The role of readers in writing classes: students bringing texts to test Gert Rijlaarsdam, University of Amsterdam
Slides and film clips: www.ilo.uva.nl/Projecten/Gert Research Team in Language, Literature and Arts Education www.rtle.nl
2
Molen 3 = drie
Koe
3
in co-operation with….
Tableau
de la troupe 5
Google, July 2009 ‘writing is complex’
8.870 hits
‘writing is a complex process’
3.190 hits
‘learning to write is a complex process
123 hits
6
Cognitive & Affective Effort …
7
Bringing texts to test
Writers see (their) texts in operation z
Example 1: Tangram (Holliway & McCutchen)
z
Example 2: Physics experiment manual (13 years old): Couzijn & Rijlaarsdam
Student participation model Two examples from practice z
Yummy Yummy case
z
Communities of learners model: writing for real in pre-vocational education
Practical implications 8
Example 1: Change role from writer to reader of similar texts and then to reader again Experiencing being a reader
Holliway & McCutchen (2004)
1. Describe three tangrams
2. Condition A Feedback & Revision
Condition B Feedback & Rating (3) & Revision
Condtion C Feedback & Reading-as-the-Reader & Revision
3. Describe three new tangrams
Holliway & McCutchen (2004) 11
1
0,8
Effect Size
0,6
0,4
0,2
0 Revised description Grade 9
New task Grade 9
Revised description Grade 5
New task grade 5
-0,2
Feedback
Rate-Other
Read-as-the-Reader
Holliway & McCutchen (2004) 12
Example 1: Change role from writer to reader of similar texts and then to writer again. Experiencing being a reader
Example 2: Change role from writer to observer of readers of similar texts and then to writer again. Experiencing how (your) readers read
Learning from Readers’ behaviour
An instructional script to be used in L1-classes or science classes
14
Step 1
Teacher demonstrates the experiment in class, without comments Students make notes
15
Physics Experiment (Steps 1-3): Proof that air takes space….
16
Step 2
Write manual
17
Manual text from a student You know that when something has air in it, for instance a bottle and that thing is closed, no air can go out. For instance, you take a bottle, cork in it, funnel in it, and you put water in the funnel, no water comes into the bottle, because the bottle is closed, no air can go out. As soon as you put a straw in the funnel, the air can go out from the bottle via the straw and then the water can enter the bottle. Do it!
18
Step 3 Inquiry: Test your text…
From video (in this case)
19
The Manual Reader…
20
Effect Sizes Text Quality Revision after observing someone else's manual
Revision after observing ow n manual + w ritten comments
Revision after observing ow n manual
Revision first draft
0
0,5
1
1,5
2
2,5
Effect Size 21
3
Transfer Potential: Effect Sizes Revisio n after o bserving so meo ne else's manual
Revisio n after o bserving o wn manual + written co mments Revisio n after o bserving o wn manual
Revisio n first draft
-0,5
0
0,5
1
1,5
2
2,5
Effect Size Number o f A dvices
A dvices o n P ro cess
A vices o n Style
A dvices o n Co ntent
22
3
Conclusion Physics Experiment Inquiry of readers’ processes support the development of knowledge about what an effective text entails (‘genre awareness’). (Reader in reader’s role) And: Getting written feed back from readers facilitates transfer. (Reader in instructor’s role; communication specialist) 23
Generalizability
From 4 MA-theses since 2006 z
Various types of manuals
z
Various grades (4th grade until university)
z
Various learning conditions
General finding: z
inquiry of reader’s behavior is an effective learning activity
z
inquiry = observing, comparing, reflecting (abstracting)
24
Grade 7/8
Grade 11 (15y)
Grade 9 (13y)
Replications: Effect Sizes Text Quality Reader feedback on video + guided evaluation Reader feedback on video
Other reader on video feedback (ESL Reader feedback on vidoe (ESL)
Other reader on video feedback Reader on video feedback
Grade 8 (12y)
Teacher feedback
Reader on video-feedback No feedback 0
0,5
1
1,5
2
2,5
3
25
3,5
4
4,5
Role theory: A learner-to-read & -to-write
Reader
Observer
Writer 26
Complete Communication Participation Learning Model Participant Writer Writer
Participant Reader Researcher Observer
Communicative role/pairs:
Writing has a purpose and an audience
Writer has access to reader’s process. Instructive role/pairs:
Reader informs writers about perceived quality of text. Inquiry/Observing/Analyzing role:
Learners study the writing, reading or writing-reading process. 27
