Settlement+Information+Pages+Project+lesson+plans

__ Week 1 – Understanding the Project __ · students will become familiar with the aim of the projects then brainstorm some topics · students will understand how they will gather information and how they will present it ·  students will become aware of the benefits of teamwork
 * LESSON PLANS: **
 * Objectives: **

Part 1 - in classroom Part 2 - at the computer Part 3 – In the classroom
 * Resources ** :
 * computer with Internet and data projector
 * photocopy of the information page
 * questions handout
 * Procedure: **
 * Project Information front-page ([|www.meintassie.wikispaces.com/Information]) and read through topics with whole class, eliciting examples and ideas for subtopics for each topic, e.g. Emergency -- Fire, Police, Ambulance; Ambulance - Car Accidents, Childbirth, Home Accidents. Keep the examples short and snappy-1 to 2 words only.
 * Have the students discuss in small groups what settlement information is important to them at their individual stage in the settlement process.
 * Have the groups report back to the whole class and attempt to narrow down a list of about six topics
 * students visit the model page on the Tasmanian ambulance service http://meintassie.wikispaces.com/Level+2+-+Emergency
 * on their own student Pages students write short answers to questions in Appendix 3.

- get the job done faster - make use of team members’ different skills - develop a key employability skill - meaningful practice of language functions
 * with the whole group, discuss the benefits of using a collaborative approach e.g.

· ask students about previous experiences of collaborative work and learning. Discuss and elicit ideas about how to deal with negative negative aspects such as unequal input. Ideas may include: - identifying effective leaders - carefully selecting team members - having regular reports and team meetings · discuss issues of individual assessment in a collaborative project. Explain that there will be opportunities throughout the project for individuals to demonstrate skills and competencies to the teacher · elicit from the students the specific tasks of the project (refer to **‘For The Student’**) · elicit the specific skills required of team members to complete the tasks. Invite students to contribute their insights from their self analysis in Part 2. · Review the topics selected at the end of Part 1 and invite students to volunteer to select a topic and start a team. · Allow students to form teams reminding them to keep these criteria in mind: <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">- teams should ideally have no more than 4 members (preferably 3) <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">- each team member should be interested in the topic <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">- it would be good if each team member had a different skill to bring to the team <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">- teams should not have just one L1 represented N.B. This process may need to continue beyond this session – the aim should be to have the teams confirmed by the end of week 2, Part 1.

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· students will confirm the membership of their team and the topic for their project <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· students will get to know each other in their teams <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· Provisional list of project topics and teams assigned on overhead, whiteboard or handout. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· Sheets of butchers paper and blue-tac <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· Computer task instructions on class wiki page provided (Appendix 4) <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· Student pages set up on the wiki Part 1 – in classroom <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Ask students to sit together in their teams <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Elicit questions students can ask each other to find out what they have in common. Write on whiteboard. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Ask students to introduce themselves to each other and ask each other questions. Students then produce a list of characteristics that they have in common. Encourage them to take turns to write so they learn about each others’ skills and practise working collaboratively. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Ask students to discuss their team’s project topic and share/note down any prior knowledge. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Post summaries around room and invite students to read the other teams’ work. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Explain that now is the last opportunity to change to a different team
 * __ Week 2 – Establishing Teams and Confirming Project Topic __**
 * Objectives: **
 * Materials: **
 * Procedure: **

Part 2 – at the computer <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· As the students to read “Today’s instructions” on the CSWE 3 class page: <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">1. Open your own ‘ student page’. Click on edit this page. <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">2. At the top of the page, write a short introduction of yourself. <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">3. Complete this statement: I have chosen the topic of __for the project because….__ <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">4. Write about the skills and strengths and knowledge that you can contribute to the project team. <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">5. Write about what you think each of the other people in the team will bring to the project. <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">6. Save your work. Part 3 – at the computer <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Ask students to go to the student pages of the other members of your team. Read and post a comment on their page.

