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