Part 1: Communicative Task: Purpose and Audience Participant Writer Learner
Participant Reader
Task: Language Processing Task: ‘Doing’ language Communicative role/pairs:
Writing has a purpose and an audience
Writer has access to reader’s process (reader ‘shows’ (mis)understanding). Instructive role/pairs:
Reader informs writers about perceived quality of text. 28
Reader acts as advisor, reader ‘teaches’
Part 2: Creating Language Learning Tasks: Doing meta Reader cognitive/linguistic work
Observer
Writer
Reader
Observer
Writer
Learning dialogue 29
Part 1: Communicative Task: Purpose and Audience Participant Participant Writer
Reader
Task: Language Processing Task. ‘Doing’ language Communicative role/pairs:
Writing has a purpose and an audience
Writer has access to reader’s process (reader ‘shows’ (mis)understanding). Instructive role/pairs:
Reader informs writers about perceived quality of text. 30
Reader acts as advisor, reader ‘teaches’
Complete Communication Participation Learning Model Participant Reader Reader
Participant Writer Researcher Observer
Communicative role/pairs:
Writing has a purpose and an audience
Writer has access to reader’s process. Instructive role/pairs:
Reader informs writers about perceived quality of text. Inquiry/Observing/Analyzing role:
Learners study the writing, reading or writing-reading process. 31
Social learning theory
Language learners acquire language naturally by interaction with other language users z
Input, Perception/noticing; Feedback
z
= language learning is a social-cognitive process
Classrooms are z
Natural environment for language learning
z
Set up environments for goal directed language learning
z
= communities of learners 32
Communities of learners: 3 principles
Linking school with real worlds & language users z
Learning the language, culture of language use as used in real worlds of communication: becoming an aspirant member
Guided discovery Teacher creates the set up for discovery (knowledge building): That implies, creating communicative situations
{
that are meaningful to do
{
that generates data for learning
Shared discourse
Teacher creates the set up for data-analysis
That implies, creating a task that stimulates a {
Learning dialogue, abstracting and generalizing from experience
{
Using language in a natural way to communicate productively 33
The Yummy Yummy Story …. Or…the bright side of writing education
Teacher as educational designer. The story of …
Martine Braaksma
35
Emotions in education!
Writing lessons again: So boring!
Martine Braaksma
36
She doubts…
Text book has quite reasonable writing tasks, but what do students learn form these tasks?
Martine Braaksma
37
Analyzes…
Text books are weak in instruction: “ Write this!” Sometimes with a list of advices (a good text opens with X…, contains Y…, closes with Z…
Martine Braaksma
38
What they learn (if any) in task 1, does not transfer to task 2 …
Analyzes…
Martine Braaksma
39
Educational solution?
I could try to promote transfer from task 1 with Martine including a Braaksma revision task after feedback on task 1… 40
Solution rejected But students do not like to revise their texts
Moreover, then I should give feedback on two versions….
Martine Braaksma
41
Coming to the problem..
Students lack the awareness of what a good text entails…
Martine Braaksma
42
Unrelated thought…
Maybe I could use the Yummy yummy task?
Martine Braaksma
43
Applying theory! From the teacher I could try to magazine… apply the PO model. I think I like it..
Martine Braaksma
44
Applying theory! From the teacher magazine.. Yes, the ParticipationObserving Model. You don’t know it? Martine Braaksma
45
What we have…
Motivating writing task (in this case: a test..!!) Theory about educational design of writing lessons
46
Task…
47
Introducing the Case Imagine…. On the wrappers of the Yummy Yummy candy bars, which you occasionally eat, you have seen that you can get two free cinema tickets. The wrapper reads:
48
Advertisement Yummy Yummy Candy bars SAVE FOR TWO FREE CINEMA TICKETS!!! This is what you must do: On each Yummy Yummy candy bar wrapper there is 1 point. Collect 10 points and send these in a sufficiently stamped envelope to: Yummy Yummy Candy Bars Points Offer, PO Box 3333, 1273 KB Etten-Leur, the Netherlands. Also include € 0.39 in stamps to cover postage. Clearly write your name, address and postal code, and the free (FREE!) cinema tickets will be sent to your home as soon 49 as possible. This offer is open until April 15 2003.
