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Program Memartabatkan Bahasa Malaysia
Dan Memperkukuhkan Bahasa Inggeris
KURIKULUM KURSUS
Certificate in the Practice of ELT (C-PELT)
(Primary)(Sijil Pengajaran Bahasa Inggeris Sebagai
Bahasa Kedua)(Sekolah Rendah)
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Falsafah Pendidikan Kebangsaan
Pendidikan di Malaysia adalah suatu usaha berterusan ke arahmemperkembangkan lagi potensi individu secara menyeluruh dan bersepaduuntuk mewujudkan insan yang seimbang dan harmonis dari segi intelek, rohani,emosi, dan jasmani berdasarkan kepercayaan dan kepatuhan kepada Tuhan.Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmu pengetahuan,berketrampilan, berakhlak mulia, bertanggungjawab, dan berkeupayaanmencapai kesejahteraan diri serta memberi sumbangan terhadap keharmoniandan kemakmuran keluarga, masyarakat, dan negara.
Falsafah Pendidikan Guru
Guru yang berpekerti mulia, berpandangan progresif dan saintifik, bersediamenjunjung aspirasi negara serta menyanjung warisan kebudayaan negara,menjamin perkembangan individu, dan memelihara suatu masyarakat yang
bersatu padu, demokratik, progresif, dan berdisiplin.
Cetakan Kedua 2011Kementerian Pelajaran Malaysia
Hakcipta terpelihara. Kecuali untuk tujuan pendidikan yang tidak adakepentingan komersial, tidak dibenarkan sesiapa mengeluar ulang mana-manabahagian artikel, ilustrasi, dan isi kandungan buku ini dalam apa juga bentukdan dengan apa cara pun, sama ada secara elektronik, fotokopi, mekanik,rakaman, atau cara lain sebelum mendapat izin bertulis daripada PengarahPendidikan Guru, Kementerian Pelajaran Malaysia.
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1. Kata Alu-aluan iv
2.Pengenalan, Matlamat, dan Hasil Pembelajaran
Kursusv
3. Kandungan Kursus dan Peruntukan Masa vi
4. Cadangan Strategi Penyampaian vii
5. Penilaian viii
6 Kelayakan Akademik Pelajar dan Tenaga Pengajar ix
7. Course Mapping x
8.
Kurikulum Kursus Certificate in the Practice of ELT
(C-PELT)
Methods in Teaching ESL 1 Listening & Speaking 1
Methods in Teaching ESL 2 Reading 7
Methods in Teaching ESL 3 Writing 12
Literature for Young Learners 17
The Teaching of Grammar 21
Trends and Issues in Language Teaching 25
Assessment and Evaluation in ESL 28
Technology in the Language Classroom 34
KATA ALU-ALUAN
Pembentukan masyarakat minda kelas pertama menuntut agar pencarian ilmu danpembelajaran sepanjang hayat dijadikan budaya hidup semua golongan, terutama mereka yangberada di dalam dunia pendidikan. Perkembangan semasa dunia yang tiada sempadanmenghendaki para guru sentiasa berusaha untuk meningkatkan pengetahuan dan kompetensi
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KANDUNGAMUKA SURAT
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serta melonjakkan taraf profesionalisme untuk membolehkan mereka berdaya saing selarasdengan perkembangan semasa.
Justeru, guru perlu peka tentang perkembangan terkini dalam aspek pedagogi dan isikandungan (content knowledge) serta mengaplikasikan Kemahiran Abad ke 21 dalampengajaran dan pembelajaran di bilik darjah supaya bersehaluan dengan kehendak dan
keperluan pendidikan murid di sekolah.
Kursus Tukar Opsyen Bahasa Inggeris 14 Minggu atau Certificate in the Practice of EnglishLanguage Teachers (C-PELT) adalah serampang dua mata yang membolehkan para guru yangsedang mengajar matapelajaran Bahasa Inggeris di sekolah tetapi tidak mempunyai kelayakanopsyen dalam matapelajaran tersebut, memperolehi ilmu dalam content knowledge sertapemantapan pedagogi dan Kompetensi Profesionalisme Keguruan selaras dengan dasarKerajaan untuk Memartabatkan Bahasa Malaysia serta Memperkukuh Bahasa Inggeris.
Kurikulum C-PELT yang digubal mengambil kira keperluan tersebut di mana komponen-komponen penting seperti Kemahiran abad ke 21, serta pengkhususan dalam pengajaran danpembelajaran bahasa inggeris, content knowledge, yang padat dan tepat untuk memberi nilai
tambah kepada guru dalam perkhidmatan. Matlamat asas Kursus C-PELT ini diadakan adalahuntuk melahirkan golongan guru bahasa inggeris yang mantap pedagogi serta pengetahuan isikandungan matapelajaran untuk mencapai hasrat kerajaan memastikan guru yang dilatihadalah guru yang berkualiti dan kekal dalam sistem pendidikan serta kekal berkualiti sepanjangtempoh perkhidmatan mereka.
Selain itu, adalah diharapkan guru dalam perkhidmatan dapat keluar dari kepompong selesa,melakukan anjakan paradigma dan melakukan perubahan positif di dalam amalan pengajarandan pembelajaran di sekolah dengan mengaplikasikan elemen yang dipelajari sewaktuberkursus. Adalah diharapkan guru-guru dapat mencabar dan membangunkan potensi diri sertabersedia menghadapi perubahan dalam pendidikan masa kini untuk melahirkan modal insankelas pertama bertaraf dunia.
Akhir kata, Kementerian Pelajaran Malaysia ingin merakamkan tahniah dan setinggi-tinggipenghargaan kepada semua yang telah menyumbang idea, tenaga dan buah fikiran sertakepakaran untuk menggubal, menyemak dan mengemaskini kurikulum Kursus Tukar OpsyenBahasa Inggeris 14 Minggu Certificate in the Practice of English Language Teachers (C-PELT)ini.
TAN SRI ALIMUDDIN BIN HJ MOHD DOMKetua Pengarah Pelajaran MalaysiaKementerian Pelajaran Malaysia
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INTRODUCTION
The Certificate in the Practice of ELT (C-PELT) is offered to teachers who have taught Englishfor a substantial period of time in primary schools but who have not, as yet, had the opportunityof obtaining formal training in the teaching of English. It is an intensive 14-week (315 hours)course conducted through face-to-face interaction. Upon successful completion of the course,participants will be certified as full-fledged English language teachers.
The course focuses on developing the pedagogic knowledge, skills and competencies requiredof English language teachers so that participants can function as competent and effectiveteachers of English. To this end, the course has a heavy emphasis on ESL methodology toensure that participants have a sound grasp of the principles that underpin effective classroompractice. The course also offers opportunities for participants to explore current issues related tothe teaching and learning of English as a second language. The course curriculum leverageson the participants prior teacher education training and classroom experiences by relating thistraining and experience to the teaching of English.
Reflection and professional learning are critical elements in the course. The course draws on
the participants experience in teaching language by encouraging them to critically examine theirbeliefs and practices and to realign them with evidence-based best practices in languageteaching. A professional development strand also runs through the course and is intended todevelop the participants ability to take responsibility for their own professional learning. Thiswill ensure that participants are equipped with the skills and competencies required to engage incontinuous professional development even after they have completed this course.
It is intended that upon completing the course, participants will be able to apply their skills andcompetencies in the language classroom to provide effective and efficacious instruction in theEnglish language.
AIM
The aim of the course is to offer non-option teachers of English in primary schools, theopportunity to acquire the requisite skills and competencies as a professional English languageteacher in line with the National Education Philosophy and the Philosophy of TeacherEducation.
LEARNING OUTCOMES
1. Demonstrate an understanding of the theories and principles appropriate for young
learners learning English as a second language
2. Demonstrate an understanding of current issues and trends in second language learning
3. Apply thinking skills, information processing skills, communication skills, learning to learn
skills and ICT skills in the teaching and learning of English
4. Design creative and innovative teaching learning activities for teaching English as a
second language
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5. Synthesize information from various resources to obtain a coherent understanding of
theory and practice
6. Cooperate and collaborate in producing a teaching and learning package/unit/plan
7. Demonstrate the ability to develop professionally as an English language teacher
COURSE CONTENT AND TIME ALLOCATION
COURSE
CODECOURSE TITLE
TOTAL
CREDIT
TOTAL
HOURS
CET01 Methods in Teaching ESL 1 Listening and
Speaking
3 45
CET02 Methods in Teaching ESL 2 Reading 3 45
CET03 Methods in Teaching ESL 3 Writing 3 45
CET04 Literature for Young Learners 2 30
CET05 The Teaching of Grammar 3 45
CET06 Trends and Issues in Language Teaching 1 15
CET07 Assessment and Evaluation in ESL 3 45
CET08 Technology in the Language Classroom 3 45
EXAMINATION
TOTAL 21 315
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SUGGESTED DELIVERY STRATEGIES
The following are among the strategies that are intended to form the core of the training
approach for this course.
