Teacher Support Materials

TEACHER SUPPORT MATERIALS

BEFORE THE WEBINAR INTRODUCTION Ask students who has seen the television series The Inbestigators Tips for respectful interactions in the webinar include: before. Can anyone summarise the series plot for a partner or the whole class? • Test your internet connection and equipment ahead of the scheduled Watch an episode of The Inbestigators (or more than one video conference. if there’s time!) to familiarise students with the characters and story. Who are the main characters? How would you • Be logged in and ready to begin on time. describe them? What do you find interesting about the • When speaking for the first time, introduce characters, settings or events? How is this school similar yourself and your school. or different to yours? DEVELOPING QUESTIONS • Speak politely, clearly, and close to the microphone. Explain that the class will soon be joining a live video conference with four cast members from The Inbestigators: • Mute your microphone when it is not your turn Anna Cooke (Maudie), Aston Droomer (Ezra), Abby Bergman to speak. (Ava), and Jamil Smyth-Secka (Kyle). In this virtual learning event, students will learn from the actors and have a chance • If you would like to share information or ask a to ask their own questions. If your class is new to video question, you can type in the chat window at conferences, watching snippets from previous webinars on any time. the ACTF YouTube channel could be helpful. • Remember that your class will be visible to As a class, brainstorm the many interesting topics the actors others at all times. could share information about. If you have time, you may like to scaffold this task by discussing open-ended and You may like to nominate students to take on certain roles closed-ended questions, and which of these might prompt for the webinar, such as emailing through questions, testing the interesting, insightful or funny responses. Then in small equipment, or typing in the chat window. groups, have students to generate and record specific questions they would like to ask the cast members. Topics DURING THE WEBINAR could include: the audition process, working with scripts, Remind students about the previously discussed behaviour acting, being on set, balancing schoolwork with acting, expectations for this event. Ensure that they are seated television production, or other areas of interest. Ask groups comfortably and can hear and see the screen. If you know to share their questions and what they hope to learn from that certain students will ask their questions live, it is helpful the webinar. to seat them close to the webcam / microphone. Send a selection of your students’ interesting questions to the ACTF ([email protected]). During this live virtual Sit back and enjoy the conversation! learning event, we will cross to schools so that students can ask questions directly to the cast. Priority is given to students who have submitted questions ahead of the live event, as this helps us with our planning. VIDEO CONFERENCE ETIQUETTE Discuss the meaning of ‘etiquette’ as a class, explaining that etiquette is expected in online learning environments as well as real-life ones. In small groups, ask students to brainstorm a list of respectful behaviours – or etiquette – for video conferences. These behaviour expectations for online learning environments could be recorded on an anchor chart for future reference. MAUDIE MILLER (ANNA COOKE)

EZRA BANKS KYLE KLIMSON (ASTON DROOMER) (JAMIL SMYTH-SECKA)

AVA ANDRIKIDES (ABBY BERGMAN) AFTER THE WEBINAR In a class discussion, have students reflect on what they learnt from the webinar. What was interesting? What was surprising? What was most enjoyable? AUSTRALIAN CURRICULUM LINKS (Years 3-6) Following this discussion, ask students to write an individual written response to the event. This could Critical and Creative Thinking: Pose questions, include something interesting they learnt about the identify and clarify information and ideas Digital Technologies: ACTDIP013, ACTDIP022 actors, acting, or The Inbestigators; something they Drama: ACADRR034, ACADRR038 learnt about learning through video conferences; English: ACELA1476, ACELA1488, ACELT1594, ACELT1613, or something they would like to know more about. ACELT1596, ACELT1603, ACELT1609, ACELY1676, Alternatively, they could record their reflections as ACELY1792, ACELY1688, ACELY1699, ACELY1796, ACELY1709, ACELY1680, ACELY1692, ACELY1713, a spoken ‘vox pop’. ACELY1682, ACELY1694, ACELY1704, ACELY1714 To motivate students with an authentic purpose and ICT Capability: Applying social and ethical protocols and practices when using ICT, Communicating with ICT audience, written responses could be shared on a Media Arts: ACAMAR061, ACAMAR065 class blog, included in the school newsletter, or emailed Personal and Social Capability: Social Management to the ACTF as student feedback on our event.