Communicative Situation It is April 7 2003. You have collected a total of 8 points, but you cannot find any more bars with points. The bars in the shops have no points on the wrappers, but it is still not April 15. Thus, you cannot get your 10 points together. Nevertheless, you wish to receive the two cinema tickets. Therefore, you send your 8 points along with two complete wrappers without points.
50
Assignment Write a letter to enclose with the points and wrappers. Explain why you are unable to send ten points. Convince Yummy Yummy Candy Bars that you want to receive the two cinema tickets and that there was nothing you could do to get ten points. Make sure that they send you the cinema tickets! Then address the envelope.
51
Intervention Get what they owe you
The Yummy yummy Candle Bar Case….
Introducing the Case
52
Introducing the Case
53
At work!
54
Omar (12); First Letter Dear employees of Yummy Yummy Candy Bars I participated in the Yummy Yummy Candy Bars offer to win two cinema tickets. After some time I had already saved eight points. After some time I could find no more Yummy Yummy candy bars with offer points. I went to every sweetshop where Yummy Yummy candy bars are sold, but I have found absolutely nothing! Therefore, I give you two wrappers with no points on them to prove that I have eaten ten bars. I hope that you can help me by still giving me the cinema tickets. I hope that you understand my problem. Yours faithfully, Omar van der Veen
55
Lesson 2
Implementing the Reader’s role:
Board of Yummy Yummy Candy Bars….has to select three out of 18 letters to send cinema tickets…
Implementing the Inquiry role:
Research team observes the meeting, to collect the argument and criteria for selecting letters 56
Yummy yummy Board Meeting…
57
Poster Research Team 1
58
Poster Research Team 1 Must not be too neatly Writer must have a GOOD REASON Not too short or too LARGE In The letter you must see that a child wrote it (not too formal) Must be neat/proper/reasonable Few spelling errors Not using the same words always Not too much hoping and drawling Addressing more persons
59
Poster Research Team 1
60
Poster Team 2
Must be convincing
Explain the problem
Explain that you did everything you could Be clear what you want from them 61
Researchers Present Findings
62
Board Presents Winning Letters
63
Revising the Letter
64
Role Effects: Effect Sizes 1,4
1,2
Effect Size
1
0,8
0,6
0,4
0,2
0 Board
Researcher
65
Omar’s revised letter Dear employees of Yummy Yummy Candy Bars, Concerning the Yummy Yummy Candy Bars offer, I read that you can win two cinema tickets if you collect ten points. For this reason I participated and after a while I had obtained 8 points! Joyfully I went to a sweetshop where they sell Yummy Yummy candy bars, but I have not been able to find a single bar with a point on it! Therefore, I then thought that the offer was already over, but of course that is not possible, because the offer is open until April 15! Then I went to another shop but it was the same there, and when I had gone along to a lot shops I thought of buying two wrappers without points and writing you a letter to explain that I have done everything possible to collect ten points. In this letter you will also find the two wrappers without points and the wrappers with points to prove to you that I have bought ten bars. I hope that you understand my problem and that you can help me with my problem. Is it possible that you can still send me two cinema tickets? Yours faithfully,
66
Thank you!
Improving engagement and quality of learning in less well able students in lower secondary education Design research: trialling the concept of communities of learners to contribute to practice and to L1-instruction theory
An examples of design research and some theoretical explorations Trying to design empirical informed theory 1.
Background: educational system
2.
Examples: Writing a story to read aloud for Kindergarten
Part 1: Background:
Prevocational education in the Netherlands
70
Dutch pre-vocational education Agriculture Business
9 & 10
Technology
Mixed Curriculum
General Curriculum
Stream 3
Stream 4
Care and Welfare Stream 1
7&8
Stream 2
Basic Education
60%
Primary Education
71
Dutch pre-vocational secondary education:
Enrollment: 60% students after primary school Four streams - Two lower streams: vocational/practical oriented - Two upper streams: more general/theoretical oriented 72
Innovations in Dutch Language Curriculum: Stream 1 & 2 Vocational programme Care & Welfare: work station carrousel
General programme Dutch language Status -
Text-book driven Not linked to vocational program
Innovation
Link vocational program Functional context: communicative modes are connected in a natural way to serve realistic language tasks 73
Example 1 Fostering a learning-to-write community: students as authors of a picture-book for young children.