Socratic (interactive) lectures
Discussions
Viewing of videos of classroom practice
Cooperative and collaborative tasks
Hands-on practical workshop sessions
Introspection and reflection
Directed readings
Case studies / research studies
Demonstrations / modeling
Field work / project work
Loop input
It is anticipated that delivery of the course content through the application of these
strategies will promote:
interaction and instructional dialogue among course participants;
critical and reflective discussions
the mirror effect to facilitate transfer of strategies to the ESL classroom;
participants reflection and introspection on their learning and understanding; and,
the development of confidence and self-belief among participants.
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EVALUATION
The evaluation of this programme comprises both coursework (60%) and an examination (40%).
Course Completion Certificates will be awarded to the course participants at the end of the
programme if they have met the following requirements: a minimum attendance of 95%
have passed the examination all the coursework
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COURSE PARTICIPANTS ACADEMIC QUALIFICATIONS
Course participants attending the Certificate in the Practice of ELT (C-PELT) Primarymust:
be a non-option teacher of English at the primary level
have at least 3 years of experience teaching English
have attended the 4-PhaseEnglish Proficiency Course - Teaching of English in the
Primary and Secondary School
have sat the Oxford Placement Test (OPT)
THE ACADEMIC AND PROFESSIONAL QUALIFICATIONS OF THE TEACHING TEAM
In the implementation of the Certificate in the Practice of ELT (C-PELT) Primaryprogramme,the trainers involved should have experience in teaching English and a relevant qualification atthe Masters Level.
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COURSE MAPPING
It is recommended that the eight courses be taught as follows:
PHASE 1(Weeks 1 7)
CET08Technology
in theLanguageClassroom
CET01 Methods in Teaching ESL 1 - Listening and SpeakingCET02 Methods in Teaching ESL 2 ReadingCET03 Methods in Teaching ESL 3 Writing
PHASE 2(Weeks 8 14)
CET04 Literature for Young LearnersCET05 The Teaching of GrammarCET06 Trends and Issues In Language TeachingCET07 Assessment and Evaluation in ESL
It is suggested that CET08 Technology in the Language Classroom should straddle both halvesof the programme. Instructional activities in the Technology in the Language Classroom coursemust be explicitly linked to and support the implementation of pedagogical strategies andtechniques being taught in the Methods courses. Course participants should have a clear ideaof how technology can be used to implement these strategies and techniques in their EnglishLanguage classrooms.
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Course Pro FormaCertificate in the Practice of ELT (C-PELT) Primary
14-week In-service Programme for Professional Development
Course Title Methods in Teaching ESL 1 Listening and Speaking
Course Code CET01
Credit 3
Contact Hours 45 Hours
Pre-requisite Nil
CourseDuration
14 weeks
LearningOutcomes
1. Demonstrate an understanding of theories and principles appropriate foryoung learners learning listening and speaking in a second language context
2. Design creative and innovative activities and materials for teaching listeningand speaking in English as a second language
3. Produce a listening and speaking package for teaching and learning inEnglish as a second language
4. Plan and carry out a listening and speaking lesson in the primary school
Synopsis
The course introduces teachers to the theories and principles that underpin theteaching of Listening and Speaking at primary level. It also deals with thechallenges that teachers face when teaching Listening and Speaking in an ESLcontext. This course will also provide teachers with opportunities to developListening and Speaking materials as well as to conduct teaching in the primaryclassroom (real context).
Kursus ini memperkenalkan teori-teori dan prinsip-prinsip yang menyokongpengajaran dan pembelajaran kemahiran mendengar dan bertutur diperingkat sekolah rendah. Ia juga merangkumi cabaran-cabaran yang dihadapioleh guru semasa pengajaran kemahiran mendengar dan bertutur di dalamkonteks bahasa Inggeris sebagai bahasa kedua. Kursus ini juga memberi
peluang kepada guru untuk membina dan menyediakan bahan-bahan bantuanmengajar serta melaksanakan pengajaran dan pembelajaran di bilik darjahrendah.
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Topic Content Hours
1
Uncovering Beliefs and Discussing Challenges inTeaching Listening and Speaking
1.1 Teacher beliefs and practices in teaching listening andspeaking
Examine and explore own beliefs and practices about
teaching Listening and Speaking and practices in theclassroom
1.2 Challenges in the teaching of Listening and Speaking
Identify and discuss what makes the teaching of
Listening and Speaking challenging in the ESLclassroom
Discuss issues and challenges based on own
classroom experiences Highlight the competencies teachers need to develop
in order to teach Listening and Speaking
2
2
Introduction to Listening and Speaking
2.1 The relationship between Listening and Speaking
Identify the relationship between Listening & Speaking
and the importance of developing these skills in theclassroom
2.2 Differences between speech and writing Identify features of spoken and written language
Listen to and comprehend oral input with a variety of
accents
2
3Introduction to KSSR curriculum for Listening andSpeaking
3.1 The relationship between the receptive skill of Listeningand productive skill of Speaking
Distinguish between the receptive and productive skillsin teaching Listening and Speaking within the KSSRcurriculum
4
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3.2 Exposure to language input in accordance to StandardBritish English
Discuss and device materials for teaching:
a) auditory discriminationb) auditory memory and sequencing
c) developing vocabulary and language comprehension
3.3 The Listening and Speaking content and learningstandards for year 1
Examine and experience a variety of lessons by
adapting and adopting them in order to teach thesounds of the English Language as suggested in theKSSR Teachers Guidebook
4
Principles and Framework for Teaching Listening
4.1 Features, processes and strategies in teaching Listeningskills with reference to KSSR (Level 1 - Year 1 & 2) andKBSR (Level 1 - Year 3 and Level 2 - Year 4, 5 & 6)
Identify features and processes of real life Listening
Identify strategies that help develop Listening
Identify Listening sub-skills (KBSR) and learning
standards (KSSR) in the curriculum
Identify sub skills for the teaching of Listening and
design exercises for teaching:a) environmental sounds
b) instrumental soundsc) body percussiond) rhythm and rhymee) alliterationf) voice soundsg) oral blending and segmenting
Study the pre, while and post Listening structure or
framework for teaching Listening
Analyze the three stages of the Listening framework in
the lessons demonstrated
Explore and design child friendly activities for each of
the stages in the Listening Framework through the useof nursery rhymes, action songs, fables, stories,fantasies and other tales of imagination.
10
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5
Principles and Framework for Teaching Speaking
5.1 Elements, principles and strategies in teaching Speakingskills with reference to KSSR (Level 1 - Year 1 & 2) andKBSR (Level 1 - Year 3 and Level 2 - Year 4, 5 & 6)
Identify Speaking sub skills (KBSR) and learningstandards (KSSR) in the curriculum
Explore elements involved when speaking:
a) functionsb) linguistic formsc) automacity of responsed) social appropraicye) topics
Identify sub skills for the teaching of Speaking and
design exercises for teaching:a) environmental soundsb) instrumental soundsc) body percussiond) rhythm and rhymee) alliterationf) voice soundsg) oral blending and segmenting
Understand, explore and apply the principles of
teaching Speaking
Reflect on how oral interaction can be encouraged in
the classroom through the use of the Language Arts
component Study the structure or framework for teaching
Speaking
Identify and understand the three stages of the
Speaking framework
Explore and design child friendly activities for each of
the stages in the Speaking framework by telling storiesbased on pictures, other stimuli and recite poems
5.2 Techniques for teaching pronunciation
Download video clips of the teaching of phonics and
sound systems from Youtube (i.e. songs and rhymes)
to design exercises/activities/games for the teaching ofpronunciation
10
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6
Developing Listening and Speaking Materials
6.1 Principles of adaptation, modification and simplification
Identify the characteristics of effective Listening and
Speaking tasks
Review critically Listening and Speaking tasks in the
textbooks based on the frameworks for teachingListening and Speaking
Identify and discuss how materials can be adapted for
learners with different levels of proficiency
Adapt materials/tasks from the textbook for the
teaching of Listening and Speaking with the inclusionof the Language Arts component for the teaching oflistening and speaking
Prepare materials to teach pronunciation through the
use of activities suggested in the KSSR Teachers
Guidebook with the inclusion of the Language Artscomponent
7
7
Planning and Teaching Listening and Speaking Lessons
7.1 Planning Listening and Speaking Lessons
Design child friendly lessons to develop Listening and
Speaking skills based on the frameworks introduced
Plan lessons for learners with different levels of
proficiency based on the KBSR and KSSR curriculum
Plan lessons which integrate listening and speaking
7.2 Teaching Listening and Speaking Lessons
Implement lessons using materials developed in the
course
Provide feedback on the Listening and Speaking
lessons presented
Make necessary adjustments to the *lesson plans
* with reference to the learners in the classroom that thelessons were carried out
10
Total 45
** The planning and teaching of Listening and Speaking skills during this course will emphasizeon the KSSR (Level 1 - Year 1 & 2) and KBSR (Level 1 - Year 3 and Level 2 - Year 4, 5 & 6)curriculums.
