Let her finish.
Xenia: And on the right side of the picture there is a lake.
Peter: Yes.
Xenia: And in the lake there are some ducks.
Peter: Yes, I see. What else?
Xenia: And in front of the lake there is a forest.
Peter: Yes.
Xenia: I think that's it.
Peter: Thank you.
73
Turn taking – analysis
o Turn taking phrases used more frequently
and appropriately
o Focus on listening and understanding
o Giving feedback in a friendly manner
o Asking for clarification
o Allowing partner to finish
o Variations helped internalize lexis
o Communicative
WALS 2016: Process writing and peer assessment in teacher educationclaudiamewald
This presentation discusses the implementation and study of process writing and peer assessment in the context of three courses in teacher education: young adult literature, methodology, and language skills. The primary aim of the study was to learn about the effects of the approach on language and content learning, as well as the trainees’ gains in their pedagogical content knowledge about formative assessment.
WALS 2016: Process writing and peer assessment in teacher educationclaudiamewald
This presentation discusses the implementation and study of process writing and peer assessment in the context of three courses in teacher education: young adult literature, methodology, and language skills. The primary aim of the study was to learn about the effects of the approach on language and content learning, as well as the trainees’ gains in their pedagogical content knowledge about formative assessment.
Learner ownership in student presentation success (revised)Lee Arnold
Much of the research literature on student oral presentation assessment focuses on performance. Yet the intentions by teachers to create evaluative rubrics that could yield a blend of quantitative and qualitative findings may have the effect of demotivating novice presenters. My presentation focuses on such novices and my classroom experience with setting aside performance rubrics in favor of allowing learners to explore and prepare their poster and Power Point creations in their own terms, imparting a sense of task ownership to learners new to oral presentations as a result. It is my stance that emphasizing such learner autonomy and creativity within the preparation process may yield latent novice learner ability and success.
Effective lesson=effective teacher november 4, 2014 teachersWonderWise
Introduction to SIOP, Sheltered Instruction Observation Protocol, provides brief history of SIOP, gives purpose for use, introduces 8 components and 30 features, introduces language objectives & 6 types of language objectives, provides second language acquisition information, BICS, CALP, two island version of iceberg theory
Learner ownership in student presentation success (revised)Lee Arnold
Much of the research literature on student oral presentation assessment focuses on performance. Yet the intentions by teachers to create evaluative rubrics that could yield a blend of quantitative and qualitative findings may have the effect of demotivating novice presenters. My presentation focuses on such novices and my classroom experience with setting aside performance rubrics in favor of allowing learners to explore and prepare their poster and Power Point creations in their own terms, imparting a sense of task ownership to learners new to oral presentations as a result. It is my stance that emphasizing such learner autonomy and creativity within the preparation process may yield latent novice learner ability and success.
Effective lesson=effective teacher november 4, 2014 teachersWonderWise
Introduction to SIOP, Sheltered Instruction Observation Protocol, provides brief history of SIOP, gives purpose for use, introduces 8 components and 30 features, introduces language objectives & 6 types of language objectives, provides second language acquisition information, BICS, CALP, two island version of iceberg theory
Vortrag zur frühen Mehrsprachigkeit bei der BIG_inn Konferenz. Die Veranstaltung wurde von Nyugat-Pannon Terület- és Gazdaságfejlesztési Szolgáltató Közhasznú Nonprofit Kft. im Rahmen des INTERREG V-A Projekts BIG_inn AT-HU organisiert.
Open Research Lesson WALS 2020 online conferenceclaudiamewald
An open research lesson, available in video-recorded form on the WALS conference website (walsnet.org), was designed collaboratively by a team of two primary school and two secondary school teachers with the goal to investigate the impact of formative feedback on the oral and written communicative competence of young foreign language learners. A lesson study in three cycles brought about variations in the design of the lesson, its teaching and learning materials as well as feedback tools. In the sharecase, the fourth research lesson will be shown and afterwards, the lesson study team will discuss the intended and observed learning of four case study pupils.
