ESl Pedagogy Research Project 2011. Beverly HIlls Intensive English Centre. Francine Harvey, Michael Harmey and Lisa Lum. Funding by Multicultural Project Unit. Newly arrived ESL students on transition to mainstream high school move from a commonly strongly supported learning environment to a commonly independent learning environment. This study explores ways to give high challenge and high support (through rich assessment tasks and wiki scaffolding) to equip students with the language of self and peer assessment for the purpose of developing learner independence in preparation for high school. Also to develop students awareness of high school expectations regarding assessments and marking criteria. Artworks by Chris Lawrie

1. ESL Pedagogy Project 2011
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2. 2
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3. 3
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4. 4
Wiki
Peer Mentoring
Peer Assessment
NOTICE OF ASSESSMENT
Task Description
Chose a topic from the list and
write a discussion text
Assessment Tasks
+ Marking Criteria

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Stage 1: Initiate
Introduce and allow
Ss involvement/
suggestions
Stage 2: Facilitating
Modeling and
appropriation
Stage 3: Community of wiki users
Language and concepts, reflective thinkers
peer learning,/benchmarking, independence 5
* Video 1. Lets talk wiki

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Go to wiki=videos of us

7. 7 lfGo to wiki-recounts-audio model

8. WIKI
Rules
Tools Roles
Goals
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9. What do we want
our students to
achieve?
Learn in the
Australian
school
systemMove from
teacher
directed to
student
centered
learning
Take
ownership of
learning:
Independence
Become
active
participants
in
Australian
society
M
Develop
critical
reflection
skills
Develop
oral
language
Develop
learner
skills
Improve
English
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10. What do our students
want?
To make friends
To speak English:
be heard and
understood
To have a good
future in Australia
* Video 2 and 3: Goals
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12. Wiki Rules
Always be
friendly and
positive
Always
communicate in
English
Be
respectful
of others
Establish trust and encourage honesty, clarity and reasoning 12
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13. Francine Commeignes
Primary Pad
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14. Learner as
self and
peer
assessor
Learner as
text
code-breaker
and
collaborator
Learner as
expert
and peer
instructor
Code breaker VIDEO . Reciprocal (4) and (4b) Warm/cool-clarifying (5) Peer instructor VIDEO . (6)
- Teacher steps back -
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m/l

15. Build field via wiki. 15
F

16. Model and drill
Audacity
audio files
video
files
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F

17. Deconstruct language
Uploaded Word Docs, laptop programs and web-
links from wiki
Online
Grammar
quiz
OneNote
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DET TALE
Online units
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18. Tools
Model
Scaffold
Marking
Criteria
Assessment Task
18 F

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20. Guided construction
and idea sharing with teacher-made
online learning environments
1. Order the events from the
example recount here
1. 2. Test your knowledge of past
tense verbs here
1. Go here for your virtual
excursion to Bondi beach and
Write your own recount of the
day.
LAMS
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Wiki posts
Laptop
Wrap
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21. Joint construction
Primary Pad
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Web 2.0
tools
Audacity
F
Other tools: VIDEO (7) Primary Pad and Audacity (8)

22. Individual construction:
Written or spoken
Class Blog
Public Speaking
Text
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F

23. Self assessment
for learning: Oral
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24. Peer assessment
for Learning:
Oral
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L

25. Peer assessment: VIDEO (9)
Self and Peer assessment for
learning: Written
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L

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Self Reflection
for Learning:
Oral
F

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• Ss are now able to articulate the value of independence
in the Australian context and how to achieve it.
•Ss are becoming more aware of how to approach high
school assessment tasks and through the use of self and
peer assessment are achieving greater success at meeting
task criteria.
•Ss are now taking more ownership of their learning –
referring to the marking criteria and handing in
assessments early for teacher feedback thus showing more
interest in producing a higher level of work.
A

28. What do we want
our students to
achieve?
Learn in the
Australian
school
systemMove from
teacher
directed to
student
centered
learning
Take
ownership of
learning:
Independence
Become
active
participants
in
Australian
society
M
Develop
critical
reflection
skills
Develop
oral
language
Develop
learner
skills
Improve
English
28