created this piece of writing for the purpose of facilitating internal discussion. it’s not a fully polished piece of writing in the academic sense, especially from the theoretical perspectives of SLA. but well, the discussions on Feb 22 morning was good (but could be better) i thought (:
so here‘s the piece for your reading pleasure. 一共8页，中英文各4页:
语言反映思维，思维则影响教学设计。从专业的思考出发，一套引起“兴趣”的教学设计 vs. 一套引起“学习动机”的教学设计，你认为会有不同吗？为什么？ (:
再说回上面ICT的话题，一个ICT作辅助的教学设计 vs. 一个ICT促成学习的教学设计，你认为会有不同吗？为什么？ (:
we were talking about assessment literacy last week. and i chanced upon this article via fb feed “Why Teachers Need To Know The Wrong Answers“. to be able to assess students’ learning and facilitate improvement, teachers need to know all the answers (and their corresponding Whys).
some lines that caught my eyes include:
“‘Students are full of all kinds of knowledge, and they have explanations for everything.’ From birth, human beings are working hard to figure out the world around us.”
– and how often teachers are responsible for ‘killing’ this curiosity?
“‘cognitive science tells us that if you don’t understand the flaws in students’ reasoning, you’re not going to be able to dislodge their misconceptions and replace them with the correct concepts.'”
– very absolute terms here, very ‘science’ — right vs. wrong. what do we have that are clear cut right and wrong in CL? and how often are we able to tell why one is right and the other is wrong? how many CL teachers have acquired the necessary linguistics knowledge, or the awareness/ability to learn about them on-the-fly/on-the-job/on-demand?
“‘Teachers who find their kids’ ideas fascinating are just better teachers than teachers who find the subject matter fascinating,'”
– i am not sure how many teachers around me are actually FASCINATED by their students’ ideas. i suspect more ‘irritated’ & ‘frustrated’ than anything else.
“‘The next step is to give students exposure to the information and experience that will enable them to reason their way to the right answer.'”
– and how often teachers just tell students the “right” answers outright in the face? in the name of efficiency of learning?
no, this is not a RPG question, nor a rhetoric qn.
was reading and saw reference to John Biggs (1999)’s Levels of Teaching Competence in his other article ‘what the student does? teaching for enhanced learning‘.
so, using RPG-like language, i can probably ask a teacher “which teaching level are you at?”, or “which teacher level are you?” 😛
a quick list of the focus of the 3 levels of teaching competence:
level 1: focus on what the student IS
level 2: focus on what the teacher DOES
level 3: focus on what the STUDENT does
level 1’s focus is on knowledge transmission. teacher’s responsibility is to lecture, and assume students will ‘absorb’. if students do not learn, ‘blame the student’ (in terms of deficit in ability, attitude, study skills, motivation (Samuelowicz, 1987).
level 2’s focus is very much on what the teacher does to transmit knowledge (concepts and understanding) to students. a teacher will aim to work at equipping oneself with ‘an armoury of teaching skills’. PD is focused on ‘HOWTOs’. the deficit now lies with the teacher. ‘blame the teacher’ for being incompetent (teaching is a bag of competencies) if s/he doesnt transmit knowledge well.
level 3’s focus is on students learning. one may argue that this requires level 2’s competencies as a basis. perhaps so. but the focus is on what the student does, and the key qns for consideration is “what it means to understand those concepts and principles in the way we want them to be understood?”, and “what kind of teaching/learning activities are required to reach those kinds of understanding?” (p.63)
level 3 is ‘student-centered’ teaching. 1 & 2 are teacher-centered.
saw this article via a fb post/link this morning:
Responding to Student Writing — and Writers
and i thought what the author pointed out are indeed in line with the spirit of social constructivism (meaning-making occurs in discourse/dialogue), and assessment for learning. 6 ideas to get it write:
- Differentiate comments on drafts from those on final essays.
- Give grammar lessons their own time and space.
- Create a partnership with students across the drafts.
- Extend these writing-based partnerships by having a class-wide conversation about commenting.
- Establish a class language for comments.
- Be encouraging.
the ideas assumed that composition writing is a process that involves drafts before finals. process writing is in the true spirit of developing writing competencies in our students. i must confess that i did not do this in the past. but if i were to be back in the classroom, this would be a must-do. otherwise, how can i expect my students to improve in their writings when (1) a one-off marked and return exercise may have too many issues to tackle (字、词、句、段、篇 all 5 areas add up is A LOT A LOT A LOT), not to mention this turns every essay into (2) a summative assessment in disguise.
development takes time for the learners. and in this case, it would most likely take up more time of the teachers. one thing that must definitely be looked into: the number of essays to be written as stated in the SOW. it would probably make a good experimental study to compare a class of students who completes only 4 (let’s say) ‘formative’ essays vs. a class of students who completes the usual 8 (let’s say) ‘summative’ essays.