lesson study on persuasive writing
TRANSCRIPT
ENGLISH LANGUAGE SYMPOSIUM 2
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Lesson Study on Persuasive Writing
Saadiah Wylde Kavitha Nagarajan
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Note
• Copyright restrictions prevent the use of some photographs used in this presentation. To find examples for your own use, simply Google ‘puns’, ‘puns Sesame Street’ or ‘puns newspaper headlines’ for examples
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THE SYNOPSIS Lesson Study on Persuasive Writing
Working with a Master Teacher from ELIS, nine
teachers conducted Lesson Study to explore the teaching of persuasive writing. The research lesson, which was part of a series of lessons on persuasive
writing, focused on the use of visuals and headlines to teach puns. Teachers also used mini-whiteboards during the research lesson as a way of monitoring students’ engagement and to check for understanding.
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THE AGENDA
Curriculum at FTP
Background
EL Curriculum
PLC Journey (2010 – 2013)
PLC Tool: Lesson Study
Research lesson focus
Partnering ELIS
Learning Points
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ST1: Academic Value-Addedness & Curriculum Innovation
ST2: Holistic Character & Citizenship Education
ST3: Competent & Effective Professionals
OUR 3 STRATEGIC THRUSTS
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Students Our Focus Students at the centre
of everything we do Every child matters
Teachers the Key Teachers are our most important asset Teachers make a difference
Safe Environment
Safety & Security above all Conducive environment for teaching &
learning
OUR GUIDING PHILOSOPHY
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FTPSS Teaching & Learning Framework is based on our guiding philosophy & anchored by four key drivers:
Curriculum
Instruction
Reflective Educators
Professional Learning
CURRICULUM AT FTPSS
2012
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OUR PLC JOURNEY • The Lesson in
the Classroom: Micro
• Trigger – Main – Consolidation
• Classroom Strategies
2009
• Unit Planning: Backward Mapping
• 1st partnership with MTT Phil McConnel
• Assessment 101 – AfL
• Sharing by MTTs Joy Lee & Connie Seng
2010
• Quality Teaching
• TLLM Ignite4! – CRITICA using Backward Mapping & incorporating AfL
2011
• Lesson Study – Cycle 1
• MTT Phil McConnel
• Use of visuals
2012
• Structures drive behaviour
• Lesson Study – Cycle 2
• MTT Phil McConnel
• Consolidation & refresher
2013
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Identify
Research
Theme
Plan Lesson
Research
Lesson
Post-Lesson
Discussion
Lesson Plan
Revision
LESSON STUDY@FTP: AN ADAPTED MODEL
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PLACING LS WITHIN OUR CURRENT WORLD
Understanding Current Reality and Projecting Desired State
– The need to encourage creative tension while managing emotional tension
Leverage our Strength (CRITICA) while levelling up members’ competency
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CRITICA Comprehension Reading Improvement Through Inferring Commercial Advertisements
Learning Objectives include: To demonstrate understanding of how typography
and image work together to shape meaning in advertisements. To organise facts, ideas and/or point of view in an
appropriate way to promote a product. To use text and linguistic features appropriately.
(Major) Performance Task: Designing a print advertisement Target group: Sec 2 Express
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What I Observe (I can see that …)
What I Wonder (Why is it that …)
What I can Infer (I think that …)
O-W-I FRAMEWORK
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CRITICA with LESSON STUDY
Cycle 1 (Semester 2, 2012): Extending CRITICA to 2NA students
PLC focuses on:
LS principles (new)
Revisit AfL strategies
Revisit Instruction in an Effective Lesson
Knowledgeable Other, MTT Phil McConnel from ELIS
Trigger: Use of real-world examples in the classroom
AfL: Pose, Pause, Bounce, Pounce
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BRAINSTORMING FOR IDEAS TO ENHANCE STUDENT LEARNING
Critical Questions
1. What is it we expect students to learn?
2. How will we know when they have learned it?
3. How will we respond when they don’t learn?
4. How will we respond when they already know?
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Other possible questions for discussion:
Learning
Are they learning in class?
How do we know?
Are they able to apply the concepts?
How do we know?
BRAINSTORMING FOR IDEAS TO ENHANCE STUDENT LEARNING
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Other possible questions for discussion:
Engagement
Are students engaged in class?
How do we know?
What are some strategies we may employ to engage students?
BRAINSTORMING FOR IDEAS TO ENHANCE STUDENT LEARNING
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Programmes/ Initiatives/ Projects
Is a particular ongoing programme effective in enhancing student learning and understanding in a particular area?
Do we replace or tweak the programme?
How do we customise our teaching to meet the learning needs of students with different learning difficulties?
BRAINSTORMING FOR IDEAS TO ENHANCE STUDENT LEARNING
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NEXT STEP…
Critical thinking Is a particular ongoing programme effective in enhancing student learning and understanding in a particular area?
