esap symposium reading workshop august 15 2015
TRANSCRIPT
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Reading and tackling the role of responses:more than comprehension questions
Professor Stephen J Hall
Centre for English Language Studies
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Where are we going?•Task, Text and Interaction•Tasks and the power of response types•Using varied responses
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Reality 101 Beyond the report book
All learning depends on the interactional climate we create within the powerful domain of our ‘four walls.’
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Task
TextInteraction
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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
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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
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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
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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
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Responses to Text•Language form based•Content based•Transforming text types•Question writing
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Responses to form (code) in the text:identifying•Nouns•Verbs •Adjectives
Scan for Transition markers and their purposes
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Responses through different texts
Rewriting•156 characters (SMS) the key pointFacebook postingSlogans for each paragraphDiss the crud vs a critique Physically recording ‘a quote’
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•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
A form- based open question typology for learners and facilitators
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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
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Content change 1•Gender•Character•Setting•Time frame•An element at a time links form and
function
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Content change 2•Before•After•The aliens come•The ending to oooh…
•No I woke up and it was a dream
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Graphic Responses #1• The Good
• And we are not so sure so
• The Bad
• Its in interesting
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Graphic Responses @• See Google • Use the net
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Don’t forget the speakers and artists the listeners the visualizers
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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 ?
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A task with text•Task •Text•Interaction•Creative with a summative presentation
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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
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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
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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?
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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
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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
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Learner reflection to build a reflective classroom•Today I•Learnt….•Felt…•Enjoyed…•Wanted to ask about…•Planned…
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Thank you for listening
Professor Stephen J Hall
Centre for English Language StudiesSunway University Malaysia www.stephenjhall.com