A Dutch classroom
75
Why does everyone think I ‘m mean?
Little witch Thirza Hansel
Maukie
& Gretel
76
Created by pre-vocational students
Little Red Riding Hood
77
Aim of Design Research Community of Learners Principles in Dutch language curriculum: innovate practice and understand how and why the innovation works
78
Set up 2,5 years: design – redesign Two schools, 8 Teachers as designers language & vocational teachers; 3 hours a week Students: stream 1 and 2 (Y1: 28; Y2: 31)
79
Data
Teachers knowledge:
notes from design meetings, stimulated recall based on videos of lessons Student engagement:
time-on-task & questionnaires Student’s learning: videos of two groups per class Students perceptions: questionnaires Quality of output: quality of written texts Quality of educational design: framework of four design parameters
80
Activity Morning in Kindergarten First step in designing: Create an authentic task in a real pre-vocational setting Activity Morning in Kindergarten Language Activity: reading own written and illustrated story 81
Question
Please give an estimate of the average percentage of time on task in grade 9 (15y olds) in pre-vocational educational, lower streams, in language lessons (Dutch)
20
40
60
80 82
Time on Task Author-Groups 80 70 60 50 40 30 20 10 0 Year 1
Year 2 Stream 1
Stream 2 83
Quality Stories Low to moderate quality 120
Large variation
100 80 60 40 20 0 Year 1 Stream 1
Stream 2
84
Quality stories Moderate to sufficient quality Low to moderate quality 160
Small variation
Large variation
140 120 100 80 60 40 20 0
Year 1
Year 2 Stream 1
Stream 2 85
How come? 86
More CoL-elements included Year 1 Shared process: co-construction within author-groups
Year 2 Shared process: co-construction betweenand authorPresenting choosing best idea whole-class picture-book groups Procedural support: consensus building & using multiple sources 87
Best Idea Stream 1 students Year 2
Little Red Guided by fairy-tale-structure Riding Integrating own initial idea Hood & Chosen idea Little Witch Thirza
88
Summary 1 More CoL elements in Y2-design: - more sharing between author-groups; shared products - more positive co-construction within author-groups 2 Implemented CoL elements: - to actively engage students in L1lessons (Y1; Y2); - to produce texts of reasonable quality (Y2) 89
A more detailed look into the learning unit
90
Middle of the road: Regular pattern of activities Options
Phases
Activities
Generating ideas
Brainstorming (option: within author-groups)
Ind/Group
Writing
Writing first draft
Ind/Group
Rewriting & Illustrating
Writing final version and illustrating the story
Ind/Group
91
Year 1 Design: including CoL-principles (1/3) Principles
Phases
Activities
Generating ideas
Brainstorming within authorgroups
Sharing
Writing
Writing first draft
Sharing
Rewriting & Illustrating
Writing final version and illustrating the story
Sharing
Reading out loud story
Activity morning in primary school
Authentic Transfer
92
Year 1 Design: including CoL-principles (2/3) Phases
Activities
Orientation
Listening to read out loud session teacher
(P)Reflection
Generating ideas
Brainstorming within authorgroups
Sharing
Writing
Writing first draft
Sharing
Rewriting & Illustrating
Writing final version and illustrating the story
Sharing
Reading out loud story
Activity morning in primary school
Authentic Transfer
93
Year 1 Design: including CoL-principles (3/3) Phases
Activities
Orientation
Listening to read out loud session teacher
Reflection
Generating ideas
Brainstorming within authorgroups
Sharing
Writing
Writing first draft
Sharing
Rewriting & Illustrating
Writing final version and illustrating the story
Sharing
Pre-testing text
Practicing reading out loud between author-groups
Reflection
Reading out loud story
Activity morning in primary school
Authentic Transfer 94
Year 2 Orientation
Listening to read out loud session teacher Observing 2006-peers
Generating ideas Interviewing 2006-peers
! !
