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.
SAMPLE LESSON PLAN: SENSELESS SENTENCES
SENSELESS SENTENCES
Level: Elementary to Lower Intermediate
Duration: 80 minutes
Theme: Any of the 5 themes
Objectives: Proofreading and checking for common mistakes in spelling/word usage.
Grammar Item(s): Subject – Verb Agreement, Tense Sequence
Educational Emphasis: Thinking Skills, Preparation for the Real World.
Materials: Sentence Cards, dictionaries
Activities:
i. Collecting a set of cards and carrying out tasks in Think, Pair & Share.
ii. Underlining the errors and correcting them, using dictionaries if needed.
iii. Turning to another pair and reading aloud corrected sentences.
Prepare a set of cards with the sentences on the front and the correct answer on the back. The mistakes in the sentences should be words that contain the same letters as the correct word. In this manner you are presenting sentences that contain all correctly spelled words; however, the words have been incorrectly used in the context of the sentence. The following is a list of possible sentences to utilize. The correctly written sentence is given in blue:
A. Be careful of the name dog.
Be careful of the mean dog.
B. She cooked in a nap and top.
She cooked in a pot and pan.
C. We caught the turtle in a ten.
We caught the turtle in a net.
D. The act is drinking milk again.
The cat is drinking milk again.
E. The next town is a lime away.
The next town is a mile away.
F. The cup is no the dining room bleat.
The cup is on the dining room table.
G. There was an low screeching in the attic.
There was an owl screeching in the attic.
H. A white save is on the shelf.
A white vase is on the shelf.
I. She tea the ripe lump.
She ate the ripe plum.
J. The little pig's house saw built of warts.
The little pig's house was built of straw.
K. The fox was caught in a part.
The fox was caught in a trap.
L. She watered the garden with a shoe.
She watered the garden with a hose.
M. John now the slat game.
John won the last game.
N. Leon didn't tea her doc sandwich at lunch today.
Noel didn't eat her cod sandwich at lunch today.
O. She has a grin on her finger.
She has a ring on her finger.
P. Please don't pest no the rug.
Please don't step on the rug.
Options:
• Prepare the cards and place them in a learning center. Individual students can use them at a specified time or as an extra activity when their class work has been completed.
• Prepare the cards and present one a day to the whole class. You may designate a specific time during the day as Senseless Sentences time or allow the students to work on the activity throughout the day until a solution is reached.
• Award a small prize to the student or small group who reaches the solution first.
• Encourage students to create their own Senseless Sentences.
• Use a word processing program to create professional looking cards.
• Notch the upper right hand corner for easy sorting.
Level: Elementary to Lower Intermediate
Duration: 80 minutes
Theme: Any of the 5 themes
Objectives: Proofreading and checking for common mistakes in spelling/word usage.
Grammar Item(s): Subject – Verb Agreement, Tense Sequence
Educational Emphasis: Thinking Skills, Preparation for the Real World.
Materials: Sentence Cards, dictionaries
Activities:
i. Collecting a set of cards and carrying out tasks in Think, Pair & Share.
ii. Underlining the errors and correcting them, using dictionaries if needed.
iii. Turning to another pair and reading aloud corrected sentences.
Prepare a set of cards with the sentences on the front and the correct answer on the back. The mistakes in the sentences should be words that contain the same letters as the correct word. In this manner you are presenting sentences that contain all correctly spelled words; however, the words have been incorrectly used in the context of the sentence. The following is a list of possible sentences to utilize. The correctly written sentence is given in blue:
A. Be careful of the name dog.
Be careful of the mean dog.
B. She cooked in a nap and top.
She cooked in a pot and pan.
C. We caught the turtle in a ten.
We caught the turtle in a net.
D. The act is drinking milk again.
The cat is drinking milk again.
E. The next town is a lime away.
The next town is a mile away.
F. The cup is no the dining room bleat.
The cup is on the dining room table.
G. There was an low screeching in the attic.
There was an owl screeching in the attic.
H. A white save is on the shelf.
A white vase is on the shelf.
I. She tea the ripe lump.
She ate the ripe plum.
J. The little pig's house saw built of warts.
The little pig's house was built of straw.
K. The fox was caught in a part.
The fox was caught in a trap.
L. She watered the garden with a shoe.
She watered the garden with a hose.
M. John now the slat game.
John won the last game.
N. Leon didn't tea her doc sandwich at lunch today.
Noel didn't eat her cod sandwich at lunch today.
O. She has a grin on her finger.
She has a ring on her finger.
P. Please don't pest no the rug.
Please don't step on the rug.
Options:
• Prepare the cards and place them in a learning center. Individual students can use them at a specified time or as an extra activity when their class work has been completed.
• Prepare the cards and present one a day to the whole class. You may designate a specific time during the day as Senseless Sentences time or allow the students to work on the activity throughout the day until a solution is reached.
• Award a small prize to the student or small group who reaches the solution first.
• Encourage students to create their own Senseless Sentences.
• Use a word processing program to create professional looking cards.
• Notch the upper right hand corner for easy sorting.
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