User Experience for the 100% - making your intranet accessible to everyone!
The Power of Participation: A Learning Experience for Everyone
-
Upload
uriah-hood -
Category
Documents
-
view
16 -
download
1
description
Transcript of The Power of Participation: A Learning Experience for Everyone
S
The Power of Participation:
A Learning Experience for Everyone
Candace, Elise, Meghan, and Rosie
Orientation: Background
Setting IECP Low-intermediate Academic Writing
Students 11 Arabic 1 Korean 7 male : 5 female
Initial Reactions to Data
Trends Scaffolding questions
being used Open-forum discussion Modeling
Parallels for Learning vocabulary to gesture examples to explanation
Research Questions
How does the teacher use scaffolding questions to illicit student participation?
How does the teacher use student initiated contributions to bridge the gap between conversational and academic language?
How does this function as a model for academia?
Framework
Progression 1. T scaffolding questions 2. SS informal responses 3. T uses instructional paraphrasing 4. Creates exchange to more in-depth and academic
responses 5. End Process: use this academic language to not
only give the examples but also explain the PROCESS
Data Analysis
First Section: Lines 91-141
Second Section: Lines 168-191, 197-218,
224-250
Data Analysis: Part 1 Specific Example of
Progression
Line 94-106: 94: scaffolding questions 96: example instead of
explanation 98-102: modeling
appropriate response 101: Direct Maintenance 103-104: Cumulative talk to
get to process
Data Analysis: Part 1 Specific Examples of What
to Look For
Intersubjectivity Lines 110-112 Line 128-130
Data Analysis: Part 1 Specific Examples of What
to Look For
Bridge gap between academic and conversational language Lines 101-141 See handout
Data Analysis: Part 2 Example of Progression
Line 171-184 Scaffolding (prior to start of data) Step 2: 171-174: informal responses Step 3: 177-180: instructional
paraphrase Step 4: 182: RDF/Direct
maintenance Step 5: 183-184: Student Process
In this section; Ss learned from prior exchange and were better able to complete the progression
Ss assimilated into process; now just practicing Next Topic: Disputational Talk
Lines 182-216-See handout
Data Analysis: Part 2 Specific Examples of What
to Look For
Negotiation and Persuasion Lines 224-243
Answering the RQs
How does the teacher use scaffolding questions to illicit student participation?
How does the teacher use student initiated contributions to bridge the gap between conversational and academic language?
How does this function as a model for academia?
Implications
Through this lesson the teacher is building necessary pragmatic skills for the students to function and assimilate better into the university setting. negotiate express their opinions stand by what they have to say explain to others their thoughts and processes
Questions?