Brainstorming within author-groups Whole class: Sharing ideas between author! groups and choosing best idea Writing
Writing first draft
Rewriting & Illustrating
Writing final version and illustrating the story
Pre-testing text
Practicing reading out loud between authorgroups
Reading out loud Activity morning in primary school story
95
Scaffolds
Planning sheet (story web) Organization sheet (story board)
96
Activity to improve internalization audiences’ expectations What kind of stories about what kind of topics do kids appreciate most?
What did you do when children started to misbehave? Was it difficult to make kids listen to your story?
97
Within case analysis: Rose 2006
Correlation active participation and quality story
The Long Walk in the Woods
quality written and illustrated story
180 160 140 120 100 80 60
Karima and Karim 40 60
65
70
75
80
85
90
95
mean % on-task behaviour author-group
98
Karima and Karim ‘Ring,ring’ the bell rang and everyone could go home. ‘Karima, Karima, wait’ said Karim, ‘Here this is for you.’ ‘Is that for me?’ said Karima, ‘How lovely, thank you’. A little bit further along, Samira was waiting for Karima. ‘What have you got there in your hands?’ Samira asked Karima It went quiet for a minute and then Karima said ‘I got it from Karim’ ‘WHAT’ said Samira, ‘What do you mean – from Karim?’ Samira felt full of jealousy and hate. Samira raised her eyebrows and walked away. ‘Wait a minute Samira, what are you going to do now? Why are you walking away so angrily?’ said Karima from afar. ‘It’s NOTHING’ said Samira in an angry voice. ‘Sorry’ said Karima. Karima was at home and sat in her room thinking of what had happened. She grabbed the drawing which Karim had given her and started to laugh. 99
Little Witch Thirsa and Bambi They walked towards the big, dangerous waterfall. Thirsa had never seen anything so beautiful before and couldn’t take her eyes off it. “Come on”, said Bambi, “ We have got to cross it”. “But …but, but, I can’t swim” said Thirsa in shock. They searched for the best way for Thirsa. They walked and walked but it didn’t make any difference. So they had to cross the river. Bambi’s mom looked for a large branch of a tree for all of them. Thirsa said: I’m going a different way. I don’t dare”. Bambi said, “Don’t be so silly, we’ll help you” and lifted Thirsa on to his back. And that’s how they went, with all of them on a big branch. The waterfall was very powerful, and the branch began to split, the splits became bigger. Bambi was very frightened, but didn’t show it. ”Mom!” screamed Bambi. Because he was panicking he couldn’t see his mother anymore. “There, see, on the other side”, said Thirsa. “Mom!!” said Bambi, relieved and he tried to get to the other side as quickly as possible, but he slipped and fell off the branch. Thirsa put out her hand, but she was too small. Bambi’s mother jumped into the water and saved Bambi from the danger. And everyone was happy again and carried on. After that they had to get through a thorny bush to get to the edge of the town. Thirsa was so happy and said goodbye to everyone. She climbed a tree to get to the top and walked home. 100
Research
Four guiding design principles
……..
……..
……..
…….
101
Dank u wel!
Year 2 Redesign:
more elements of Community of Learners principles included
103
Sharing best ideas between author-groups and choosing best idea (Year 2; stream 1)
Little Witch Thirsa often feels lonely. Everyone thinks she’s very mean. She fantasizes a lot and she likes to read in her fairy-tail book. While she’s reading her fairy tales, she’s taken into her book and she encounters all kinds of adventures in fairyland.
104
Stream 2 180 160 140
Story
120 100
ontwerp 2007
80
onwerp 2006
60 40 20 0 50
60
70
80
90
100
% on-task
105
Stream 1 180 160
verhaalscore
140 120 100
ontwerp 2007
80
ontwerp 2006
60 40 20 0 40
50
60
70
80
90
100
% on-task
106
Example 2
Fostering a writing community: the Early Days and Nowadays
Research
Four guiding design principles
……..
……..
……..
…….
108
First step in designing
Create an authentic task in a real prevocational setting
Coffee Morning in Elderly Home (part of it: Interviewing Elderly as data collecting activity for writing classroomjournal differences between Early Days and Nowadays) 109
Coffee Morning in Elderly Home
110
Evaluation perspectives for designs
Process: learning activities & intended processes designed Outcome: Quality of written texts (articles) 111
Year 1 Design Phases
Activities
Generating ideas/drafting interview plan
Formulating 10 interview & writing sub themes/questions of personal interest
Small group
Revising interview plan with help of theory section textbook
Individual
Drama-play: alternating between roles interviewer, interviewee, evaluator
Small group
Collecting data for writing
Interviewing elderly with help interview plan
Individual
Writing articles/ classroom ! journal
Processing data one interview into article
Individual
Pre-testing interview plan
!
