Session 2: 11.00 a.m - 12.30 p.m
Slot: Classroom language and higher order questioning
Tutor: Andrew
Classroom Learning Outcomes
By the end of the session, students will be able to :
- activate prior knowledge (e.g What is climate change?)
- present new ideas.
- produce a fairly wide range of language quite early
- help their students develop their spoken and written language
- help students become familiar with the functional language of the classroom
Peer Assessment – Encouraging Meaningful Classroom Talk
Student project task :
1. Students are required to choose a networking site that they are not members of.
2. Students need to prepare a presentation which highlights important features of the site
3. Students have to respond by sharing what they think of the site and give examples to support their opinion based on a set of questions.
Peer Assessment is able to:
- increase student responsibility and autonomy
- help students strive for a more advanced and deeper understanding of the subject matter
- lift the role of the student from passive learner to active leaner
- involve students in HOTS (Higher Order Thinking Skills) and not just LOTS (Lower Order Thinking Skills) – Bloom’s Taxonomy
- develop in students a better understanding of their own judgements
Dialogues and Role Plays
1) Drill a variety of dialogues such as a conversation between two students, a conversation between a teacher and a student, and a conversation with the whole class.
2) Give each pair the same dialogue to practice, and then discuss the dialogues as a whole group and answer any questions.
3) Alternatively, you could give each pair a different dialogue to practice in pairs first and then with the whole class.
4) Make sure you rotate the dialogues so that all students can get practice with each scenario.
Teaching Tips
Here are some teaching tips for classroom language:
a) Monitor your speech rate – particularly when communicating a complex concept or theme, it will help your students to understand your message.
b) Use simple sentences
c) Pay attention to body language
Reflection
I personally think that we as polytechnic English lecturers have been using this teaching strategy for years. The idea of using Higher Order Thinking Skills and Lower Order Thinking Skills in classrooms has helped lecturers to develop students’ communicative skills. This strategy also encourages meaningful student talk.
From my point of view, the strategy can be successfully implemented by doing activities to tap on the schemata and to boost the students’ thinking skills. Some suggested activities are giving feedback, role-plays, meta-cognition activities and many more.
As for the level of students, as we are all aware of, LOTS can be tested on the low proficiency students and HOTS however are meant for the advanced students. Nevertheless, it is not wrong to prepare activities for students with different levels of proficiency as this will help us the lecturers to achieve our needs and targets.
Prepared by:
Jasmine bt Jamaludin
Politeknik Nilai, Negeri Sembilan.
2) Give each pair the same dialogue to practice, and then discuss the dialogues as a whole group and answer any questions.
3) Alternatively, you could give each pair a different dialogue to practice in pairs first and then with the whole class.
4) Make sure you rotate the dialogues so that all students can get practice with each scenario.
Teaching Tips
Here are some teaching tips for classroom language:
a) Monitor your speech rate – particularly when communicating a complex concept or theme, it will help your students to understand your message.
b) Use simple sentences
c) Pay attention to body language
Reflection
I personally think that we as polytechnic English lecturers have been using this teaching strategy for years. The idea of using Higher Order Thinking Skills and Lower Order Thinking Skills in classrooms has helped lecturers to develop students’ communicative skills. This strategy also encourages meaningful student talk.
From my point of view, the strategy can be successfully implemented by doing activities to tap on the schemata and to boost the students’ thinking skills. Some suggested activities are giving feedback, role-plays, meta-cognition activities and many more.
As for the level of students, as we are all aware of, LOTS can be tested on the low proficiency students and HOTS however are meant for the advanced students. Nevertheless, it is not wrong to prepare activities for students with different levels of proficiency as this will help us the lecturers to achieve our needs and targets.
Prepared by:
Jasmine bt Jamaludin
Politeknik Nilai, Negeri Sembilan.
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