An SISC+ since April 2013, dedicated and committed to coaching and mentoring English Language teachers.
Wednesday, February 29, 2012
Monday, February 27, 2012
LDP ON ACTION RESEARCH AT SMJK SIN MIN, SUNGAI PETANI
Date: 18 February 2012
Venue: SMJK Sin Min
Topic: Action Research in Education
Participants: Administrators & teachers of Form 6, Maths, Science & English Panel
My role: As facilitator / presenter
Content: How to plan and carry out an action research in school.
Reflection:
1. Active participant involvement.
2. Venue was conducive.
Venue: SMJK Sin Min
Topic: Action Research in Education
Participants: Administrators & teachers of Form 6, Maths, Science & English Panel
My role: As facilitator / presenter
Content: How to plan and carry out an action research in school.
Reflection:
1. Active participant involvement.
2. Venue was conducive.
THINK-PAIR-SHARE
THINK – PAIR – SHARE
1. Have students read a passage by themselves, read in pairs, or listen as you read the material aloud to them.
2. At an appropriate point, pose a question about the text and have them think for a moment to themselves, then share their ideas with a partner.
3. After a moment or two of discussion, the pair can share their ideas with the class.
It allows them to formulate their ideas on their own, test them out in a non-threatening way with their partners, and then, reinforced by their partner’s feedback, share the ideas with the class.
Assign Partners - Be sure to assign discussion partners rather than just saying "Turn to a partner and talk it over."
Change Partners - Switch the discussion partners frequently.
Give Think Time - Be sure to provide adequate "think time." I generally have students give me a thumbs-up sign when they have something they are ready to share.
Monitor Discussions - Walk around and monitor the discussion stage.
Timed-Pair-Share - If you notice that one person in each pair is monopolizing the conversation, you can switch to "Timed-Pair-Share“.
Randomly Select Students - During the sharing stage at the end, call on students randomly.
• Before introducing the Think-Pair-Share strategy to the students, decide on your target for this lesson. You may choose to use a new text that the class will be reading, or you might want to develop a set of questions or prompts that target key content concepts that you have been studying.
• Describe the strategy and its purpose with your students, and provide guidelines for discussions that will take place. Explain to students that they will (1) think individually about a topic or answer to a question; (2) pair with a partner and discuss the topic or question; and (3) share ideas with the rest of the class.
• Using a student or student(s) from your classroom, model the procedure to ensure that students understand how to use the strategy. Allow time for students to ask questions that clarify their use of the technique.
• Once students have a firm understanding of the expectations surrounding the strategy, monitor and support students as they work through the steps below. Teachers may also ask students to write or diagram their responses while doing the Think-Pair-Share activity.
• Think: Teachers begin by asking a specific higher-level question about the text or topic students will be discussing. Students "think" about what they know or have learned about the topic for a given amount of time (usually 1-3 minutes).
• Pair: Each student should be paired with another student. Teachers may choose whether to assign pairs or let students pick their own partner. Remember to be sensitive to learners' needs (reading skills, attention skills, language skills) when creating pairs. Students share their thinking with their partner, discuss ideas, and ask questions of their partner about their thoughts on the topic (2-5 minutes).
• Share: Once partners have had ample time to share their thoughts and have a discussion, teachers expand the "share" into a whole-class discussion. Allow each group to choose who will present their thoughts, ideas, and questions they had to the rest of the class. After the class “share,” you may choose to have pairs reconvene to talk about how their thinking perhaps changed as a result of the “share” element.
1. Have students read a passage by themselves, read in pairs, or listen as you read the material aloud to them.
2. At an appropriate point, pose a question about the text and have them think for a moment to themselves, then share their ideas with a partner.
3. After a moment or two of discussion, the pair can share their ideas with the class.
It allows them to formulate their ideas on their own, test them out in a non-threatening way with their partners, and then, reinforced by their partner’s feedback, share the ideas with the class.
Assign Partners - Be sure to assign discussion partners rather than just saying "Turn to a partner and talk it over."
Change Partners - Switch the discussion partners frequently.
Give Think Time - Be sure to provide adequate "think time." I generally have students give me a thumbs-up sign when they have something they are ready to share.
Monitor Discussions - Walk around and monitor the discussion stage.
Timed-Pair-Share - If you notice that one person in each pair is monopolizing the conversation, you can switch to "Timed-Pair-Share“.
Randomly Select Students - During the sharing stage at the end, call on students randomly.
• Before introducing the Think-Pair-Share strategy to the students, decide on your target for this lesson. You may choose to use a new text that the class will be reading, or you might want to develop a set of questions or prompts that target key content concepts that you have been studying.
• Describe the strategy and its purpose with your students, and provide guidelines for discussions that will take place. Explain to students that they will (1) think individually about a topic or answer to a question; (2) pair with a partner and discuss the topic or question; and (3) share ideas with the rest of the class.
• Using a student or student(s) from your classroom, model the procedure to ensure that students understand how to use the strategy. Allow time for students to ask questions that clarify their use of the technique.
• Once students have a firm understanding of the expectations surrounding the strategy, monitor and support students as they work through the steps below. Teachers may also ask students to write or diagram their responses while doing the Think-Pair-Share activity.
• Think: Teachers begin by asking a specific higher-level question about the text or topic students will be discussing. Students "think" about what they know or have learned about the topic for a given amount of time (usually 1-3 minutes).
• Pair: Each student should be paired with another student. Teachers may choose whether to assign pairs or let students pick their own partner. Remember to be sensitive to learners' needs (reading skills, attention skills, language skills) when creating pairs. Students share their thinking with their partner, discuss ideas, and ask questions of their partner about their thoughts on the topic (2-5 minutes).
• Share: Once partners have had ample time to share their thoughts and have a discussion, teachers expand the "share" into a whole-class discussion. Allow each group to choose who will present their thoughts, ideas, and questions they had to the rest of the class. After the class “share,” you may choose to have pairs reconvene to talk about how their thinking perhaps changed as a result of the “share” element.
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