3.4 Example of Tech Reinvestment Tasks
Throughout the modules, you have seen a variety of digital tools to develop Competency 2. Many of these tools and tasks presented in Module 2 could also be used to reinvest understanding of texts. Keep in mind that it must meet the criteria of a solid reinvestment task. Also, more than one tool can be used to achieve this final task.
The Reinvestment Task
Create a Rescue Centre for Endangered Species
Throughout the LES, cycle 3 students were presented with various texts on endangered species: macaw, siberian tiger, pandas and mountain gorillas. As a reinvestment task, they are invited to create a rescue centre for endangered species.Task requirements
Select
Students select knowledge from texts (choose three animals, the reason why animals are endangered, how to help animals, provide examples).
Organize
Students plan their text according to the selected information.
Personalize/Adapt
Students present the mission of the rescue center and explain how it will benefit each species, using information selected and organized according to the provided model.
Task requirements presented to students
- Present the mission of your rescue centre;
- Explain why each animal is endangered;
- Explain how it will help each animals with examples.
This requirement could be part of the digital competency:
- Add images to represent the rescue centre.
Model for the Task
Here are three different examples of digital activities that could be suggested to students with this reinvestment task:
Be careful
Be careful when evaluating Competency 2 combined with competency 3.
When C2 and C3 are combined, the C3 criterion “Characteristics of the written text” overlaps with the C2 criterion “Use of knowledge from texts in a reinvestment task.” Since the C2 criterion is always selected in a combined C2-C3 task, the evaluation of C3 is consequently limited to only “Application of targeted language conventions.”
Therefore, if C2 and C3 are always combined for evaluation purposes, it would give an incomplete portrait of the student’s competency development for C3.
Furthermore, students should not be penalized in both competencies when it relates to one aspect of the text.