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6
Assessment Coursework 60%Examination 40%
MainReferences
Flowerdew, J. & Miller, L. (2005). Second language listening: Theory andpractice. Cambridge University Press.
Folse, S.K. (2004). The art of teaching speaking: Research and pedagogy for
the ESL/EFL classroom. Michigan.
Nation I.S.P. & Newton, J. (2008). Teaching ESL/EFL listening and speaking.
Routledge.
Additional
References
Bygate, M. (1987/2000). Speaking. Oxford: OUP.
Harmer, J. (2007). How to teach English. Pearson Education Ltd.
Roach, P. (1983/2000). English phonetics and phonology: A practical course.Cambridge: CUP.
Rost, M. (1990). Listening in language learning. Harlow, Essex: Longman.
Ur, P. (1999).A course in language teaching: Practice and theory.Cambridge University Press. London.
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Course Pro FormaCertificate in the Practice of ELT (C-PELT) Primary
14-week In-service Programme for Professional Development
Course Title Methods in Teaching ESL 2 Reading
Course Code CET02
Credit 3
Contact Hours 45 Hours
Pre-requisite Nil
Course
Duration14 weeks
LearningOutcomes
1. Demonstrate an understanding of the learning theories and principles forthe teaching of reading appropriate for young learners learning English as asecond language
2. Design creative activities and materials to teach reading to youngreaders
3. Design and micro-teach lesson plans
Synopsis
The course focuses on providing teachers with an overview of the readingprocess and the best practices for teaching reading to children. Ampleopportunities are provided for participants to design as well as to try outactivities and materials for teaching reading at the primary level. Participantsalso learn to develop remedial activities for at-risk readers and enrichmentactivities for the high flyers. The course emphasizes creativity, critical thinkingand problem-solving in teaching reading.
Fokus kursus ini adalah untuk memberikan guru-guru kefahaman secaramenyeluruh tentang proses membaca dan amalan terbaik pengajarankemahiran membaca kepada kanak-kanak. Peserta kursus akan diberi peluanguntuk merekacipta serta mengaplikasikan aktiviti dan bahan bantuan mengajar
di dalam pengajaran membaca di peringkat sekolah rendah. Peserta kursusjuga akan mempelajari kaedah penyedian bahan bantuan mengajar dan aktivitipemulihan yang disasarkan kepada pelajar yang lemah serta aktivitipengkayaan bagi pelajar yang lebih mahir. Kursus ini menekankan kreativiti,pemikiran kritis dan penyelesaian masalah dalam pengajaran kemahiranmembaca.
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8
Topic Content Hours
1
Reading Processes
1.1 Reading processes
Bottom-up processes
Top-down processes
The interactive models of reading
2
2
Beginning Reading in a Second Language
2.1 Introduction to the English language curriculum documentfor primary school
KSSR document (Year 1 & 2)
KBSR document (Year 3 6)
2
3
Beginning Skills in Reading
3.1 Methods of teaching beginning reading skills
Devise activities for teaching each The Phonics
approach to teach blending of phonemes to formwords and segmenting of words
3.2 Teaching of sight vocabulary/word attack skills Generate ideas for developing appropriate
activities/games for teaching sight vocabulary / wordattack skills
5
4
Early Reading Activities
Devise appropriate activities/materials for teaching early
reading
Workshop/Presentation
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9
5
Reading Fluency
5.1 Defining reading fluency5.2 Techniques for teaching/developing reading fluency
through repeated oral reading
5.3 Assessing reading fluency
6
6
Intensive Reading6.1 Silent reading skills
6.2 Formulating questions
6
7
Lesson Planning & Micro Teaching
7.1 Principles of lesson-planning for reading lessons
7.2 Reading lesson objectives
7.3 Stages of the silent reading lessons
7.4 The variety of question-types and activities in readinglessons
12
8
Remedial and Enrichment Programmes
8.1 Remedial reading
Word-by-word reading
finger pointing
Head movement
Vocalization
Sub-vocalization
8.2 Reading difficulties
Regression
Inability to skim/scan
Poor dictionary skills
Lack of fluency
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8
8.3 Designing appropriate materials and activities forremediation
Workshop/Presentation
8.4 Designing appropriate materials and activities forenrichment
Workshop/Presentation
Total 45
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Assessment Coursework 60%Examination 40%
Main
References
Duffy, G. (2003) Explaining reading. A resource for teaching concepts,
skills and strategies. USA: The Guilford Press.
Hayes, B. L. (1991) Effective Strategies for teaching strategies.USA : Allyn and Bacon.
Tompkins, G. E. (2003). Literacy for the 21stcentury. New Jersey:
Pearson Education.
AdditionalReferences
Cullingford, C. (2001). How children learn to read and how to helpthem. UK: Kogan Page.
Hedge, T. (2008) Teaching language in the language classroom.UK: Oxford University Press.
Herrera, S.G., Perez, D.R., & Escamilla, K. (2010). Teaching readingto English language learners: Differentiated literacies.Allyn &Bacon:Pearson Education.
Lapp, D., Flood, J., Brock, C., & Fisher, D. (2007). Teaching reading toevery child.London: Lawrence Erlbaum Ass. Publishers.
Pressley, M. (2002). Reading instruction that works: The case forbalanced instruction. London: The Guilford Press.
Ur, P. (2002). A course in language teaching. Practice and theory.UK: Cambridge University Press.
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Course Pro Forma
Certificate in the Practice of ELT (C-PELT) Primary
14-week In-service Programme for Professional Development
Course Title Methods in Teaching ESL 3 - Writing
Course Code CET03
Credit 3
Contact Hours 45 Hours
Pre-requisite Nil
CourseDuration
14 weeks
LearningOutcomes
1. Demonstrate a knowledge of theories and principles for developingwriting skills among young learners
2. Plan and micro teach writing lessons
3. Develop writing activities suitable for young learners
SynopsisThis course looks at writing instruction for the primary writing classroom.It introduces teachers to the relevant theory and provides opportunitiesfor practical application in preparation for teaching. The course alsofocuses on developing confidence in writing among young learners.
Kursus ini menekan kepada kaedah pengajaran kemahiran penulisan diperingkat sekolah rendah. Para guru akan didedahkan dengan teoriyang berkaitan serta aplikasi di dalam persediaan mengajar. Di sampingitu, kursus ini juga menekankan pembentukkan keyakinan kendiri dalam
penulisan di kalangan pelajar.
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Topic Content Hours
1
How Children Become Writers
Beliefs about teaching writing2
Challenges children face in a L2 writing classroom
Stages children go through in learning to write
2
Introduction to Writing
2.1 KSSR
Writing component of KSSR (year 1and 2)
Writing component KSSR (year 3 6)
2.2 Introduction to writing
Definition
Features of good writing, purposes for writing
Differences between the written form and the
spoken form
How reading, speaking and listening impact writing
skill development
2.3 Text types
Narrative, descriptive, expository & argumentative
Text features and communicative purpose
6
3
Mastering the Conventions of Writing
3.1 Penmanship
Challenges in handwriting
Shapes of English letters in upper and lower case
Cursive
3.2 Punctuation
Rules
Techniques for teaching
Activities for reinforcement
8
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3.3 Spelling
Rules and complexities
Approaches to spelling instruction
Integrated approach
3.4 Grammar in writing
Word order
Syntax
Paragraph Formation
4
Approaches to Teaching Writing
4.1 Controlled-to-free writing approach
4.2 Free Writing
4.3 Paragraph Pattern Approach
4.4 Communicative Approach
4.5 Process Approach
8
5
Designing Writing Activities
5.1 Techniques in using controlled-to-free writing
5.2 Techniques in using pictures
5.3 Techniques in using all language skills
5.4 Techniques in teaching organization
5.5 Techniques in teaching process
7
6
Planning and Teaching a Writing Lesson
6.1 Principles of lesson planning
6.2 Stages of a writing lesson
6.3 Planning lessons and micro teaching
8
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7
Developing Confidence in Writing
7.1 Language Arts/Creative Writing
7.2 Songs and Rhymes
7.3 Cooperative Writing
6
Total 45
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Assessment Coursework 60%Examination 40%
MainReferences Evans, J. (2001). The writing classroom. London: David FultonPublishers.
