Virtual PREX Machinima Scenario

Name of scenario

Addressing Off Task Behaviour: Strategies

Overview of the scenario

(i.e. a brief overview of the way the scenario plays out)

The scenario commences with students sitting in the same seats as those they were in when the introduction ended. They are quietly chatting about family history. Emma is at the window. In an attempt to bring Emma back to the group, the teacher addresses Emma by name and requests she join in. Emma does this and starts to chat with Amy. The teacher observes the lesson but takes no part in it. Gradually Emma begins to turn around and state she wants to know what everyone else is doing. The teacher now moves to Emma's desk and requests Emma by name to keep chatting with Amy about their own family history and that sharing will occur later. The teacher stays near the desk for a while and Emma continues the conversation. The teacher prompts questions if necessary.

The teacher then moves back to the front of the class and begins to ask a few questions. Kath and Jeff are singled out for putting their hands up. Emma begins to get disruptive, turning around and muttering to other students. The teacher then asks Emma to come to the front of the room and point out on the map where her family currently live and where they originally came from (Emma can decide if overseas or somewhere else in Australia). Teacher thanks Emma and asks her to go back and sit down, which she does. She then asks the class to talk with their parents about further bits of family history, and asks for volunteers to report first. Emma, Jeff and Kath put their hands up. Teacher asks Emma to be ready to give the first report tomorrow and ends the lesson.

Type of lesson and part of the lesson being role-played

Family History - Stage 2/3 (i.e. 9 - 10 years old).

This is the continuation of a family history lesson and the lesson moves through sharing, to answering questions, to showing location on a map.

Teaching Strategies Demonstrated

• Pair-and-share
• Questions & answers
• Physical involvement
• Using student name
• Proximity
• Involvement of off task students in lesson for re-engagement

Number of avatar controllers and avatars and main role of each

(Include information about whether some roles can or would ideally be performed by somebody carrying out multiple roles on multiple computers. Possibly a table showing avatar controllers and the avatars they will control).

Avatar Controller	Avatar	Role
1	Teacher	Teach the lesson and monitor students. Moves around the class and involves students in the lesson.
2	Emma	Emma is off task at the commencement of the scenario. Seated at desk with Amy. Responds to different strategies to bring her back on task.
3	Jeff Mark Alex	Seated at desk with Mark - answers a question and also talks to Mark quietly during pair-share. Seated at desk with Jeff - talks to Jeff quietly during pair-share. Seated at desk with Chris - appears to pay attention and looks at Chris during the pair-share, but requires no voice or interaction.
4.	Kath Jess Chris	Seated at desk with Jess - answers a question and also talks to Jess quietly during pair-share. Seated at desk with Kath - talks to Kath quietly during pair-share. Seated at desk with Alex - appears to pay attention and looks at Alex during the pair-share, but requires no voice or interaction.
5.	Amy Jake Joe	Seated at desk with Emma - appears to pay attention and talks to Emma during the pair-share and the teacher if asked a question. Seated at desk with Joe - appears to pay attention and looks at Joe during the pair-share, but requires no voice or interaction. Seated at desk with Jake - appears to pay attention and looks at Jake during the pair-share, but requires no voice or interaction.
*NB this scenario can occur without person 5 if one other avatar controller adds Amy to their number of avatars. The scenario would then be with 8 students rather than 10.

Equipment needed

(Number of computers, headsets etc)

11 computers (one teacher and 10 students) are needed. It will be necessary for some computers to be close to each other for one person to control more than one student avatar.

One headset will be needed for each person controlling avatars.

Environment and layout

(Include any special environment tools or features)

Use of one of the role-play classrooms (the same classroom and avatars will be used for this scenario and follow-on scenarios). The map on the wall will be used.

Initial positioning

Students are seated in pairs at their desks quietly discussing their family history and the teacher is at the front of the classroom. Emma is at the window.

Sequence of events

(Aim for between 5 and 10 events)

Timing	Event (not word for word)	Camera positioning
30 sec to 1 minute	The teacher observes the class completing the pair-share. Emma is getting more disruptive at the window beginning to try and call out about what is outside.	1. View of teacher. 2. View of Emma.
1 min 30 sec to 2 minutes	The teacher speaks more loudly and requests Emma by name to please join the lesson and share with Amy about her family. Emma moves back to her seat and begins a conversation while the teacher remains at the front of the class observing the students.	1. View of teacher. 2. View of Emma returning to the task. 3. View of teacher returning to passive observation
2 to 3 minutes	Emma begins to get restless and starts to turn round asking the others what they are saying about their families. The teacher now moves to Emma's desk and requests Emma by name to keep chatting with Amy about their own family history and that sharing will occur later. The teacher stays near the desk for a while and Emma continues the conversation. The teacher prompts questions if necessary.	1. View of Emma getting restless 2. View of teacher moving to Emma's desk. 3. View of Emma and Amy in discussion and teacher assisting answering questions.
1 min to 1 min 30 sec	The teacher returns to the front of the class and gets the students' attention. Question and answer session. The teacher begins to ask questions about what was discovered in the pair-share activity. The students respond by raising their hands and answering the question. Kath and Jeff are asked to give answers. Emma has her hand up but when not asked starts turning around and muttering to other students.	1. View of teacher and Q&A. 2. View of Kath, Jeff and Emma with hands up. 3. View of Kath and/or Jeff answering a question. 4. View of Emma turning around.
1 min 30 sec to 2 minutes	Teacher asks Emma to come to the front and point out on the map where her family currently live and where they originally came from. Emma comes forward and does what asked. Teacher thanks Emma and sends her back to her desk. Teacher tells the students their homework and asks for volunteers to report next morning. Emma, Kath and Jeff put their hands up and the teacher asks Emma will she be ready. Emma is excited and states "definitely". She is asked to prepare the report and the teacher finishes the lesson. All the students chat about what they may find out and Emma is talking about what she will ask her parents.	1. View of teacher. 2. View of Emma working at the map. 3. View of students with hands up for volunteering. 4. Final view of Emma excited about what she will be doing.

Possible Use of the Scenario

It could be used for reflective observations about the strategies that were used and why they might have been effective. Also reflection on why Emma may have moved off task again each time.