N.B. At this stage, you will need to find appropriate webpages/sites for each team’s topic and an appropriate person to interview. It is also necessary to set up a wiki webpage for each team. Week 3 – Reading Information About Project Topic __ <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· Students will become familiar with features of an information text and will be able to identify the purpose / intended audience. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· Students will become familiar with the structure of a webpage and will be able to identify the organisation presenting the webpage. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· Students will read information about their project topic from the webpage supplied to them and make questions and answers based on the topic. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· OHPT of NSW Ambulance Service – About Us webpage [] <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· Website address which provides information on each team’s topic <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Assessment criteria for CSWE 3 H1 (NSW AMES, 2008) Part 1 – in classroom
 * Objectives: **
 * Materials: **
 * Procedure: **

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Project OHPT of NSW Ambulance Service “About Us” webpage**.** Assist students to identify organisation title/logo, base web address, subtopic menu bar. Note use of underlining or bold print for headings or keywords. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Read out some key points of information and ask students to formulate questions e.g. "how many responses did ambulance provide in New South Wales in 2007/8?" (Ambulance provided over 1,118,000 total responses in 2007 /8) "How can you give your ideas and feedback to the New South Wales ambulance service?" (Simply click on the contact us link at the top of each page to provide your comments) <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· discuss assessment criteria for H1  Part 2 - at the computer <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· provide each team with an appropriate website for their topic and the assessment criteria for 3H1 <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· ask students to read the website individually and identify key points, then make some questions and answers based on the text and write these at the top of their own student page. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Ask students to self assess their ability to understand information text using the assessment criteria Part 3 - at the computer <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Ask students to go to the Student Pages of the other members of their team and read their questions and answers. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Ask students to assemble in their teams around one computer and decide on the best questions and answers. Have them choose one team member to scribe and type questions on the team’s project webpage and the answers on a Word document to be saved on USB and in students’ U: drive. (The teams’ Word documents will now need to be uploaded to their project page on the Wiki by a Wiki organiser.)


 * Week 4 - Preparing for Fact-Finding Interviews **

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· students are familiar with the structure and features of a media interview <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· students are able to identify key information from a media interview <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· students are able to formulate interview questions using appropriate grammar forms and pronunciation
 * Objectives: **

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· video of interview with paramedics on call from [|www.skills1.com.au] <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· worksheet questions (Appendix 5)
 * Materials: **

Part 1 - in classroom
 * Procedure: **

Part 2-at the computer
 * Show the first few frames of the video without sound. Invite students to suggest questions they would ask the paramedics.
 * Write up questions on the whiteboard and repair any grammatical errors. If necessary, model correct interrogative forms-word order, use of auxiliary "do" etc., and invite students to practice orally and copy into notebooks.
 * Also, if necessary, practice sentence and word stress and intonation. Focus on weak stress for auxiliaries. Elicit and practice correct word stress for key words.
 * Give the students the comprehension questions and practise asking the questions aloud in pairs, changing personal pronouns to "you".
 * Show the video and asked students to answer the questions individually.

Part 3-at the computer
 * Give students the opportunity to watch the paramedics video again. http://meintassie.wikispaces.com/Level+3+-+Emergency
 * Ask students to gather in their project team and discuss questions they would like to ask an interviewee on their project topic.
 * Ask students to type the questions on their own student pages

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· students are familiar with the features of the formal e-mail <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· students write a formal e-mail to request an interview <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· students make arrangements for the interview <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· CSWE3 workbook (New South Wales AMES 2009) pages 81 to 99 <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Model e-mail on OHP or data projector at http://meintassie.wikispaces.com/CSWE+3+Project+-+Settlement+Information+Pages (also Appendix 2)
 * Ask students to review their questions by reading each other's on their Student Pages.
 * Get the teams to come together, appoint a scribe and produce a final list of questions.
 * Week 5 - Organising Interviews **
 * Objectives: **
 * Materials: **

Part 1** - **in the classroom
 * Procedure: **

- how well you know the person - how difficult the request is Part 2 - at the computer
 * Ask students to sit in the teams and discuss the level of formality of four sample e-mails from CSWE workbook 3 pages 91 to 93.
 * In the whole group elicit from the students the language which identified each e-mail as more or less formal.
 * Discuss the factors involved in selecting the appropriate level of formality or politeness:
 * Give each team the name and contact details of the person they will interview.
 * Examine the sample request e-mail drawing attention to Subject, Salutation (using first name), introducing selves, paragraphs, closing.

Part 3 - at the computer or in the classroom
 * Ask students individually to compose an e-mail to their interviewee and put a copy of the body of the e-mail on their Student Page
 * Then have the students read the e-mails of their team mates and come together in teams to agree on a final version. Ask the teams to appoint a scribe, write the e-mail, getting it checked by the teacher before sending.