Graham, J. & Kelly, A. (1998). Writing under control.London: DavidFulton Publishers
Raimes, Ann. (1983). Techniques in Teaching Writing. USA: OxfordUniversity Press
Additional
References
Bean, W. B. & Chrys (1997). Spelling an integrated approach.Australia:
Eleanor Curtin Publishing.
Hadfield, J. & Hadefield, C. (2000). Simple writing activities.Oxford:Oxford University Press.
Latham, D. (2002). How children learn to write.London: Paul ChapmanPublishing.
Reilly, J. & Reilly, V. (2005). Writing with children.Oxford: OxfordUniversity Press.
Schaefer, L.M. (2001). Teaching young writers: Strategies that work.
USA: Scholastic Inc.
Williams, M. (2002). Unlocking Writing.London: David Fulton Publishers.
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Course Pro FormaCertificate in the Practice of ELT (C-PELT) Primary
14-week In-service Programme for Professional Development
Course Title Literature For Young Learners
Course Code CET04
Credit 2
Contact Hours 30 Hours
Pre-requisite Nil
CourseDuration
14 weeks
LearningOutcomes
1. Explore the different types of childrens literature
2. Evaluate and select age appropriate literary texts
3. Select appropriate activities to introduce the different types of literature tochildren
4. Plan a lesson with a literature focus
5. Integrate thinking skills, information processing skills and ICT skills in theteaching of literature
Synopsis
This course serves as an introduction to literature in the primary languagecurriculum. It provides opportunities for developing knowledge and skills inliterature instruction for the primary literature classroom. The course focuses ongetting young learners to enjoy literature and to respond to it in a variety ofways, thereby enhancing language learning.
Kursus ini memberi pengenalan kepada Sastera Bahasa Inggeris di peringkat
kurikulum sekolah rendah. Para peserta akan berpeluang untukmemperkembangkan pengetahuan dan kemahiran di dalam penggendaliankelas Sastera Bahasa Inggeris peringkat sekolah rendah. Kursus inimembolehkan pelajar menikmati kesusasteraan Bahasa Inggeris sertamemberikan respon di dalam pelbagai cara, sekaligus meningkatkan mutu
pembelajaran Bahasa Inggeris secara menyeluruh.
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18
Topic Content Hours
1
Introduction to Childrens Literature
1.1 The genres of literature
Prose
Poetry
Drama
1.2 Childrens literature
Picture books Traditional literature fables, folk tales, fantasy/ fairy
tales
Poetry
Modern fiction
1.3 Rationale for introducing literature to children
1.4 Reader response theory
1
1
2
Exploring the Types of Childrens Literature
2.1 Stories2.1.1 Picture books
2.1.2 Traditional literature
Fable
Folk tale
Fantasy/fairy tale
2.1.3 Modern fiction
2.2 Poetry
Nursery rhymes
Limericks
Ballads
Shaped poems
Free verse
2.3 Criteria for text selection
1
2
2
1
Strategies to Help Children Experience and Respond toLiterature
3.1 Strategies to teach stories
3.1.1 Introducing a text
3.1.2 Reading aloud
3.1.3 Storytelling
3
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19
Assessment Coursework 100%
MainReferences
Lazar, G. (2005). Literature and language teaching: A guide for teachers andtrainers (13th ed.). Cambridge: Cambridge University Press.
Duff, A., & Maley, A. (2007). Literature. Oxford University Press.
AdditionalReferences
Anderson, N. A. (2006). Elementary childrens literature. Pearson.
Cox, C., & Boyd-Batstone, P.S. (2009). Engaging English Learners Exploringliterature, developing literacy, and differentiating instruction. Pearson.
Lynch-Brown, C., & Tomlinson, M.T. (2002). Essentials of childrens literature.Pearson.
Kennedy, X. J., & Gioia, D. (2002). Literature: An Introduction to fiction, poetry,and drama (8th ed.). New York: Longman.
Parkinson. B. & Thomas. H.R. (2000). Teaching literature in a secondlanguage. Edinburgh: Edinburgh University Press.
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Course Pro FormaCertificate in the Practice of ELT (C-PELT) Primary
14-week In-service Programme for Professional Development
Course Title The Teaching Of Grammar
Course Code CET05
Credit 3
Contact Hours 45 Hours
Pre-requisite Nil
CourseDuration
14 weeks
LearningOutcomes
1. Identify and categorize common grammar errors in authentic writing samplesto have a better understanding of how L2 learners acquire language
2. Demonstrate a knowledge of the grammar system in lesson plan design
3. Design a grammar lesson using the Meaning Use Form (MUF) frameworkand microteach the lesson
Synopsis
This course aims to build on teachers competency in grammar and equip themwith the pedagogical skills essential in the English language classroom. It will
help teachers understand the place for grammar when teaching Englishlanguage and how young learners acquire grammar by examining learnersperformance and analyzing errors made. Teachers will be equipped with thedifferent approaches to and techniques used in the Teaching of Grammar whichwill be incorporated within the Meaning Use Form (MUF) framework of lessonplan design. There will be opportunities to explore these approaches andtechniques during microteaching sessions.
Kursus ini bertujuan untuk membina kompetensi guru dalam tatabahasa dankemahiran pedagogi dalam kelas Bahasa Inggeris. Kursus ini akan membantu
para guru memahami peranan tatabahasa di dalam pengajaran Bahasa Inggeris danbagaimana pelajar menguasai tatabahasa melalui penganalisaan pencapaian dan
kesilapan yang dilakukan. Para guru akan dilengkapi dengan pendekatan-pendekatandan teknik pengajaran tatabahasa yang akan dilaksanakan melalui Meaning Use Form(MUF). Guru akan berpeluang untuk mendalami pendekatan-pendekatan dan teknik
pengajaran tersebut semasa sesi pengajaran mikro.
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Topic Content Hours
1
Understanding Grammar
1.1 What is grammar?
Understand the role of grammar in language
1.2 Grammar and meaning
Understand how grammar contributes to meaning
1.3 Grammar and function
Understand how meaning is also constructed based on a
knowledge of form and function
1.4 Grammar rules
3
2
.How L2 Young Learners Acquire Grammar?
Understand how teachers beliefs influence approaches
to the teaching of grammar
Develop an awareness of why grammar needs to be
taught in the Primary English language classroom
Acquire knowledge and skills of the characteristics of
effective teaching
2
3
Common Language Errors
3.1 Mistakes and errors
3.2 Remedial versus revisiting: Chapter 8. Remedial WorkCorrection: A Positive Approach to Language Mistakes
3.3 Types of common grammar errors
3.4 Strategies to address errors
8
4Approaches to the Teaching of Grammar
4.1 Deductive and Inductive Approach to the TeachingGrammar
Develop an awareness of how grammar can be taught in
the different approaches
Rationalize the use of the different approaches with
referenceto the Content and Language standardsidentified in the Curriculum Specifications
8
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Topic Content Hours
5
Developing Childrens Grammar
5.1 Meaning (M)
Creating a meaningful context /situation to introduce the
language
Create interesting purposes for listening to and
practicing the new language
Provide structured practice
5.2 Use (U)
Where and how it can be used in a communicative
situation
5.3 Form (F)
Patterns in sentence structure e.g. endings, plurals,
(sentence patterns e.g. ing form, ed endings,)
8
6
.Design and Teach Grammar Lessons
6.1 Design grammar lesson plans
Stages in a grammar lesson
- Presentation (M)
- Focused practice (M)- Communicative practice (U)
Feedback and correction
6.2 Teach a grammar lesson
16
Total 45
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Assessment Coursework 100%
MainReferences
Moon, J. (2005). Children learning English. Macmillan.
Thornbury, S. (2001). Uncovering grammar. Macmillan Heinemann.
AdditionalReferences
Harmer, J. (2003). How to Teach English. UK: Pearson Educational Ltd.
Hedge, T. (2008). Teaching and learning in the language classroom. OxfordUniversity Press.
Hewings, A. & Hewings, M. (2005). Grammar and context: An advancedresource book. Routledge, Taylor & Francis Group.
Pollock, J. & Waller, E. (1999). English grammar and teaching strategies:Lifeline to literacy. David Fulton Publishers.
Ur, P. (2006). Grammar practice activities: A practical guide for teachers.Cambridge University Press.
Woodward, T. (2002). Planning lessons and courses: Designing sequencesof work for the language classroom. Cambridge University Press.
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Course Pro FormaCertificate in the Practice of ELT (C-PELT) Primary
14-week In-service Programme for Professional Development ,
Course Title Trends and Issues in Language Teaching
Course Code CET06
Credit 1
Contact Hours 15 Hours
Pre-requisite Nil
CourseDuration
14 weeks
LearningOutcomes
1. Demonstrate an awareness on Trends in English Language Policy inMalaysia
2. Critically examine current issues related to English Language Teaching inMalaysia
Synopsis
The course provides teachers with the opportunity to critically examine the newStandards-based Primary English language curriculum, with a special focus onthe Language Arts component. Course participants will also plan and developactivities and materials based on the learning standards of the Language Artscomponent.
