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.

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

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.

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

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.

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.

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!

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.