TERM 2: Week 1-4
Goal: I will use these TESSOL strategies (4, 3, 2 & vanishing cloze & cut up sentences & IOL) to scaffold student talk & writing for student to create and share independently.
Dated: 1 May 2017
Teaching & Learning (Pedagogy & Ako)
How are you going to do it? What are the deliberate steps.
(Include DAT, resources, PLD readings, support etc.)
Knowing the learner - LINK
Professional discussions with colleagues
Student work and sharing of understanding
(Gap analysis and back mapping)
Indicators of progress
(What I’m looking for that shows I’m making a difference to student progress)
- all students will participate in terms of talk
- minimal teacher talk and more student talk
- students to elaborate their sentences a bit more
- confident in recording their sentences down
Weeks 1 - 4
IOL makes a big difference in terms of lifting the quality of student talk in class - some students begin to elaborate their sentence or their idea.
Some students are beginning to show confidence in leading a conversation or a group discussion - I believe this happens because how much information and vocabs being introduced to them through IOL.
Vanishing cloze and 4, 3, 2 help students to hold their idea in their head for a while before recording it in their book.
Cut up sentences is something to continue because students are learning about features of a sentence.
I have noticed that all my target students have developed so much in terms of their writing. They are all able to hold their ideas in their head for a while before recording it. Vanishing cloze helps students to try hard to memorise the spelling of some high frequency words.