Student teacher learning through online lesson studyclaudiamewald
Since March 2020, teaching and teacher education have changed dramatically. Although digital literacy had been at the forefront of new developments in education to foster 21st century skills, nobody had really anticipated a total lockdown and the need to facilitate remote and autonomous learning from one day to the next. Success in this endeavour seemed to depend on three main aspects: the access to digital resources (hard- and software), the ability to make use of digital learning opportunities, and the efficiency of the collaboration between parents, pupils and teachers, student teachers and lecturers, or all of these in the case of teacher education. This round table presents three modifications of lesson study in a virtual environment making use of various digital technologies and strategies to support student teacher learning in three seminars: formative feedback in English as a foreign language, mathematics, and physical education for primary and secondary school pupils.
Lernen im Fokus: Unterrichtsentwicklung durch Lesson Studyclaudiamewald
Lesson Study ist eine Form der kollaborativen Unterrichtsforschung, deren Ursprung in japanischen Primarschulen
zu finden ist. Im Zentrum jeder Lesson Study steht das Lernen der Schüler/innen, welches
durch die Zusammenarbeit eines Teams von Lehrkräften möglichst gut gefördert werden soll. Indem
Lesson Study das Augenmerk auf das Lernen legt, wird sie zur Forschung für das Lernen und dadurch
zum natürlichen Bestandteil einer förderlichen Lernumgebung. Kein anderer Forschungsansatz ist so
nahe am Unterrichtsgeschehen und so intensiv und direkt am Unterrichtsergebnis, dem Lernen der
Schüler/innen, beteiligt.
Dieser Beitrag beschäftigt sich mit der Rolle von Lesson Study beim Planen und Beobachten von Lernen.
Die Verbindung zwischen kriterienorientierter Zielsetzung und lernförderlichem Feedback wird am
Beispiel der Lebenden Fremdsprache dargestellt und Strategien der formativen Bewertung von Lernergebnissen
werden erläutert.
IATEFL YLTSIG Showcase 2018: PALM, an interactive platform for language learn...claudiamewald
This presentation given at the IATEFL conference in Brighton provides information about the interactive platform PALM, developed in the context of an ERASMUS+ project. It provides authentic texts and tasks in eight languages.
The role of lesson study in the quality assurance of material production in l...claudiamewald
This presentation, given at the 2017 International WALS Conference at the University of Nagoya, describes the quality assurance process through Lesson Study in the ERASMUS+ project PALM which creates an interactive platform for language learning in eight languages.
This presentation given at the MATSDA conference 2017 in Tilburg describes the development of a multilingual platform called PALM.
It provides learners with authentic input texts and meaningful tasks for language acquisition.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Presenters
Introduction Claudia Mewald (Expert)
University College of Teacher Education Lower Austria
Case Study 1 Helen Heaney (Expert)
University of Vienna
Case Study 2 Irene Reiter (Teacher & expert)
New Middle School Theresianum Eisenstadt & University
College of Teacher Education Burgenland
Case Study 3 Karin Rath (Expert)
University College of Teacher Education Styria
Case study 4 Sabine Wallner (Teacher & expert)
New Middle School Winzendorf & University College of
Teacher Education Lower Austria
Discussant Prof. John Elliott
2
3. Context 1
3
Compulsory education: 6-15 (9 years)
Primary Schools: 6-10 years 1-4
Lower Secondary Schools: 10-14 years 5-8
Upper Secondary Schools: 14-18(19) years 9-12(13)
4. o define goals (i.e. what learners should be able to do
after eight years of FL education); CEFR: A2 - B1
o are tested (to check if the defined competences have
been achieved)
o help teachers improve their teaching
o are an important instrument of quality assurance in
schools
o provide information for school development through
feedback on test results
4
Context 2: Educational standardssystemmonitoring
5. Context 3: Educational change
through standardisation
5
Educational standards and teaching materials
developed and piloted
Curricula for foreign languages based on CEFR
levels A1 – B1
Educational Standards enacted
baseline test (10 – 15% of all schools)
Standardised test (1,410 schools in reading,
listening & writing, 120 schools in speaking)
Feedback and report
Next test
2004
2008
2009
2013
2014
2018
2012–2014
LESSONSTUDY
7. E8 DVD
2012 - 2014
1 school 2 schools
2 schools
1 school
DVD Project
8. 8 study lessons
Multimedia Resources based on Lesson Study
TEACHING &
LEARNING
Lesson Plans
Teaching
Materials
Learners’
Work
Transcripts
TRAINING
s
Background
Information
Specials
Training
Materials &
Key Questions
Self-study
Materials
10 TEACHERS 7 EXPERTS
8
Focus on
teaching
Focus on
learning
Focus on
selected
learners
LS
M A K I N G L E A R N I N G V I S I B L E
9. Educational change
through standards and standardised
testing?