Kursus ini memberi peluang kepada para guru untuk mengkaji secara kritikalkurikulum Baru Standard Bahasa Inggeris Sekolah Rendah, dengan fokus khas
pada komponen Language Arts. Peserta kursus juga akan merancang danmembangunkan aktiviti-aktiviti serta bahan-bahan berasaskan standard
pembelajaran komponen Language Arts.
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Topic Content Hours
1
The New Curriculum Transformation
1.1 Getting to know KSSR1.2 KSSR vs. KBSR
4
2
Issues in English Language Teaching
a. Issues in my English Classroomb. Zooming into a pressing issuec. Forum Timed. Whats in Practicee. My A-ha Moment
7
3
Coursework Oral Presentation
3.1 Task A4
Total 15
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Assessment Coursework 100%
MainReferences
Dokumen Standard Kurikulum Sekolah Rendah (KSSR Syllabus). 2010.Curriculum Development Centre (CDC). Ministry of Education Malaysia
Gill, S.K. 2002. International Communication. English Language Challengesfor Malaysia. Serdang: Universiti Putra Malaysia Press
AdditionalReferences
Mohd Sofi Ali. 2003. English Language Teaching in Primary Schools: Policyand Implementation Concerns. IPBA E-Journal 1-14 (Online)http://www.apps.emoe.gov.my/ipba/rdipba/cd1/article70.pdf(22September 2010).
Curriculum Specifications for English Year 1. 2003. Curriculum DevelopmentCentre. Ministry of Education Malaysia.
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Course Pro FormaCertificate in the Practice of ELT (C-PELT) Primary
14-week In-service Programme for Professional Development
27
Course Title Assessment and Evaluation in ESL
Course Code CET07
Credit 3
Contact Hours 45 Hours
Pre-requisite Nil
CourseDuration
14 weeks
LearningOutcomes
1. Demonstrate an understanding of the fundamentals of testing and
assessment in English language teaching.
2. Relate the principles of testing and assessment of the four language
skills to the classroom.
3. Examine current trends in assessment practices.
Synopsis
This course introduces course participants to the theoretical principlesunderpinning the design and construction of English language tests andassessment tools. Course participants will also be given opportunities to activelyengage in various aspects of test design, item building, item analysis andinterpreting test scores.
Kursus ini akan mendedahkan para peserta kepada prinsip-prinsip teori yangmenjadi tunjang di dalam penyediaan Ujian Bahasa Inggeris serta instrumen
penilaian. Peserta kursus juga berpeluang terlibat secara aktif dalam pelbagaiaspek pembentukkan ujian, pembinaan soalan, penganalisaan soalan dan
menginterpretasikan skor ujian.
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Topic Content Hours
1
Introduction to Testing and Assessment
1.1 The Teachers Current Assessment Practices
Examine and discuss current assessment practices
1.2 Teaching versus Testing
Compare and contrast Testing, Measurement,
Assessment and Evaluation
1.3 Washback Effect
Discuss the effects of testing on classroom practice
1.4 Validity, Reliability, Practicality, Bias Explain the fundamental concepts in testing and
assessment
1.5 Test Purpose
Determine the different test purposes
- motivation- diagnostic- progress- achievement- placement- certification
- accountability Explain the role of testing and assessment in teaching
and learning
1.6 Test Types
Distinguish the key features of different test item types
Analyze the use and value of different test types
- Formative & Summative- Norm & Criterion referenced tests- Discrete point testing- Integrative testing- Communicative testing
1.7 Classroom Testing
Determine the role of the teacher interlocutor,
facilitator, assessor or an imparter of knowledge
Assess learners during the learning process
Demonstrate context as part of construct
(the classroom is a social situation)
Giving responsive feedback
5
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1.8 Ethics, Fairness & Standards (Professionalism & Code ofEthics)
Analyse Personal Bias errors, The Halo Effect and
logical error and their impact on assessment outcomes
2
Introduction to Testing and Assessment
2.1 Objective and subjective types
Examine the different types of test
2.2 Item Types
Examine principles and practices involved in item building
for test items based on test needs and objectives
Distinguish the key features of different item types Analyse the use of item types for testing
2.3 Table of Specifications for Test
Design table of specifications for test
10
3
Assessing the Language skills
3.1 Assessing the Listening Skills
Discuss challenges and factors that affect the testing oflistening
Differentiate test types in testing the listening skills
Construct test items
Prepare marking schemes
3.2 Assessing the Speaking Skills
Discuss challenges and factors that affect the testing of
speaking
Differentiate test types in testing the speaking skills
Construct test items
Prepare marking schemes Examine the 5 models of School-based Oral
Assessment The Malaysian Model (from ExaminationSyndicate)
Construct tasks, stimulus and materials for each model
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3.3 Assessing the Reading Skills
Discuss issues in testing reading and factors that affect
the testing of reading Differentiate test types for reading
Construct test items
Prepare a marking scheme
3.4 Assessing the Writing Skills
Discuss issues in testing writing and factors that affect
the testing of writing
Determine different test types
Construct test items
Prepare analytic/holistic marking schemes
3.5 Test Scores
Tabulate and interpret test scores
Explain what test scores reflect about items formulated in
test
4
Current Issues in Testing and Assessment
4.1 School-based Assessment
Recognise the significance and value of alternative
methods of assessment
Identify different types of alternative assessment
Analyse similarities and differences between
conventional assessment and alternative assessment
Determine the types of portfolio
Distinguish the category of entries
Assess the performance through reflection, self-
evaluation, peer-evaluation and teacher-evaluation
Discuss the role and value of feedback
Design appropriate rubrics
Discuss issues, challenges and trends of School-based
Assessment on classroom practices
6
Total 45
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Assessment Coursework 100%
MainReferences Butler, S. M. & McMunn, Nancy, D. (2006).A teachers guide to
classroom assessment: understanding and using assessment toimprove student learning. Jossey-Boss.
Gronlund, N. E. (2006).Assessment of student achievement. EightEdition, Pearson.
AdditionalReferences Buck, G. (2001).Assessing listening. Cambridge University Press.
Hanna, Gerard S., & Dettmer, P. A. (2004).Assessment for effectiveteaching: using context-adaptive planning. Pearson .
Jasmine, J. (1993). Portfolios and other assessments. Teacher CreatedMaterials, Inc.
Luoma, S. (2004).Assessing speaking, Cambridge University Press.
Oosterhof, A. (2009). Developing and using classroom assessment.Fourth edition, Pearson.
Read, J. (2000).Assessing vocabulary. Cambridge University Press.
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Course Pro FormaCertificate in the Practice of ELT (C-PELT) Primary
14-week In-service Programme for Professional Development
Course Title Technology in the Language Classroom
Course Code CET08
Credit 3
ContactHours
45 Hours
Pre-requisite Nil
CourseDuration
14 weeks
LearningOutcomes
1. Demonstrate an understanding of current issues related to technology
integration in the language classroom
2. Develop technology-integrated multimedia products for ELT
3. Show integration of language skills through project-based learning
approaches
4. Evaluate multimedia products using appropriate evaluation rubrics
Synopsis This course demonstrates the ways in which ELT teachers can maximize theuse of online resources and technologies to support language teaching andlearning, communicating and sharing in the 21st century classroom. Teachers
are encouraged to reflect on their own practice and respond to issues ontechnology integration in the language classroom. The integration of languageskills is emphasized through project-based learning. The participants will haveample opportunities to create authentic and innovative projects in meaningfulcontexts..Kursus ini menunjukkan cara-cara bagaimana para guru Bahasa Inggerisboleh menggunakan sumber dan teknologi dalam talian untuk menyokong
pengajaran dan pembelajaran Bahasa Inggeris, berkomunikasi serta berkongsi
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maklumat dalam kelas Abad ke-21 ini secara maksimum. Para guru digalakkanuntuk membuat refleksi keatas pelaksanaan proses P&P dan bertindak padaisu-isu integrasi teknologi dalam bilik darjah. Integrasi kemahiran berbahasaditekankan melalui kaedah pembelajaran berasaskan projek yang memberikan
peluang untuk para guru merekacipta projek yang asli dan inovatif dalamkontek yang bermakna.
