Reading and tackling the role of responses:more than comprehension questions

Professor Stephen J Hall

Centre for English Language Studies

Where are we going?•Task, Text and Interaction•Tasks and the power of response types•Using varied responses

Reality 101 Beyond the report book

All learning depends on the interactional climate we create within the powerful domain of our ‘four walls.’

Task

TextInteraction

Suggested text based strategies•Set the context for the text•Raise awareness of the text type and its

purpose•Pre-teach key specialised vocabulary•Articulate the cognitive skill•Foster self evaluation for learners and

ourselves

Text and learning

• The form of the answer will drive the approach to the task

• Vocabulary levels – active or passive knowledge• Sentence length and subordination in sentences• Visual ease and support• Text type – length, cultural familiarity, awareness of

audience• The evaluation feedback

Easing text transitions•Teach the form and function of key

productive vocabulary •Provide varied explanations•Systematize recording use of the

vocabulary learning•Correct strategies and model processes

•Spaced significant repetition

Suggested task based strategies•Focus by making the task clear•Make the steps transparent adding

cognitive challenges for expansion –examples, ordering, hypothesizing

•Articulate the cognitive skill•Foster self evaluation for learners and

ourselves

Responses to Text•Language form based•Content based•Transforming text types•Question writing

Responses to form (code) in the text:identifying•Nouns•Verbs •Adjectives

Scan for Transition markers and their purposes

Responses through different texts

Rewriting•156 characters (SMS) the key pointFacebook postingSlogans for each paragraphDiss the crud vs a critique Physically recording ‘a quote’

•Wh questions link to grammar awareness•Who to the actor •When to specifying time specifics•How to broad range reasoning•Why to divergent evaluative higher

reasoning

A form- based open question typology for learners and facilitators

Retooling the mode –’heavier’ cognitive task•Headline•Summarize for the busy boss•Rewrite as an interview •Sell the idea

•Shorter length is not always easier

Content change 1•Gender•Character•Setting•Time frame•An element at a time links form and

function

Content change 2•Before•After•The aliens come•The ending to oooh…

•No I woke up and it was a dream

Graphic Responses #1• The Good

• And we are not so sure so

• The Bad

• Its in interesting

Graphic Responses @• See Google • Use the net

Don’t forget the speakers and artists the listeners the visualizers

Questions are key•Write a question which you remember

using yesterday?•What was the purpose of the question?•What would you do with the response?•How would you simplify the question?•How would you extend the

learning/knowledge gained ?

A task with text•Task •Text•Interaction•Creative with a summative presentation

Tasks and learning• The form of the answer will drive the

approach to the task• Learning arrangements- individual, pair,

group• The opportunities to ask meaningful questions• The links between modes of learning- aural,

visual, kinesics• The stages for reinforcement, correction and

learning• The high or low stakes in the product• The evaluation feedback

Tasks and learning cultures•Sell teamwork skills:individual versus

cooperation•Limit critiques to the positive•Foster the original•Demonstrate Google translate limitations•Learn from everyone’s story

How do we• scaffold the learning• provide for spaced significant repetition• restate, provide visual or redefining

support• teach questioning skills• learn from each other as educators?

Considerate and compatible reading•Considerate text- language and text

features within students processing capacity

•Compatible text- aligned with learners’ background knowledge and cognitive maturity

• Grabbe,2o09 cited from Renandya,2015

•Tasks which are challenging a little ,engaging, and fun

Teacher reflective questions•Scribbled notes –in action•Five minutes after note – individual, task

text•Noting down sucesses•Using learner questions•Demonstrating in follow up lesson

Learner reflection to build a reflective classroom•Today I•Learnt….•Felt…•Enjoyed…•Wanted to ask about…•Planned…

Thank you for listening

Professor Stephen J Hall

Centre for English Language StudiesSunway University Malaysia www.stephenjhall.com