Standards set the course,
and assessments provide the benchmarks,
but it is teaching that must be improved
to push us along the path to success.
Stigler & Hiebert, 1999, p. 2
9
10. …reforming does not automatically
guarantee improving….
Stigler & Hiebert, 1999, p. xi
10
11. Theorisation of practice
& practicalisation of theory
o competence and models of competence-oriented (FL)
education
Klafki 1963, 1993; Habermas 1979, 1987; Roth 1971; Weinert 2001;
Chomsky 1965; Saussure 1916; Hymes 1972;
Canale & Swain 1980; Canale 1983; Celce-Murcia & Dörneyei 1995; Richards & Rodgers 2014;
Norton 2013
o old beliefs, habits – resentment
Borg, 2006; Elliott, 2012; Johnson & Golombek, 2003; Hargreaves, 2005; Richards & Rodgers,
2014; Tickle, 2000;
o vs. new focus on learning rather than teaching
Dudley 2014; Lewis & Hurd 2011; Lo 2012; Marton 2015
11
12. teaching &
filmingexperts &
teachers revise
lessons
Focus on
teaching
Focus on
learning
Lesson
Study
core group share
experience,
discuss teaching,
learning, design
experts &
teachers revise
lessons;
teaching,
observation,
interviews
core group share
experience,
discuss teaching,
learning, design
teachers
conduct
lessons,
experts
observe
6 experts
& 7 teachers
draft 8 lessons
core group:
framework for
8 lessons
E8 standards &
curriculum
“bigger goals”
project idea
Focus on
selected
learners
14. Focus on reading:
“Reading is done, not taught”
Teacher-expert interaction
Helen Heaney, University of Vienna
15. Preview
o A cognitive processing model of reading
(Khalifa & Weir 2009)
o The task-feedback cycle (Scrivener 2005)
o Some issues concerning reading in the EFL
classroom in Austria
o Silent reading
o Reading strategies
o Extensive reading
15
16. The study lesson target group
o EFL learners, academic secondary school: age
11- 12
o Level: A1/A2; English instruction
approximately 1 ½ years
16
17. A cognitive processing model of
reading (Khalifa & Weir 2009)
Processing
core
Knowledge
base
Goal setter
Monitor
17
30. Framework for teaching writing
• motivation through authenticity
• knowledge of writing genres
• knowledge of writing style -through the usage
of lexical notebooks (lexis, grammar,
conjunctions..)
• the writing process
• editing
• giving feedback
30
31. Structure of the lessons
1. Contextualisation – authenticity of the task
2. Focussing – text type requirements;
differentiation
3. Use – process writing approach;
brainstorming + drafting
4. Use – peer revising; checklists
5. Use – editing a final letter (homework)
31
33. Teaching writing
1. Contextualisation – motivation
through authenticity
• video – Borroloola primary school in Australia
• E-mail from my friend
• Indrisano & Paratore (2005)
33
34. Teaching writing
Target and more complex goal:
The pupils are able to name the main features of
a letter.
Simpler goal:
The pupils are able to use different letter
starters and endings.
34
35. Teaching writing
2. Focussing
• good models of letters in British and American
English to work out the text type
requirements and to get the knowledge of the
writing genre
• differentiated task
• lexical notebook
• video clip: group work & presentation of
group work;
35
37. Teaching writing
Target goal
• The pupils are able to write personal letters
about themselves, their families and their
school with correct opening and closing
formulae.
