9ba5b89c4385482dbdce55d721d98c16_collaborative-learning_adrian.pptx

9ba5b89c4385482dbdce55d721d98c16_collaborative-learning

1. it/ mpi -meeting 6 A PRACTICAL GUIDE FOR ENGLISH lecturing toward PROFESSIONAL basic skills on reading and writing Mr. Adrian Nabung UNIVERSITAS KATOLIK INDONESIA SANTU PAULUS RUTENG

2. ONLINE COLLABORATIVE LESSON In this stage of learning modul (7), As a teacher "How to design an online collaborative lesson effectively"? Well, here is my personal reflection and perspective: In my opinion/personal point of view, designing an effective online collaborative lesson as a teacher requires thoughtful planning and a focus on student engagement and interaction. First, identify clear learning objectives and desired outcomes, aligning them with suitable online tools and platforms. Create a structured and well-organized lesson plan, breaking down activities and setting clear guidelines for collaboration. Promote active participation by assigning diverse roles and responsibilities, fostering a sense of ownership and accountability among students. Encourage open communication channels, such as discussion forums or video conferencing, to facilitate real-time interaction and idea sharing. Utilize collaborative tools like shared documents, virtual whiteboards, and group projects to encourage teamwork and collective problem-solving. Ensure accessibility and technical support for all students, so they can fully participate. Periodically assess and provide feedback to monitor progress and maintain motivation. Lastly, reflect on the experience, incorporating feedback to continuously improve future collaborative lessons, fostering a dynamic and engaging online learning environment.

3. THE ORGANIZATION Theoretical points The lecturing and learning cycle Literary principles in designing language classes Sample of lesson plan

4. ASSUMPTIONS UNDERLYING GBA (Feez and Joyce, 1998: 24-27)

5. ASSUMPTION 1

6. A MODEL OF LANGUAGE LEARNING WITH THREE OUTCOMES (Halliday in Feez and Joyce, 1998) A resource for making meaning, obtained through interacting with othes in purposeful social activities A tool for interpreting and organizing reality, obtained through learning the target language to interpret and organize reality in terms of that language Knowledge about language, obtained by building about the target langua

7. ASSUMPTION 2 EXPLICIT IDENTIFICATION OF WHAT IS TO BE LEARNED EXPLICIT IDENTIFICATION OF WHAT IS TO BE ASSESSED The role of the lecturer is to use methodologies which collaborate with the students in the learning process. Where necessary, the lecturer can intervene in the learning process to support for students as they are building knowledge and skills already explicitly negotiated. In other words, the lecturer-learner interaction is valued; so is that between students.

8. ASSUMPTION 3

9. THE ZONE OF PROXIMAL DEVELOPMENT

10. GENRE BASED APPROACH

11. THE LEARNING/LEARNING CYCLE TWO CYCLES – FOUR STAGES (The five-stage cycle is recommended to encourage students to learn to broaden their perspective and think progressively)

12. BUILDING THE CONTEXT OR KNOWLEDGE OF THE FIELD (NEGOTIATING FIELD)

13. STUDENTS’ ACTIVITIES Being introduced to the social context of an authentic model of the text-type being studied Exploring features of the general context in which the text-type is used and the social purposes the text-type achieves Exploring the immediate context of situation by investigating the register of a model text which has been selected on the basis of the course objectives and learner need

14. AN EXPLORATION OF REGISTER Building knowledge of the topic of the model text and knowledge of the social activity in which this text is used Understanding the roles and relationships of the people using the text and how these are established and maintained Understanding the channel of communication being used

15. CONTEXT-BUILDING ACTIVITIES Presenting the context through pictures, audio-visual material, realia, excursions, field-trips, guest speakers, etc Establishing the social purpose through discussions or surveys Cross cultural activities Related research activities Comparing the model text with other texts of the same genre or contrasting type

16. NOTES lecturers should create activities which help students to comprehend the content of the text, including the roles of the people involved, the purposes of the text, the function of the text, and the type of situation. The questions may be multiple choice in their form, completion, or essay, depending on the level of learning.