TOPICS AND TIME ALLOCATION
No Topics Interaction hours Credit
1Issues and challenges in a technology-
integrated language classroom1
2Enhancing the language classroom through
technology- integrated activities
2
3Enhancing Listening & Speaking activities
with podcasts12
4 Reading activities through hypermedia texts 15
5 Collaborative Writing on wikis 12
6 Integrated Language Skills through Project-
based learning Approaches3
Total 45 3
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COURSE DESCRIPTION
KNOWLEDGE SKILLS VALUES / REMARKS
1. Issues andchallenges in a
technology-integratedlanguageclassroom (1hour)
1.1 Unpack teacherscurrent beliefsand classroompractices
1.2 Challenges andbenefits oftechnology-integratedlanguageactivities
Evaluate beliefs andclassroom practices inenhancing language teachingand learning throughtechnology-integratedlessons
Relate issues and challengesto current classroompractices or situations facedby teachers, students,school, etc
Provide feasible solutions toovercome the potentialchallenges and ways toimprove / enhance languageteaching and learningthrough technologyintegration
Key Points / Issues
a. Unpacking teachers currentbeliefs and classroom practices onthe role of technology in languagelearning
b.(i) Understand the value and
importance of technologyintegrated activities to enhancelanguage learning
(ii) Differentiate a technology-enhanced lesson to a technology-integrated one
(iii) Acknowledge the challengesteachers face when usingtechnology for teaching andlearning
(iv) Assess a teachers ICT skills
Activities / Strategiesa.(i) Discuss teachers beliefs and
current practices in the role oftechnology in the languageclassroom (whole classdiscussion)
(ii) Read an article on issues relatedto language teaching and learning
through technology-integratedactivities/lessons (individually)b.(i) Answer open-ended questions to
generate more discussion basedon the article read. Relate thediscussions to the challengesteachers face in their languageclassroom (Discuss in groups)
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KNOWLEDGE SKILLS VALUES / REMARKS
(ii) Share these challenges to theclass and obtain views on ways toovercome these challenges
(whole class discussion)
(iii) Provide teachers with the ICTchecklist and get them to tick therelevant sections/boxes thatrelate to their skills. Informteachers to check the skills thatthey acquire throughout theduration of this module
c. Summarize the value, benefitsand importance of integrating
technology in language teachingand learning (whole class)
References1. Article
a. A Philosophy of InstructionalTechnology Use for Teaching andLearninghttp://www.educationworld.com/a_tech/columnists/poole/poole017.shtml
2. ICT skills checklist
2. Enhancing thelanguageclassroomthroughtechnology-integratedactivities (2hours)
2.1 The constructivistapproach tolanguagelearning throughtechnology
Apply the constructivistapproach to languagelearning through
technology
b. Integrate the use of Web2.0 tools to enhance
Key Points / Issues
a. Discuss the constructivistapproach and its role in atechnology-integrated language
classroom. Scrutinize theapplication of constructivism andhow it translates into languageactivities
b. Identify the ways in which web 2.0tools can be used to enhancelanguage teaching and learning inthe classroom
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KNOWLEDGE SKILLS VALUES / REMARKS
2.2 Web 2.0 in theELT classroom
2.3 LearningCommunities
language learning
c. Create a learning
community to share ideasand classroom activities
c.(i) Creating a learning community
through a blogroll (linking
everyones blog)
(ii) Relate the tasks carried out to theconstructivist approach and theways in which Web 2.0 tools wereused in context
Activities / Strategies
a.Read the articles on constructivismand Web 2.0 tools (individually)
b.Identify and discuss the key pointson the constructivist approach andweb 2.0 tool for classroomapplications based on the articles(group / whole class)(Focus on the different types ofactivities for language teachingand learning using technology).
Open a blog and write a post forfeedback and comments
Open a blog with
www.blogger.com (manualprovided)
Write an introduction about
your blog (New posts)
c.(i). Link your blog to the blogs of
your course mates to shareinformation and ideas
(individually) Create a blogroll
Provide feedback, ideas and
suggestions on your coursemates blogs (PostComments)
(ii) Discuss as a class theconstructivist approach used in
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KNOWLEDGE SKILLS VALUES / REMARKS
planning, designing, developingand presenting your informationon the new approaches forlanguage teaching and learning
(whole class)
(iii) Identify the ways in which usingWeb 2.0 tools enhanced yourlearning experience. Forexample: What skills did you usewhile obtaining, developing andpresenting information to theclass? (whole class)
References
1. Articles:a. Are you a Techno Constructivist?
http://www.educationworld.com/a_tech/tech/tech005.shtml
b. Using Web 2.0 Tools to BreatheNew Life into Old Projectshttp://www.educationworld.com/a_tech/columnists/dyck/dyck026.shtml
2. Blog manual
3. EnhancingListening &Speakingactivities withpodcasts(12hours)
3.1 Podcasts forELT
a. Develop Listening &Speaking skills usingpodcasts
Key Points / Issues
a.(i) Identify if teachers have used
podcasts for Listening and
Speaking activities. Discuss theways in which they used thepodcasts (if any)
(ii) Read article by Paul Man-ManSzes on ELT Podcasts focusingon the types of podcast projectsfor Listening and Speakingactivities
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KNOWLEDGE SKILLS VALUES / REMARKS
3.2 A mini podcastproject
b. Create a mini podcastproject for Listening &
Speaking
b.(i) Read about a teachers
experience in developing apodcast project in My Adventure
in Podland by Cristina Costa(ii) Listen to authentic ELT podcasts
from the Internet(iii) Create a practice project on
podcasting based on a giventask
Use various existing
podcasts from the Internet, or
Develop own podcasts using
Audacity software(iv) Review existing Listening and
Speaking lesson plans to identify
appropriate activities suitable forpodcasting projects
(v) Create a podcasts for theselected Listening & Speakingactivity or locate a suitablepodcast from the Internet
(vi) Use the blog to:
Create a second category for
podcast projects
Upload the lesson plan and
podcast
Present the Listening &
Speaking activity to the class
Provide feedback and
comments on the activitiesusing podcasts on coursemates blogs
Write reflections on the
experience of developing andusing podcasts for Listening& Speaking
c. Identify and discuss the difference
between a teacher-developed andstudent-developed podcasts(Article by Paul Man-Man Szeprovides some information)
Activities / Strategies
a.(i) Get teachers to review sample
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KNOWLEDGE SKILLS VALUES / REMARKS
3.3 Teacher-
developed andstudent-developedpodcasts
c. Discuss the differencebetween a teacher-developed podcast to astudent-developed podcast
Listening & Speaking lessonplans and identify activities thatcan be enhanced through the useof technology (whole class)
(ii) List down the different types oftechnology used for each type ofListening & Speaking activity(Activities and types of technologyused may overlap) (whole class)
(iii) Based on the list, identify if anyteacher has used podcasts(whole class)
If yes, ask the teacher(s) to
explain the reason(s) forusing podcasts, the type ofListening & Speaking activity
they planned for podcasting,etc.
If no, ask teachers if they
have heard about podcastsand what it is all about
(iv) Distribute the article by PaulMan-Man Sze DevelopingStudents Listening andSpeaking Skills through ELTPodcasts and highlight thefollowing aspects: (group / wholeclass)
What is podcasting? Types of podcasts
Using ELT podcasts to
enhance students Listeningand Speaking skills
Content of ELT podcasts
Podcasts projects
Based on the article, get teachers tothink about their Listening &Speaking classroom and discuss if
podcasts can be used effectively toteach these language skills (wholeclass)
b.(i) Give teachers the second article
My Adventure in Podland byCristina Costa which describes ateachers experience on
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KNOWLEDGE SKILLS VALUES / REMARKS
developing and using podcasts inher ELT class. The articlesexplains:
The different types of
educational podcasts Valentines Day: The
journey of a podcast project
Based on the article, discuss thefollowing (group / whole class):
What do you think about her
project?
What did the students learn?
Is the project easy enough to
do?
(ii) Provide teachers with thewebsites to listen to the differenttypes of podcasts (individually)
Visit Miettes Bedtime Story
podcast site for various story-based language podcasts athttp://www.miettecast.com/
The Radio Adventures of Dr.