More complex goal
• The pupils are able…………………………………..
and structure them.
37
38. Teaching writing
3. Use – process writing approach
• brainstorming WS
• differentiated drafting WS
• T. Hedge (2005) – 4 key questions to teaching
writing
• Indrisano & Paratore (2005)
• Moore-Hart (2010) – recursive event
38
40. Teaching writing
Target and more complex goal:
The pupils are able to evaluate a peer‘s letter
with the help of a checklist.
40
41. Teaching writing
4. Use – Peer revising
• Graham, Mac Arthur and Fitzgerald (2007)
• peer-evaluation
checklist
41
42. Peer-revising/peer-evaluation
• base the process on evaluation or
revising criteria which are given on a
checklist
• follow instructions so that the
process works
• train the process several times
42
45. Bildungsstandards - E8
Hören GERS
1. Kann Gesprächen über vertraute Themen die Hauptpunkte
entnehmen, wenn Standardsprache verwendet und auch deutlich
gesprochen wird.
B1
2. Kann Erzählungen aus dem Alltag und Geschichten verstehen, wenn es
sich um vertraute Themenbereiche handelt und deutlich gesprochen
wird.
B1
3. Kann Anweisungen, Fragen, Auskünfte und Mitteilungen in einem
sprachlich vertrauten Kontext (z. B. Wegerklärungen) meistens
verstehen.
A2
4. Kann in Texten (Audio- und Videoaufnahmen) über vertraute Themen
die Hauptpunkte verstehen, wenn deutlich gesprochen wird.
B1
5. Kann einfachen Interviews, Berichten, Hörspielen und Sketches zu
vertrauten Themen folgen.
B1
6. Kann Wörter, die buchstabiert werden, sowie Zahlen und
Mengenangaben, die diktiert werden, notieren, wenn langsam und
deutlich gesprochen wird.
A1
45
46. Educational Standards for English - E8
Listening CEFR
1. Can understand the main points of clear standard
speech on familiar matters.
B1
2. Can understand the main points of clear standard
speech on topics regularly encountered .
B1
3. Can catch the main points in instructions, questions,
notifications and messages.
A2
4. Can understand the main points of many radio or TV
programmes on familiar topics when clear standard speech
is used.
B1
5. Can follow interviews, reports, listening activities and
sketches on familiar topics.
B1
6. Can take notes of words, numbers and quantities when
dictated slowly and in clear standard speech.
A1
46
51. Inferred meaning comprehension
Listening CEFR
1. Can understand the main points of clear standard
speech on familiar matters.
B1
2. Can understand the main points of clear standard
speech on topics regularly encountered .
B1
4. Can understand the main points of many radio or TV
programmes on familiar topics when clear standard speech
is used.
B1
51
53. Differentiated fill-in exercise
Listening CEFR
1. Can understand the main points of clear standard
speech on familiar matters.
B1
2. Can understand the main points of clear standard
speech on topics regularly encountered .
B1
4. Can understand the main points of many radio or TV
programmes on familiar topics when clear standard speech
is used.
B1
53
55. Goals of this presentation
o Making the learning processes happening
during the various turn taking phases visible.
o The variations of how lexis was taught.
55
56. Turn taking - a challenge for learners
Turn taking seems to be more demanding for
EFL learners than monologues.
Challenges:
o Passing on information
o Listening and understanding
o Reacting appropriately and spontaneously.