17. MODELLING AND DECONSTRUCTING THE TEXT STUDENTS investigate the structural patterns and language features of the model text STUDENTS compare the model with other examples of the text-type

18. NOTES : Use diagnostic assessment “to decide how much time to devote to particular language feature and what kind of presentation or practice students need with each feature Conduct the activity at both the whole text level and that the clause level and expression level Use various techniques for dealing with grammar and text structures

19. Please always do the best of yours, try speaking English anytime, any were; keep healthy and happy, always wear your masker and do social distancing...thank you and good luck... THANK YOU AND GOOD LUCK

20. it/ mpi - meeting 7 A PRACTICAL GUIDE FOR ENGLISH lecturing toward PROFESSIONAL basic skills on reading and writing Mr. Adrian Nabung Politeknik eLBajo Commodus

21. ACTIVITIES AT EACH LEVEL OF LANGUAGE LEVEL OF LANGUAGE ACTIVITIES TEXT-LEVEL presentation activities using devices sorting, matching and labelling activities eg sorting sets of texts, sequencing jumbled stages, labelling stages. activities focusing on cohesive devices CLAUSE LEVEL presentation and practice activities relating to the grammatical features of the text EXPRESSION LEVEL oral-aural, pronunciation, decoding, spelling, handwriting or typing practice as needed for the use of the text type

22. JOINT CONSTRUCTION OF TEXT

23. REMEMBER Students begin to contribute to the construction of whole examples of the text-type The lecturer gradually reduces the contribution to text construction, as the students move closer to being able to control the text-type independently (Feeze & Joyce, 1998: 30)

24. ACTIVITIES lecturer questioning, discussing and editing whole class construction, then scribing onto board Skeleton texts Jigsaw and information gap activities Small group construction of texts Dictogloss Self assessment and peer assessment activities

25. INDEPENDENT CONSTRUCTION OF TEXT

26. ACTIVITIES Independent construction activities include: Listening tasks, e.g., comprehension activities in response to live or recorded material, such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering questions Listening and speaking tasks, e.g., role plays, simulated or authentic dialogs

27. … ACTIVITIES Speaking tasks, e.g., spoken presentation to class, community organization, or workplace Reading tasks, e.g., comprehension activities in response to written material such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering questions Writing tasks which demand that students draft and present whole texts

28. LINKING TO RELATED TEXTS In this stage, students investigate how what they have learned in this lecturing/learning cycle can be related to: other texts in the same or similar context future or past cycles of lecturing and learning

29. ACTIVITIES Comparing the use of the text-type across different fields Researching other text-types used in the same field Role-playing what happens if the same text-type is used by people with different roles and relationships Comparing spoken and written models of the same text-type Researching how a key language feature used in this text-type is used in other text-types

30. DESIGNING LESSON PLANS LEARNING EXPERIENCES IN EVERY ACTIVITY TO USE LANGUAGE COMMUNICATIVE COMPETENCE

31. LITERACY PRINCIPLES FOR PLANNING LANGUAGE CLASSES Literacy is "the use of socially-, historically-, and culturally- situated practices of creating and interpreting meaning through texts. It entails at least a tacit awareness of the relationships between textual conventions and their contexts of use and, ideally, the ability to reflect critically on those relationships […] It draws on a wide range of cognitive abilities, on knowledge of written and spoken language , on knowledge of genres, and on cultural knowledge. ” –Kern, 2000, p. 16

32. Writers and readers engage in a double act of interpretation

33. Audience impacts what writers decide to say or not say, readers bring motivation and experience to make writers ’ texts meaningful

34. The way we write and read texts is not universal, cultural conventions play a huge role in how we carry out both activities

35. Writing and reading function with specific cultural systems. For those operating outside a given cultural system, misunderstanding and being misunderstood by those operating within the given system is highly likely.

36. Literacy is more than knowledge of writing systems, vocabulary & grammar. It requires knowing how to use language both in written and spoken contexts to create discourse

37. Writers and readers think about language and its relation to the world and themselves

38. LITERACY PRINCIPLES

39. Writing and reading involve figuring out relationships between words, between larger units of meaning, between texts and worlds.

40. Please always do the best of yours, try speaking English anytime, any were; keep healthy and happy, always wear your masker and do social distancing...thank you and good luck... THANK YOU AND GOOD LUCK