Linking this to our Curriculum Persuasive devices in persuasive texts
• Similes and metaphors done in Sec 2
• Focus : Puns
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WEEK/
SESSION
CONTENT
(What to Teach) PEDAGOGY
(How to Teach) Focus Area
Instructional
Objectives/
Learning Outcomes
TERM 3
1/8.3
Reading and
Understanding
Puns
Students
to identify
puns
Students
to identify
the literal
and
figurative
meanings
in a pun
Trigger
Students view an excerpt of ‘Alice’s Adventures in
Wonderland’ and identify the puns used. Students then
have to explain the effects of puns in the excerpt.
Main
Teacher distributes a handout on puns to students.
Students to identify the puns used in Texts 1-3.
Teacher proceeds to guide students through ppt
‘Entertaining with Language’, discussing and providing
answers for the blanks.
Teacher will explain each pun clearly before proceeding to
the next slide.
Consolidation
Discuss with students the purpose of puns and their
effects on texts.
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WEEK/
SESSION
CONTENT
(What to Teach) PEDAGOGY
(How to Teach) Focus Area
Instructional Objectives/
Learning Outcomes
TERM 3
1/9.1
Listening and
Viewing Puns
Students to
identify the
use of puns
in an
entertaining
text (visual
and auditory)
Trigger
Teacher to get students to recall the meaning and
purpose of puns.
Main
Teacher shows students a video. Students to note down
the puns found in both videos. In pairs, students to work
on the meanings behind the puns.
Teacher goes through answers, getting pairs of students
to share their answers.
Teacher proceeds with ppt slides, getting students to
identify puns in visual texts. Teacher to engage students
in class discussion before providing answers.
Consolidation
Discuss with students the purpose of puns and their
effects on texts, specifically visual and audio texts.
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WEEK/
SESSION
CONTENT
(What to Teach) PEDAGOGY
(How to Teach) Focus Area
Instructional Objectives/
Learning Outcomes
TERM 3
1/9.2
Development of
Rich Vocabulary
Students to
demonstrate
and develop a
rich vocabulary
that supports
the
development of
listening,
reading,
viewing,
speaking,
writing and
representing
skills
Trigger
Teacher to show students a video (scaffold for Main
Activity as some answers are given in the video)
Main
Students to complete worksheet on puns in pairs.
Teacher calls on some pairs to share their answers.
Teacher explains the puns used for students’
clarification.
Consolidation
Teacher guides students to see how ‘rich’ a text
becomes with the use of puns. Encourages students to
try using puns in their writing.
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Current Reality: Student Profile
Vocal Responsive
Willing to try
Only works
with cliques
Lacks focus when working in groups
Visual & kinesthetic
No text! Speech to written text?!?
Videos, yes! Games, yes! Activities, yes!
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IDEAL STARTUP: Desired Outcomes for Students •Look for gaps between the actual and the ideal. •Identify issues and problems to address.
Translate verbal responses into written forms
Retention of concepts & Application on what has been learnt
Increase students’
engagement
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IDEAL STARTUP: Research Theme To develop engaged & reflective learners of English Language
Unpacking ‘engagement’:
- Ask relevant questions
- Being on task in group work
- Students’ perception – enjoyment of lessons
- Online discussions
Unpacking ‘reflective’:
“thoughtful + ability to think through carefully”
- Interaction & meaning creation with classmates
- Verbalizing & putting their thoughts down
- Substantiating claims 26
OBJECTIVE OF OBSERVATION
To develop engaged and reflective learners of English Language
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STUDENTS’ PRIOR KNOWLEDGE
Persuasive Techniques
Facts
Examples
Repetitions
Rhetorical questions
Use of Emotive Language
Grammatical Features
Use of Pronoun (for inclusiveness)
Adjectives
Modality
Imperatives
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WHAT
IS A
PUN? 29
PUNs Everywhere..
Poetry
Classics
Shakespeare
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Why did the spider go to the computer?
Written by Rachel - Tom Swifities Link
•To check his web site.
PUNS WRITTEN BY KIDS!
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Video 1:
Context: Mobile networks in
the UK: Orange; Vodafone, O2
http://www.youtube.com/watc
h?feature=player_embedded&v
=kAG39jKi0lI
Video 2:
Context: Oscar the Grouch
http://www.vulture.com/2011/
02/oscar_the_grouch_oscar_pi
cks.html
SOME VIDEOS
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Bagel Boss Stole Dough From City and State
HEADLINES
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The previous pope resigning
How would you cover it?
UK Daily Telegraph (quality newspaper)
Pope Benedict’s last day: ‘Sede vacante’ as pontiff tells world ‘Thank you and good night’ (sede vacante is Latin for empty seat)
The Sun (UK tabloid) above picture of the Pope’s helicopter hovering above the Vatican:
Hover and out for Pope
H E A D L I N E S
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ACTIVITY
Matching headlines
Provide stories for them
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CONSOLIDATION
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REFLECTIVE: Thoughtful and Ability to
Think Through Carefully
Give a tick (√) if
students demonstrate
desired behavior or (x)
if desired behavior is
not observed.