Danger of falling back into using L1
56
57. Turn taking – a challenge for
teachers
Tricky to teach:
o Authentic situations
o Opportunities to practice familiar phrases
again and again
o Refraining from getting monotonous and rote
learned
A lot of creativity needed
57
58. The study lesson- aims
Language aims:
o Understanding simple instructions, requests for
clarification, questions and further inquiries on a
familiar topic
o Giving simple instructions
o Describing familiar objects, places and activities
o Asking for repetition, clarification, further details
Social aims:
o Keeping patient and friendly throughout the
conversation
o Meeting classmates’ strengths and weaknesses
benevolently
58
59. The study lesson- target group
EFL learners, lower secondary school: age 11- 12
Level: A1/A2; English instruction approximately
1 ½ years
59
60. The study lesson- topic
Describing a landscape – a picture dictation
60
61. The cycles – analysis of turn taking
progress
Team:
>observation
>discussion
>analysis
re-shaping
observation & interviews
analysis
re-shaping
observation
analysis
re-shaping
TURN TAKING
A highly complex language
activity which needs a lot of
practice:
>authentic & NOT rote
learned
>step by step & done
repeatedly
61
62. The cycles – turn taking phrases
Learner focus
on dictation;
turn taking
fossilized
Explicit focus on turn taking:
>collection of phrases
on handout
>various activities
to practice
Internalizing turn taking
phrases through
>awareness training
>various activities
Lexical Priming (Hoey)
Variation Theory
(Marton)
21st century learners
Communicative
competence:
How fast lexical items
are available for use
62
63. The cycles – landscape lexis
Picture
dictionary alone:
low retention
Addition of variation:
TPR, guessing games
Additional variation:
quizlet, mind maps
Lexical Priming (Hoey)
Variation Theory
(Marton)
21st century learners
Communicative
competence:
How fast lexical items
are available for use
63
67. Process of turn taking – TPR activity
Johnny: Excuse me, what’s this?
Nick: Hm……the….the… Can you help me?
Johnny: The w………
no reaction
Johnny: no, wait …the v……
no reaction
Johnny: the vi…..
Nick: The village?
Johnny: Yes. Correct.
Turn taking phrases sparsely used.
Focus on new “landscape lexis”?
Lack of “turn taking phrases”?
67
68. Process of turn taking – Guessing game
Alex: The trees are in the bottom left corner.
David: Yes. Where is the…where are the, the house?
Alex: The house are in the middle of the pictures in the
village.
David: Correct. Um, where is the biggest mountain?
Alex: It is in the middle of the pictures.
David: No, is not correct.
Alex: It is in the top left corner?
David: Yes, is right.
Alex: The next sentences.
David: Yes. What is next to the church?
Alex: It is a village next to the church?
David: Yes.
68
70. Johnny: The children haven’t got a face.
Both giggle.
Orhan: It’s a landscape dictation and not …child…
ahm face dictation.
Johnny: You’re right.
Orhan: Next…. Ahm… go on, please.
Johnny: Okay. Next to the beach is a big mountain.
Orhan: Left or right?
Johnny: Ahm…left. (Peeks at his partner’s drawing.) A big
mountain! You must make bigger please.
Orhan: (Puts his hand over his drawing.) Don’t look! Mrs.
Wallner say no look!
Johnny: Okay, okay. Ready?
Process of turn taking – picture dictation 1
70
71. Process of turn taking – picture dictation 2
Fine: You can start. Come on, come on, go on.
Mo: In the top left corner is a sun.
Fine: Yes.
Mo: On the right side is the sea.
Fine: Yes.
Mo: In the front is a motorway.
Fine: Yes.
Mo: And from the motorway goes, in the middle from the
motorway goes a street, um, to a, to a town, no, a town is in the
middle of the paper.
Fine: A town.
Mo: Yeah. … And from the motorway…
Fine: (disagreeing sound)
Mo: From the motorway is...
Fine: I’m not finished, can you wait, please? … Yes?
Mo: And from the motorway goes a way and in this town.
71
73. Process of turn taking – picture dictation 3
Xenia: On the left side of the picture there’s a mountain.
Peter: A big mountain, a small mountain?
Xenia: A big mountain.
Peter: Yes.
Xenia : And on the top of the mountain there’s a cross.
Xenia : And on the mountain there’s a village.
Peter: On the mountain?
Xenia : Yes.
Peter: Okay.
Xenia : And there are, and there are apple trees.
Peter: Apple trees.
Xenia : Yeah.
Peter: On the village.
Xenia : No, on the mountain.
Peter: Oh.
73
75. Process of turn taking – picture dictation 4
Marco: Are you ready?
Flo: Yes.