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· students conduct interview with a person relevant to their project topic <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· students video record the interview <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· students edit the video <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· digital cameras with video functions <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· computer with Internet connection and data projector <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· access to Windows Moviemaker program <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· instructions for using Windows Moviemaker (Appendix 6)
 * Students read e-mail response from target interviewee.
 * In teams students plan and rehearse phone call to interviewee to make arrangements. Then team should appoint a team member to make the phone call
 * Week 6 and 7 - The Interviews **
 * Objectives: **
 * Materials: **

NB - during these weeks students will be working in their teams, rehearsing and refining their questions, going out to interview, and listening to and transcribing the interview video. There will be opportunities to give small-group tutorials either in the classroom or at the computers to show students how to edit videos and add captions: (At the end of Week 7, the edited videos will need to be uploaded to the teams’ project page on the Wiki by a Wiki organiser. Then organise for small groups of CSWE 2 students to visit and read the project pages in their class computer time.)
 * Procedure: **
 * Show the unedited model video and ask students to work in their teams to note down the key questions.
 * Watch the unedited video again and ask teams to note down their summary of the answers to each question.
 * With the students suggesting text of the titles and captions, demonstrate on the data projector or computer how to add them to the video using Windows Moviemaker.
 * Repeat the process, this time eliciting from the students the instructions for using Windows moviemaker.
 * At the computers, get the students to work in their teams and practise using Moviemaker using the written instructions.

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· students write a thank you e-mail to their interviewee <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· students develop some criteria for evaluating their pages <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· students get feedback from other teams about their pages <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msolist: Ignore;">· students get feedback from students in other classes about their pages <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Assessment criteria for CSWE3 L1-//write a formal e-mail// (New South Wales AMES, 2008). Copies for students and OHPT. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Model request for interview email (Appendix 2) on OHPT or data projector <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Teams have copies of their request for interview e-mails <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Self – evaluation proforma (Appendix 7)
 * Week 8 – Evaluation **
 * Objectives: **
 * Materials: **

Part 1 - in the classroom
 * Procedure: **

Part 2 – at the computers
 * Go through the assessment criteria for CSWE 3 L1 one by one making sure that students understand them.
 * Ask the students to work in their teams to check their request e-mails against the criteria.
 * As a whole group, discuss the model request for interview email and check it against the assessment criteria.

Part 3 – in the classroom, then at the computers <span style="font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial; msobidifontweight: bold; msofareastfontfamily: Arial; msolist: Ignore;">- The information is useful and relevant for newly- arrived migrants <span style="font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial; msobidifontweight: bold; msofareastfontfamily: Arial; msolist: Ignore;">- The written information is clear and easy to understand <span style="font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial; msobidifontweight: bold; msofareastfontfamily: Arial; msolist: Ignore;">- The interviewers are easy to understand <span style="font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial; msobidifontweight: bold; msofareastfontfamily: Arial; msolist: Ignore;">- The information from the interview is useful and relevant <span style="font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial; msobidifontweight: bold; msofareastfontfamily: Arial; msolist: Ignore;">- Did you understand the information easily? <span style="font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial; msobidifontweight: bold; msofareastfontfamily: Arial; msolist: Ignore;">- Was the information useful for you? Part 4 – in the classroom
 * Students (working individually) write a thank you email to their interviewee and save it on their own Student Page.
 * Students visit their team mates’ Student Pages and read their thank you emails
 * Students gather in teams to decide on a final email version, appoint a scribe to type it, getting it checked by the teacher before sending it off.
 * Using a data projector, show the model page at http://meintassie.wikispaces.com/Level+2+-+Emergency
 * Elicit from the students criteria for assessing the page e.g.
 * Elicit from the students a range of standard descriptors e.g. Excellent, Good, Reasonable, Poor.
 * At the computers, ask the students to work in their teams around one computer and assess their own pages and then the other teams’ pages, using the criteria developed earlier in the classroom.
 * Ask the students to work in their teams to develop some questions to get feedback from CSWE 2 students eg
 * Get the teams together with small groups of CSWE 2 students who have visited the pages and discuss the feedback questions.


 * Hand out the self-evaluation forms and ask students to discuss in their teams.
 * Have the students complete the forms individually and submit them. (Students can also complete the same form at http://meintassie.wikispaces.com/CSWE+3+Project+-+Settlement+Information+Pages and store it on their own Student Page.)