# data[].attributes.body
To introduce the project, students discussed questions and watched the video in class. This event was engaging for the learners as it was their teacher and amusing for them. They also felt if I could research and make a video on Hidden UAE, then they could too. It also modelled what I wanted them to do.

https://drive.google.com/file/d/1z29You7H5dxbmL_rA7_eo2-qWk6zombd/view?usp=sharing

# data[].attributes.headline
2. Driving Question & 3. Setting Expectations

# data[].attributes.subject
2. Driving Question & 3. Setting Expectations

# data[].attributes.body
"Why is it important to discover hidden places in a country/city?"

Students had a model for what their video could look like. We also looked at viral vidoes on TikTok and IG by searching #hiddenuae. Students then collectively identified their common characteristics and key features of what made them high quality products. This helped them to make connections with the rubric that would be used.

Next, I presented the rubric so the students were aware of the criteria when preparing for their project. Students were given opportunities to collaborate on the rubric and we edited some criteria based on their opinions and the list they generated of what success for this project looked like. Engaging them in this process helps them to understand how they were being evaluated and they also had some ownership over their assessment.

# data[].attributes.body
Students added their suggestions to a shared document. Teacher differentiated this activity by providing some websites for LA (Low Achiever) students to get ideas from. Then, students made their selection.

Students made decisions about who their audience would be for their presentation of their end product. They discussed the different platforms they could share their video on and what their purpose for creating their video would be (IG reel, TikTok, YouTube).

Many students highlighted the use of social media content for demonstrating interest and knowledge in their industry, and also how it might be used to build a portfolio that could be used to attract employers.

# data[].attributes.body
Some class time was devoted to creating a plan on what materials and sources would be needed for the inquiry phase.

Students prepared questionnaires to determine if their chosen place was truly "Hidden UAE" and administered them digitally to other students, friends and family.

Students were given a model timeline of how they might organize their tasks. I asked them to submit their plan and spent 1-1 time with LA students helping them with builiding their timeline.

Students were given choice with how they would use their time in the inquiry phase:

Use study sessions (supported by me)

Seek support from libarian

Independent research

# data[].attributes.body
Students researched their place and made some notes using the rubric provided. Teacher provided guiding questions, so that students have a basis to work from.

They also took time to learn about how to make good quality TikTok videos. They also invited a faculty member from the Media department in to give them a session on creating content.

# data[].attributes.body
Students analyzed other TikTok videos and collaborated on designing a plan for their content. Creativity and critical-thinking were applied. Students gathered feedback from eachother and also sought the advice from an EmiratiTikTok influencer in their industry

# data[].attributes.body
Students arranged a time to create their project or film their video outside of class.

Teacher continued to give feedback and input where needed-useful vocabulary, presentation language etc.

Presentation language: https://drive.google.com/file/d/19DBnsTNppagQulkXLW8CyB7DJhHnuPxS/view?usp=drive_link

Students drafted their videos a few times before finalzing.

Students developed their presentation materials and drafted a presentation script on a live Google document to prepare for their presentation. This was visible to the teacher, so feedback comments could be given and acted upon.

Students arranged a time to create their project or film their video outside of class.

# data[].attributes.body
Students decided that their audience would be TikTok users.

They came up with the idea to create a shared TikTok account to maximize visibility among their chosen audience.

Class TikTok Accounts:

T1: Habibti_Travel

T2: Khaleeji_travel

Follow and give them a like!

# data[].attributes.body
Feedback: Learners received content and linguistic feedback on their work, to help them understand their grade and to improve in future projects.

A class reflection was conducted and students gave feedback on each other's work. Peer feedback was a useful way to promote autonomy and encourage positive engagement with the publicly presented product.

As a part of their assessment, learners complete a self-assessment on their work. A part of this reflection was giving feedback on how the project could be improved.

# data[].attributes.attachment_link.readable_text
Self-Reflection on Project Work

This document helps students think about what they did in the project and how well the project went.

Log in to get this resource...

To view or download this resource, log in here.

# data[].attributes.attachment_link.description
Self-Reflection on Project Work This document helps students think about what they did in the project and how well the project went. Log in to get this resource... To view or download this resource, log in here.