Floyd is a professionally
produced, family friendlypodcast site athttp://www.doctorfloyd.com/
The English Conversation
site offers a variety ofpodcasts for grammar andvocabulary lessons athttp://englishconversations.org/
Discuss the usefulness of thepodcasts and if teachers would usethem for their Listening & Speaking
lessons (whole class)
(iii) Provide a task for the teachers toplan and develop a minipodcasting project. Start with asituation/context (individually):
Rubrics:
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KNOWLEDGE SKILLS VALUES / REMARKS
As a guide who works at thenational zoo, you take yourvisitors on a Safari Tour to informthem about the different and new
animals they are about to see. Select a Listening &
Speaking skill from theEnglish language CSsuitable for the above task
Use key word search
strategies to search forinformation wild animals andthe sound they make fromthe Internet
Download the materials into
a folder on the desktop
(create a folder on thedesktop and name itPodcast Resources)
Locate and download a
suitable podcast from theInternet and plan how to usethis podcast to teach theListening & Speaking skill,OR
Write a script for the Safari
tour (a sample script isprovided)
Develop own podcast using
Audacity, a free audiosoftware, to record the radioprogramme ( manualprovided)
To enhance the recordings,
teachers can add soundeffects or background musicwhich are free anddownloadable from thefollowing websites:
www.sounddogs.com(soundeffects: mp3 format)www.freeplaymusic.com(instrumental music: mp3format)
(iv) Identify Listening Speakingactivities from the lesson plansthat are suitable for using
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podcasts (individually)
Discuss why a podcast would
be useful for the particularactivity (group)
Describe how the podcast willbe used to enhance theactivity (group)
Re-read the article by Paul
Man-Man Sze focusing onthe types of podcastsprojects used for Listening &Speaking (whole class)
(v) Rewrite the section of the lessonplan to incorporate the podcast toteach the Listening & Speakingskill (individually)
Locate a suitable podcast
from the Internet suitable forthe Listening & Speaking skillto be taught, OR
Develop own podcast by
writing a script and recordingthe audio
(vi) Post lesson plan and podcastonto individual blogs
(individually) Create a second category on
the blog and name itListening & Speaking withpodcasts
Upload the revised Listening
& Speaking lesson plantogether with the podcast
Present / teach the enhanced
Listening & Speaking activitythrough the blog to the class
Post comments and feedback
on the activity by providingsuggestions and ideas onyour course mates blogs
Write reflections on the
experience of using /developing podcasts and howit changed the Listening &Speaking lesson
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c.(i) Discuss the difference between a
teacher-developed and student-developed podcasts (whole
class). What are the types of
student-developed podcasts?
The ways in which teachers
will get their students todevelop podcasts (context /situation)
The benefits of student-
developed podcasts
(Refer to the article by Paul Man-Man Sze for information on thisaspect)
(ii) Summarize the session with adiscussion on the benefits ofusing podcasts and thechallenges the teachers faced inlocating or developing a podcast(whole class)
References
1. Articles:
a. Developing Students Listeningand Speaking Skills through ELTPodcasts by Paul Man-Man Sze.
b. My Adventure in PodlandbyCristina Costa
2. Websites:a. Miettes Bedtime Story podcast
site at http://www.miettecast.com/b. The Radio Adventures of Dr.
Floyd podcasts athttp://www.doctorfloyd.com/c. The English Conversation podcast
site at http://englishconversations.org/d. Audacity audio software from
http://audacity.sourceforget.net/e. Sound effects fromwww.sounddogs.com
f. Instrumental music from
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www.freeplaymusic.com
3. Sample script for a Safari Tour(zoo guide)
4. Manual on usingAudacity
5. Listening & Speaking lesson plans(from teachers taken from theirmethodology class)
4. ReadingactivitiesthroughHypermediaTexts (15 hours)
4.1 Introduction tohypermedia
4.2 Skills forAuthoring aHypermediaproject
a. Explore the concept of
hypermedia
b.(i) Select suitable texts for
hypermedia projects
Key Points / Issues
a.(i) Experience a hypermedia
environment
Explore an example of anonline hypermedia text
Discuss experiences in
exploring the hypermediatexts
Review differences between
print-based reading texts andhypermedia texts
Discuss what is Hypermedia
text and relate it to reading
Read an article on the use ofhypermedia for readinginstruction
Discuss possible advantages
and disadvantages ofauthoring a hypermediaproject
(b)(i) Select reading materials
Compare the different types
of reading texts
Select texts suitable for
hypermedia projects
Justify and list reasons for
the selection of these texts
(ii) Evaluate Hypermedia projects
View an example of an
evaluation tool for
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(ii) Adapt evaluation tools forhypermedia projects
(iii) Plan a storyboard for ahypermedia project
iv. Build a hypermedia projectfrom a storyboard
c. Plan reading activities
hypermedia projects
Explore the different criteria
for evaluating multimediaprojects
Adapt a suitable tool forevaluating hypermediaprojects
(iii) Plan a hypermedia project(Practice project)
View a sample text and
storyboard related to the text(Hina Matsuri)
Focus on the division of
slides and words/phrases tobe hyperlinked
View the contents of the text
and its division among thedifferent media elements
(iv) Build a hypermedia project fromthe storyboard
Select and download
resources from the Internet
Organize resources into
folders
Utilize MS Power Point tools
to build the hypermediaproject based on thestoryboard (Hina Matsuri)
c.(i) Create reading activities
Based on the hypermedia
text (Hina Matsuri), selectand write two reading skillsfrom the CS
Write the learning outcomes
to incorporate the integration
of technology in the readinglesson
Plan and create two reading
activities
d.(i) Develop a hypermedia text for a
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4.3 Plan readingactivities for ahypermedia text
4.4 Develop ahypermedia textand activities for areading lesson
d.
(i) Develop a hypermedia text
(ii) Design reading activitiesbased on the hypermediatext
reading lesson
Select a reading text on one
of the topics in SK/SJK
textbook Decide on the reading skills
to be taught
Write the learning outcomes
Develop a storyboard for the
hypermedia text
Use key word search
strategies to locateinformation and other mediaresources
Select, download and
organize resources intorelevant folders (image,audio, video, text)
Build the hypermedia text
(ii) Design activities
Based on the reading skills,
learning outcomes andhypermedia text, design tworelevant reading activities
iii) Present and provide feedback
On the blog, create the third
category and name itReading with HypermediaTexts
Upload lesson plan and
hypermedia text
Present the completed
hypermedia project
Provide comments and
respond to feedbackregarding hypermediaprojects presented throughthe blog
Write reflections on the
challenges and effectivenessof using hypermedia to teachreading
Discuss how student-
developed hypermediaproject is different fromteacher-developed
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(iii) Present and providefeedback
hypermedia and how it canhelp them in reading in termsof the reading activities(skills) and project topics.
Activities / Strategies
a.(i) Explore the concept of
hypermedia
Ask teachers if they have
heard of or used hypermediafor their reading classroom
Get teachers to explore an
example of a hypermedia:i. http://hypermedia.educ.psu
.edu/k-12/shoes/
ii. http://vygotsky.ced.appstate.edu/shannon/WhatIs.htm
Ask teachers to share their
experiences exploring thehypermedia
Get teachers to discuss the
differences between print-based reading texts and
hypermedia texts Ask teacher: What is
Hypermedia Texts and relatethe points to reading
Provide teachers with an
article and links to read onhypermediahttp://edweb.sdsu.edu/eet/articles/HyperLevels3/start.htm
Get teachers to discuss
possible advantages anddisadvantages of authoring a
hypermedia project Discuss the reasons for using
hypermedia and how it canhelp in teaching reading
b)(i) Select reading materials
Provide a few reading texts
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http://hypermedia.educ.psu.edu/k-12/shoes/http://hypermedia.educ.psu.edu/k-12/shoes/http://vygotsky.ced.appstate.edu/shannon/WhatIs.htmhttp://vygotsky.ced.appstate.edu/shannon/WhatIs.htmhttp://vygotsky.ced.appstate.edu/shannon/WhatIs.htmhttp://edweb.sdsu.edu/eet/articles/HyperLevels3/start.htmhttp://edweb.sdsu.edu/eet/articles/HyperLevels3/start.htmhttp://hypermedia.educ.psu.edu/k-12/shoes/http://hypermedia.educ.psu.edu/k-12/shoes/http://vygotsky.ced.appstate.edu/shannon/WhatIs.htmhttp://vygotsky.ced.appstate.edu/shannon/WhatIs.htmhttp://edweb.sdsu.edu/eet/articles/HyperLevels3/start.htmhttp://edweb.sdsu.edu/eet/articles/HyperLevels3/start.htm7/27/2019 C-pelt 2012 Course Pro Forma
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for teachers to read
Ask teachers to compare the
texts in terms of suitabilityand justify selection of texts
List down the reasonsJustification:a. Text is not too longb. Descriptive words/phrasesc. Words/phrases that have
elements of sound, movementd. Words/phrases that are not
abstract
(ii) Evaluate Hypermedia projects
Provide teachers with a
sample evaluation tool for
hypermedia projects. Get them to explore the
different criteria for evaluatingmultimedia projects
Inform teachers to adapt a
suitable tool for evaluatingtheir hypermedia projects
(iii) Plan a hypermedia project(practice project)
Give teachers a sample textand storyboard (HinaMatsuri)
Ask teachers to focus on the
division of the slides for thetext (A general rule is thatthe text itself should notexceed 3 slides, excludingthe Title slide)
Discuss the words / phrases
underlined and see how theyare divided among the
different media elements
(iv) Build a hypermedia project fromthe storyboard
Use key word search
strategies to locateinformation and other mediaresources
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Select and download
resources
Organize resources into
relevant folders (image,
audio, video, webpage) Give teachers the MS
PowerPoint manual to createthe hypermedia text
(c)Create reading activities
Based on the hypermedia
text (Hina Matsuri), askteachers to select tworeading skills from the CS
Get teachers to write thelearning outcomes toincorporate the integration oftechnology in the readinglesson
Discuss as whole class
(Write these on the whiteboard)
Teachers then plan two
activities based on thereading skills, learningoutcome and hypermedia
texts Discuss the activities (whole
class)
d)(i) Develop a hypermedia text for areading lesson
Based on the reading lesson
plan, select a reading text onone of the topics in SK/SJKtextbook
Ask teachers to decide on thereading skills and write thelearning outcomes
Teachers then develop a
storyboard for thehypermedia text (refer to thesample storyboard providedon Hina Matsuri)
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Use key word search
strategies to locateinformation and other mediaresources
Select, download andorganize resources intorelevant folders (image,audio, video, text)
Teachers then build their
hypermedia text on MSPowerPoint
ii) Design activities
Based on the reading skills
and learning outcomes, getteachers to plan two readingactivities related to thehypermedia text
iii) Present and provide feedback
Teachers create a third
category on their blogs andname it Reading withHypermedia Texts
Teachers upload their
reading lesson plan andhypermedia project onto the
blog Teachers present the
completed hypermediaproject
Ask teachers to provide
comments and respond tofeedback regarding thehypermedia projectspresented
Write reflections on the
challenges and effectivenessof using hypermedia to teach
reading Discuss how student-
developed hypermediaproject can help them inreading in terms of thereading activities (skills) andproject topics. How are thesedifferent from teacher-
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developed hypermedia?
