ESAP Symposium Reading workshop August 15 2015
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Reading and tackling the role of responses: More than comprehension questions Classroom learning is often driven by questions or tasks given and the answer or product required. This is especially noticeable in learning cultures in which the teacher defines the ‘how’ of learning by the one correct answer sought or a closely defined outcome. With an examination dominant system driven by competitive school league tables, correctness may begin to dominate creativity and critical thinking. Yet this can be contested if facilitators of learning use varied responses to reading rather than rely on the one and only correct task type or response. This workshop will provide experience in varied task types which are responses to written text. Just two reading texts will be used to suggest a range of responses which could stimulate vocabulary understanding and use, while developing creativity in teaching and learning
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ESAP Symposium Reading workshop August 15 2015
- 1. Reading and tackling the role of responses: more than comprehension questions Professor Stephen J Hall Centre for English Language Studies
- 2. Where are we going? • Task, Text and Interaction • Tasks and the power of response types • Using varied responses
- 3. Reality 101 Beyond the report book All learning depends on the interactional climate we create within the powerful domain of our ‘four walls.’
- 5. Suggested text based strategies • Set the context for the text • Raise awareness of the text type and its purpose • Pre-teach key specialised vocabulary • Articulate the cognitive skill • Foster self evaluation for learners and ourselves
- 6. Text and learning • The form of the answer will drive the approach to the task • Vocabulary levels – active or passive knowledge • Sentence length and subordination in sentences • Visual ease and support • Text type – length, cultural familiarity, awareness of audience • The evaluation feedback
- 7. Easing text transitions • Teach the form and function of key productive vocabulary • Provide varied explanations • Systematize recording use of the vocabulary learning • Correct strategies and model processes • Spaced significant repetition
- 8. Suggested task based strategies • Focus by making the task clear • Make the steps transparent adding cognitive challenges for expansion –examples, ordering, hypothesizing • Articulate the cognitive skill • Foster self evaluation for learners and ourselves
- 9. Responses to Text • Language form based • Content based • Transforming text types • Question writing
- 10. Responses to form (code) in the text:identifying • Nouns • Verbs • Adjectives Scan for Transition markers and their purposes
- 11. Responses through different texts Rewriting • 156 characters (SMS) the key point Facebook posting Slogans for each paragraph Diss the crud vs a critique Physically recording ‘a quote’
- 13. • Wh questions link to grammar awareness • Who to the actor • When to specifying time specifics • How to broad range reasoning • Why to divergent evaluative higher reasoning
- 14. Retooling the mode – ’heavier’ cognitive task • Headline • Summarize for the busy boss • Rewrite as an interview • Sell the idea • Shorter length is not always easier
- 15. Content change 1 • Gender • Character • Setting • Time frame • An element at a time links form and function
- 16. Content change 2 • Before • After • The aliens come • The ending to oooh… • No I woke up and it was a dream
- 17. Graphic Responses #1 • The Good • And we are not so sure so • The Bad • Its in interesting
- 18. Graphic Responses @ • See Google • Use the net
- 19. Don’t forget the speakers and artists the listeners the visualizers
- 20. Questions are key • Write a question which you remember using yesterday? • What was the purpose of the question? • What would you do with the response? • How would you simplify the question? • How would you extend the learning/knowledge gained ?
- 21. A task with text • Task • Text • Interaction • Creative with a summative presentation
- 22. Tasks and learning • The form of the answer will drive the approach to the task • Learning arrangements- individual, pair, group • The opportunities to ask meaningful questions • The links between modes of learning- aural, visual, kinesics • The stages for reinforcement, correction and learning • The high or low stakes in the product • The evaluation feedback
- 23. Tasks and learning cultures • Sell teamwork skills:individual versus cooperation • Limit critiques to the positive • Foster the original • Demonstrate Google translate limitations • Learn from everyone’s story
- 24. How do we • scaffold the learning • provide for spaced significant repetition • restate, provide visual or redefining support • teach questioning skills • learn from each other as educators?
- 25. Considerate and compatible reading • Considerate text- language and text features within students processing capacity • Compatible text- aligned with learners’ background knowledge and cognitive maturity • Grabbe,2o09 cited from Renandya,2015 • Tasks which are challenging a little ,engaging, and fun
- 26. Teacher reflective questions • Scribbled notes –in action • Five minutes after note – individual, task text • Noting down sucesses • Using learner questions • Demonstrating in follow up lesson
- 27. Learner reflection to build a reflective classroom • Today I • Learnt…. • Felt… • Enjoyed… • Wanted to ask about… • Planned…
- 29. Thank you for listening Professor Stephen J Hall Centre for English Language Studies Sunway University Malaysia www.stephenjhall.com
Editor's Notes
- Sunway University College