Major in English MIDTERMS LESSON 4-5.pdf

Education

1. Materials for
Developing
Writing Skills

2. Materials for Developing Writing
Skills
•Togetherwithteachingmethodologies,
materialsrepresenttheinterface
betweenteachingandlearning,the
pointatwhichtheneeds,objectivesand
thesyllabiaremadetangibleforboth
teacherandstudents

3. Roles of Materials in writing
Instruction
1.Model
•presentsgoodexamplesofthe
targetgenreandillustrateits
distinctive features(lexical,
grammaticalandrhetorical)
•Mustberelevantandauthentic

4. Roles of Materials in writing
Instruction
2.LanguageScaffolding
•Providesopportunitiesfordiscussion,
guidedwriting,analysis,andmanipulation
oftargetstructuresandvocabulary,
•Grammar should be taught
inductively(top-down)
•Grammarasresourceforproducingtext

5. Roles of Materials in writing
Instruction
3. Reference
Provides explanations and examples
of relevant forms

6. Roles of Materials in writing
Instruction
4. Stimulus
•Encourages learners to think about and
use language

7. Selecting Writing Materials
A. Ask
•1. What is the proficiency of my students?
•2. Why are they learning English?
•3. What texts will they need to write in their
social, academic, and workplace contexts?

8. Selecting Writing Materials
B. Determine the text types to which the
students need to be familiar
•Emails
•Reports
•Narratives
•Persuasives

9. Textbook as Writing Material
"Teachingwritingisprimarilyalocaland
complexendeavorwhichdefiesbeing
packagedintoasingletextbook."
•Considerthetextbook'slocalrelevance
(i.e.,suitabilitytotheneedsofthestudents,
teachers,curricula)
•Rememberthefivemethodsofadapting
materials:adding,deleting,modifying,
simplifying, reordering.

10. The Internet
•Some of the many advantages:
offers access to an abundance of authentic
materials
•encourages collaborative research and
writing projects
•provides access to dictionaries, corpora,
and reference aids
•provides opportunities for student written
communication and dissemination of their
work to a wider audience

11. Model for Materials Design
(Hutchison and Waters 1987)
•Four key components:
A. Input (text that provides stimulus for
thought, context and purpose for writing,
opportunities to use and build on prior
knowledge, etc.)
B. Content Focus (topics, situations, and
information for meaningful communication)

12. Model for Materials Design
(Hutchison and Waters 1987)
C. Language Focus (opportunities for text
analysis and integration of new knowledge)
D. Task (culminating communicative activity
and writing assignment)

13. Performance Based
Assessment in
Teaching Writing

14. What is Performance Based
Assessment ?
•It is a set of strategies for the acquisition
and application of knowledge , Skills, and
work habitsthrough the performance of
tasks that are meaningful and engaging to
students.

15. What is Performance Based
Assessment ?
•This type of assessment provides the
teacher with information about how
students understand and applies
knowledge.

16. What is Performance Based
Assessment ?
•Students apply their knowledge and skills
in context.

17. What is Performance Based
Assessment ?
•In its simplest terms, a performance
assessment (Alternative assessment) is
one which requires students to
demonstrate that they have mastered
specific skills andcompetencies by
performing or producing something.

18. The Cone of Learning
•During the 1960s, Edgar Dale theorized
that learners retain more information by
what they “do” as opposed to what is
“heard”, “read” or “observed”. His research
led to the development of the Cone of
Experience.

20. What are the types of
Performance Based
Assessment?

21. Individual or Group Projects
•Projects have long been used in education
to assess a student’s understanding of a
subject or a particular topic.

22. •Projects typically require students to apply
their knowledge and skills while
completing the prescribed task, which
often calls for creativity, critical thinking,
analysis, and synthesis.

23. •Group projects involve a number of
students working together on a complex
problem that requires planning, research,
internal discussion, and presentation.

24. Portfolio
•Portfolios are systematic, purposeful, and
meaningful collectionsof an individual’s
work designed to document learning over
time.

25. Portfolio Based Assessment
•StudentPortfolio/AssessmentPortfolio–
purposefulcollectionofstudent’sworks
whichoftengatheredoveralongperiodof
timethatdemonstratesefforts,progress
andtheirachievementsaswellto
determineareasforimprovement.

26. Portfolio Based Assessment
•Portfolio-basedassessment-Insteadof
gradingstudentssolelyonstandardized
tests,unittestsandquizzes,aportfolio
servesasacompilationofstudentwork
meanttoshowgrowthovertime.

27. Portfolio Based Assessment
•StudentPortfolios-areagreatwayto
measurestudentgrowthoverasemester
oryear,asallofastudents'workis
compiledintotheirfolderandreviewedat
theendoftheterm

28. 2 Types of Portfolio

29. Working Portfolio
•A repository of portfolio documents that
the student accumulates over a certain
period of time.

30. •Other types of process information may
also be included, such as drafts of student
work or records of student achievement or
progress over time.

32. Showcase or model portfolio
•A portfolio consisting of work samples
selected by the student that document the
student’s best work.

33. •The student has consciously evaluated his
or her work and selected only those
products that best represent the type of
learning identified for this assessment.

35. Performances
•Game play during a tournament is also
considered a student performance.
Rubrics for game play can be written so
that students are evaluated on all three
learning domains (psychomotor, cognitive,
and affective).

36. •Students might demonstrate their skills
and learning in one of the following ways:
▪Performing an aerobics routine for a
school assembly
▪Organizing and performing a jump rope
show at the half-time of a basketball game

37. •Although performances do not produce a
written product, there are several ways to
gather data to use for assessment
purposes. A score sheet can be used to
record student performance using the
criteria from a game play rubric.

39. Journals
•It can be used to record student feelings,
thoughts, perceptions, or reflectionsabout
actual events or results.

41. PORTFOLIO CONTENTS :
• Reflection
• Written Homework Activities
• Vocabulary Challenge
• Test /Test Scores
• Journals
• Creative writing samples,
including stories, poems, songs,
and script

42. Advantages
•Collaboration of each group.
•Learners centered.
•3 domains are very useful in this type
of assessment.
•The knowledge will retain in the
memory of the students.(Cone of
Learning)
•Can promote student creativity.

43. •Using a student-centered design can
promote student motivation.
•May allow probes by faculty to gain
clearer picture of student
understanding or though processes

44. THANK YOU
FOR
LISTENING.