References
1. Reading lesson plans from theteachers
2. Websites:i. http://edweb.sdsu.edu/eet/articles/H
yperLevels3/start.htm
ii. http://mason.gmu.edu/~pnorton/hypermedia/hypermedia.pdf
3. Sample Hypermedia projects:i. http://hypermedia.educ.psu.edu/k-
12/shoes/ii. http://hypermedia.educ.psu.edu/k-
12/ninth/ninth.html#castiii. Ingoma dance of Malawi by
Wisdom (MUCP participant)
4. Sample text and storyboard for ahypermedia (Hina Matsuri)
5. Sample reading texts for selection
6. Reading articles on hypermedia:i. Hypermedia Authoring as a
Critical Literacy
(extra readings)ii. Effects of Hypermedia on
Students' Achievement: AMeta-Analysis
iii. Exploring ESL Learners Useof Hypermedia ReadingGlosses
7. Manuals:i. Locating, downloading &
saving internet resourcesii. Search strategies and citing
internet resourcesiii. Using Power Point tools
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KNOWLEDGE SKILLS VALUES / REMARKS
5. CollaborativeWriting on wikis(12 hours)
5.1 Aspects ofCollaborativeWriting
5.2 OnlineCollaborativeWriting
a. Understand collaborativewriting
b. Explore collaborativewriting in an onlineenvironment
Key Points / Issues
a.
(i) Discuss collaborative writing andkey aspects of this form of writing
(ii) Relate collaborative writing toteachers current classroompractices
(iii) Review existing writing lessonplans and identify ways toincorporate collaborative writing
b.(i). Collaborative writing in an online
environment (wiki)
Read the article by Paul Sze
on Online CollaborativeWriting using Wikis
Discuss the article
(ii) Explore the types of collaborativewriting activities suitable for wikis
Discuss the structure of wikis
to support collaborativewriting
(iii) Start a class wiki forcollaborative writing
(iv) Using a fractured fairy tale forcollaborative writing (practiceproject)
c.(i) Open an individual wiki
(ii) Select a topic suitable for acollaborative writing task forstudents in Year 4,5 or 6
(iii) Write the learning outcomes to
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c. Create collaborative writingactivities on wikis
incorporate the integration oftechnology
(iv) Design a collaborative writing
project based on a topic suitable forstudents in Year 4,5 or 6
(v) Use the blog to:
Create a category
Collaborative Writing onwikis
Upload the writing lesson,
and link to the wiki
Present the writing activity to
the class
Write feedback and
comments of course matesblogs on their writing activity
Post a reflection on your own
blog describing theexperience, benefits andchallenges
Activities / Strategiesa.(i) Discuss collaborative writing and
key aspects of this form of writing Ask teachers what is
collaborative writing andwrite down their responses
(ii) Relate collaborative writing toteachers current classroompractices
Ask teachers if they have
carried out collaborativewriting in their writing
classrooms. If yes, what is itabout, how do they do it? Ifno, get them to guess what acollaborative writing class willlook like.
(iii) Review existing writing lessonplans and identify ways toincorporate collaborative writing
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Get teachers to think of their
writing activities and identifyways they could incorporatecollaborative writing
b.(i). Collaborative writing in an online
environment (wiki)
Ask teachers to read the
article by Paul Sze on OnlineCollaborative Writing usingWikis individually
Discuss the article as a class
Ask questions:
a. What is meant by
collaborative writing andhow the approach can be
enhanced using Wikis?
b. How can we make
language classrooms places
where teachers and students
can explore, design and
produce collaborative writing
using Wikis?
c. What are the teachers
views on collaborative writing
using Wikis?
(ii) Explore the types of collaborativewriting activities suitable for wikis
Based on the article, ask
teachers to identify the typesof activities suitable for
collaborative writing Get teacher to add to the list
based on their ownexperience or throughdiscussions
Discuss the structure of wikis
to support collaborativewriting such as individual
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pages for each group, how toadd or edit the writing text
iii) Start a class wiki for collaborative
writing Divide teachers into groups
of four
Get teachers to log onto the
class wiki
Ask the teachers to explore
the wiki site
(iv) Using a fractured fairy tale forcollaborative writing (practiceproject)
Ask the teachers about fairy
tales that they know.
Get them to identify the
characteristics that makes
the stories fairy tales
(including the beginning, the
use of magic or unrealistic
elements, a problem that
must be overcome, a happily-
ever-after ending, setting in a
different time or place, and soforth).
Define a fractured fairy tale
(Write on the board or on
PPT)
A familiar fairy tale that
has been altered in some
way to create humor. The
story will need to have
enough of the original to
be recognizable but
changed enough to create
humour.
Then, have the teachers
watch a short video of a
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fractured fairy tale.
Discuss what they notice in
the fractured fairy tales.
Next, inform the teachers that
they are going to create their
own fractured fairy tales.
Ask each group to choose
one fairy tale. For a few
minutes, ask them to
brainstorm changes that they
could make to the story and
discuss howthe changes
might affect the story.
After that, invite the teachers
to share ideas for revising the
original story and
consequences of those
revisions to the class.
Designate a wiki page for
each group
Get one teacher from thatgroup to start the story andthen pass it on to the nextmember to continue until allfour have written their versionof the fractured fairy tale
Before the teachers start
drafting their fractured fairy
tales, ask them to examine
the rubrics. This process will
give the teachers a chance towork with the rubric so they
know what will be expected in
their own writing.
Using the editing tools on
Wikispaces, ask each group
to edit their fractured fairy
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tale (Remind teachers to
keep in mind the definition of
a fractured fairy tale and the
changes they have
considered)
Have peers make
suggestions about ideas,
organization, and voice.
Editors should write the
questions to the peers on the
wiki for further editing
Considering those
suggestions, each groupshould revise, change or alter
the draft they have so that it
addresses the issues raised
in their peer evaluations.
In addition, have the teachers
reflect on how the changes
they selected was influencing
their writing. What other
changes did they need toconsider?
Have them consider how
revision can cause chain
reactions-one change might
make other ones also
necessary.
Once teachers have
completed their second
drafts, ask them to swap their
fractured fairy tales with
another group.
Using the Peer
Evaluation for Local
Revision (Editing) handout,
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ask the teachers to make
comments and suggestions
to polish their writing.
When the teachers have
completed a revised and
edited version of their stories,
allow class time for them to
share the stories.
c.(i) Open an individual wiki
Using the wiki manual, ask
the teachers to open their
individual wiki Get the teachers to write an
introductory note (welcomemessage) on their wiki site
(ii) Select a topic suitable for acollaborative writing task forstudents in Year 4,5 or 6
Based on an existing writing
lesson plan, ask teachers toplan for a collaborativewriting project for group work
(Brainstorm for ideas as aclass to ensure that the sametopic is not selected by many)
(iii) Write the learning outcomes toincorporate the integration oftechnology
Based on the topic, ask
teachers to re-write thelearning outcomes
(iv) Design a collaborative writingprojec
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