Chris: Okay. There are two children, they make a
snow Schlacht.
Flo: What they make?
Marco: A snow Schlacht.
Chris: A snow fight.
Marco: What?
Chris: Snow fight.
Marco: A snow fight.
75
77. Group interview with students
Johnny: We have the lexical notebook. And the phrases, all the dialogue phrases are there
collected too. We can open it and look. Or we should. When we work with a partner.
T: Do you often use it?
Johnny: (laughs) In first and second grade yes but now I am often too lazy to take it. But you are
right. They were helpful.
Christoph: I think so too. Ahm they help because. Because you always tell us to take it when we
make dialogues. For me it’s it’s ahm good. You can look or don’t look; hm how you like.
Dominik: Ahm, the game was cool. The game when one partner did hm was speaking and the
other must stop him all the time and we count how often. Then we use the phrases too. Ah and
make ticks and so and we said who was the winner.
T: You mean the interrupting game, right?
Johnny: Yeah, I remember too. This was cool.
Sandra: In first grade you put the big hm the big speak ah Sprechblasen [speech bubbles] on the
wall. For example “I think so too” and “Can you help me”
Dominik: ah, yes and “Can I hand out the paper?” and sorry “I forgot my “.
Johnny: Yeah all over the classroom.
T: How did these speech bubbles help you?
Sandra: We can we could just turn around and look. We must not we don’t must ask for the
words. They were there.
Christoph: And we have the Quizlet and the Learningapps. There are some such activities. With
questions and answers.
Johnny: Yeah we have quizlets for everything. laughs
T: Do the online games help?
Christoph: They are cool. You can play and learn.
Sandra: And you can listen. You listen how you say it ahm the words. That’s really good.
T: Can you remember any other games? I mean, dialogue games?
Sandra: We have the game cards to find ahm to find together. How do you say?
Christoph Match. Match the questions and answers. And we made the guessing games and
dictating shape men or landscapes.77
What helped you most, when you
were doing dialogues with partners?
Which phrases and which activities
helped you?
78. Keeping record of progress in turn taking
Between?
Correct.
Finished.
Next!
No.
Oh.
Okay.
Ready.
Yeah.
Yes.
Great!
Under?
Wait!
What?
Where?
Making learning
visible:
Collecting evidence of
turn taking phrases in
order to support,
scaffold or “move on”
to further levels.
Single word
utterances
78
79. Keeping record of progress in turn taking
A big mountain, a
small mountain?
And two chairs?
Another hospital?
Apple trees?
Big or small?
From the lake?
From one mountain
to the other.
How big?
How many?
Left or right?
Left, or on the right
side?
In front of them.
No, on the
mountain.
Now the last!
On the mountain?
On the village?
On the what?
Really big!
To the beach?
To where?
Where exactly?
Under it?
Very long!
Multi word
utterances
79
80. Keeping record of progress in turn taking
Can I go on?
Can you say it again,
please?
Can you wait, please?
Come on!
Do you understand?
Don’t look!
Go on!
How I say?
I am finished.
I am not finished.
I am ready.
I understand.
Mrs. Wallner say no
look.
No, it’s in the middle
of
the paper.
There is a mountain?
This is a big sun!
Wait, please!
Wait. I need to erase.
What he cries?
What is there?
What they make?
Where I make it?
Where is the cloud?
You are right.
You can start.
You have many roads.
You must make
bigger, please.
You must make
smaller, please.
Complete
sentences
80
81. A teacher’s life is constant lesson study
Impact:
o More time devoted to turn taking activities
o Practice from the beginning on: small steps and
gradual increase through more complex activities
o Variation of support and practice; e.g.: phrases
collections in lexical notebooks, online games,
card games, guessing games and other partner
activities
o More systematic observation of progress: records
of turn taking phrases used by learners to avoid
fossilization and cater to individual needs
81
82. Thank you for your attention!
claudia.mewald@ph-noe.ac.at
helen.heaney@univie.ac.at
irene.reiter@ph-burgenland.at
karin.rath@phst.at
sabine.wallner@ph-noe.ac.at
82
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