials, the platform that have been chosen to be integrated as the
learning tools for the students is the digital platform, Canva. The materials is specially
designed for standard 2 ESL students in which it emphasize on the development of their
reading skills. Based on the DSKP, this material is derived from the content standard 3.2
which is to understand a variety of linear and non-linear print and digital texts by using
appropriate reading strategies. Moreover, the learning standard that is to be integrated into
this activity is 3.2.4 which is to use a picture dictionary to find, list, and categorise words from
Year 2 topics and theme. First of all, this material is relevant to be used by the standard 2
students to improve their reading skills in English language because it is composed of many
different activities. Based on the research by Brown, A. R., & Voltz, B. D. (2005), it proposes that
the foundation of developing an efficient e-learning program is giving students assignments or tasks
that will provide them the experience they need to get the necessary new knowledge. Hence, to relate
this with the learning material, it applies many different activities as they need to read an animal story,
match animal vocabularies according to its respective pictures and also answer a quiz. These variety
of activities will ensure them to remain focused during the learning session as they are hooked
towards the activities.

Other than that, this learning material is also effective to enhance students’ reading skills because this
material applies an appropriate delivery method towards the students. From Brown, A. R., & Voltz, B.
D. (2005), they also explain that in order to realize its full potential, good instructional design requires
suitable delivery. This is aligned with what is being implemented in the material in which it consists
different activities to engage the students with their learning. The research suggests that appropriate
delivery could be achieved by having a maximised students’ engagement towards and also the
opportunities. For example, in the material, there is a quiz provided in which it relates with the topic 4
“Pet shows”. The quiz will assess the students’ knowledge about animal vocabularies
References

Brown, A. R., & Voltz, B. D. (2005). Elements of effective e-learning design. The International Review
of Research in Open and Distributed Learning, 6(1). Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/217

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