Evidence
R1 Asking the teacher questions to
clarify doubts.
Basic question on task assigned
-----------------------------------------------------------
R2 Respond appropriately to plenary
activity. (Reflection)
-------------------------
?
Only 2 students finished the 2 star and a
wish
Group discussion – explaining puns
- Respond to questions asked by teacher
-----------------------------------------------------------
All copied definition written by the teacher
on the board. A few did not copy : Joseph –
play on words
R3
Providing alternative, plausible
answers (point of views) to issues
raised.
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Had alternative answer – “play on words”
but did not address
-----------------------------------------------------------
Various answers to ‘scoop’, ‘wind’. Jareen
ironic
R4
Ask relevant and perceptive
questions related to observations
from given visuals /texts.
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Hesitant to ask
----------------------------------------------------------
R5
Justifying claims with supportive
evidence.
/
Student A not discussing with Jordan or
Student B– only when prompted
Less
on
Stu
dy
Ob
serv
atio
n F
orm
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ENGAGEMENT: The overall motivation of
students to learn
Give a tick (√) if
students
demonstrate desired
behavior or (x) if
desired behavior is
not observed.
Evidence
E1 Follows teacher’s instructions promptly.
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Responding with comments within group
Writing on whiteboard
----------------------------------------------------------
Completing worksheet quietly => engaged
E2
Displays active participation in assigned
lesson activities.
(Individually/ On task)
×
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Some good answers and relevant
comments/ discussion
All did worksheet on matching
Calling students from other groups to
answer - not much discussion
----------------------------------------------------------
Prompt action to write responses on
whiteboard
E3
Responds appropriately to AfL
techniques ( Learning Chips /
Whiteboard Flashcards).
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Overall ‘No’ – only one good answer, no
individual responsibility
Writing answers on whiteboards
----------------------------------------------------------
Understanding of puns shown in answers
written on whiteboard
E4
Engages in productive, interactive
discussion. (Group Work / Pose-Pause-
Pounce-Bounce)
Not working in groups
Less
on
Stu
dy
Ob
serv
atio
n F
orm
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OBSERVATIONS DURING RESEARCH LESSON
Group dynamics – those who have always excelled vs those who are struggling
Students enjoyed the attention
Given the few prior sessions of students using whiteboards, they have taken ownership of their responses
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OUTCOMES OF PROJECT: STRENGTHS
Trigger activity that immediately captured students’ attention and raised energy level
Puns were within their level, if not slightly challenging
AfL: Use of whiteboards to display answers
AfL: Worksheets were designed to apply what they understand
Explicit instruction
Group activity: Discovery - Process of forming their definition
Interesting slides
Reflection
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STRENGTHS OF LS
Common goals – lesson planning, principles of AfL
Process-driven
Quality conversations during each session of PLC
Practised pose, pause, bounce, pounce for each idea
Discovery method – students coming up with what they understand by puns
Effective scaffolding – introduction to Sesame Street
Checking on students’ learning – use of white-boards, each observer attached to a group of 3 – 6 students
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MOVING FORWARD: AREAS TO LOOK INTO
Collaborative learning rather than cooperative learning
Student engagement – we need to come up with more observable student actions to have concrete evidence
LS in FTP – sustainable tool in FTP?
Limited classes: cannot refine research lesson and implement immediately to the next class
School is looking at returning autonomy to departments to decide PLC tool
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Keep Trigger activity that immediately captures students’ attention and raises energy level Use of whiteboards to display answers Puns Worksheets Explicit instruction Two Stars, One Wish Process of Forming definition Interesting slides
Improve Resources to be relevant – probably local ones Taking more time to explain or show examples (Jack the Ripper) rather than having many activities Repeating questions Teacher could prompt students so that students would discuss and ask more questions, instead of waiting for the answer ICT - colour scheme, font size, number of words per slide Handling of whiteboards Group dynamics – S D L Students can be stretched Videos to be saved as media file Jumble up the sequence for the ‘Headlines’ activity Slightly reduce the number of examples to keep to time Provision of more opportunity for students’ co-construction The use of whiteboards as an AFI tool for teacher to check on understanding as well as peers – explain rationale
Stop Calling on the ‘abled’ students Too much guidance from the teacher. Need to involve students instead. Putting in a lot of content and activities (keep for back up) Oscar Wilde’s quote maybe too difficult students
Start Explaining how to use puns in writing first – advertisements, narratives Students who are unsure could be asked to pose questions to the students who understand the puns. They will be less hesitant to
ask their peers. This is because students seem willing to post questions to the teacher. Give clear LIs at start Explain why WBs are important for the teacher and the students to check on understanding Train students in group work Experiment with class layout Reflective strategies – to get students to reflect more Clear scaffolding – how to enter responses onto the whiteboard (eg. Table with two columns)
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MENTORING BY MASTER TEACHER FROM ELIS
Guided us throughout the sessions
Very helpful & encouraging
Provided resources & shared readings, esp. Dylan Wiliams
Role model of a lifelong learner
Mentored HOD/EL
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