!
112
Quality written articles: Year 1 Design Stream 2 students Students wrote in an intrapersonal way about the Dutch lessons preceding the Coffee-Morning and the Coffee-Morning itself No analyses on the contrast Nowadays ↔ Early Days Interview-content not reflected in article-content - 15 articles include summary interview-content - 6 articles did not include any summary Level 1 students Non of these students delivered his/her article 113
Terwijl we aan de koffie en cake zaten hield ik de conversatie van mijn katern. Mevrouw Mulder vond het leuk wat we hier deden en had ook allemaal vragen over deze werkplek en de andere werkplekken. Toen we uitgepraat waren was de koffie, cake en limonade ook op en konden we beginnen met het interview. Omdat er te weinig ruimte was gingen wij naar het theorie lokaal. Als eerste vroeg ik mevr. Mulder of je vroeger goed behandeld werd in de zorg. Mevr. Mulder vertelde dat je vroeger door je moeder werd behandeld als je ziek was, maar dat je nu beter wordt behandeld in de zorg omdat ze meer medicijnen hebben. Maar ze zijn ook niet zo georganiseerd, ze vertelde dat ze een keer moest bloedprikken op afspraak en dat er toen geen behandelkamer meer vrij was en het bloedprikken in de wachtkamer moest gebeuren. Toen vroeg ik wat voor maatregelen en vroeger waren als je tijdens de les stout was. Mevr. Mulder vertelde dat je dan voor de klas moest komen, daar op je knieën moest gaan zitten en dan kneep de leerkracht in je arm. Ik vertelde dat ik dacht dat je dan een klap met een liniaal op je vingers kreeg. Mevr. Mulder moest daarom lachen, ze zei dat de klap met een liniaal nog voor haar tijd was. Toen vroeg ik of ze vroeger een baantje had toen ze nog een kind was. Mevr. Mulder zei dat ze wel eens mocht oppassen bij kennissen, en dat ze goed kon naaien en dat ze dan 1 keer in de 14 dagen iets mocht maken. Tot slot vroeg ik of ze wel is uitging en of er veel gelegenheid voor was. Mevr. Mulder zei dat ze uit een gezin van 7 kinderen kwam en dat het uitgaan duur was. Je kon niet zomaar uit, er was vaak geen geld voor. Als je een jongen was kon je nog kranten lopen, maar voor meisjes was er vaak geen werk. Die moesten thuis helpen.
114
Op dinsdag 29 november was het eindelijk zover, de mensen van de flat tegenover scholengemeenschap Thamen kwamen op school, voor ons koffietafel project. We hadden 3 weken de tijd gehad om ons voor te bereiden op deze dag, maar nu was het dan zover. De mensen werden om half 11 opgehaald door de werplek hulpverlening. Nadat ze waren opgehaald gingen we terug naar onze werkplek. We kregen vanaf 10 uur de tijd om alles af te ronden. Elke werkplek had een opdracht: Facilitair : koffie/thee zetten en limonade maken,tafel dekken en serveren. Welzijn : uitnodigingen maken voor de mensen van de flat. Combi : jassen ophangen aan de kapstok. Hulpverlening : ophalen van mensen. Huishouding : cake snijden en er slagroom opdoen en serveren. Nadat de koffie/thee en cake op waren moesten we een interview afnemen bij de mensen voor het vak Nederlands. Daar hadden we geleerd hoe we een interview moesten maken en hoe we het moesten voorlezen. We hadden ook een paar keer geoefend op school. Mijn interview had wel veel vragen over verschillende onderwerpen, Zoals : • School • Leefgedrag • Werk • Familie/gezin • Eten en drinken • Speelgoed enz… We moesten ook een eigen idee uitvoeren, iets wat te maken had met de werkplek waarin je zat. Mijn eigen idee was: strijken met de mensen. De bedoeling was dat wij het voor gingen doen bij hun, maar wij lieten het hen zelf doen. Dat was een erg leuk gezicht omdat er bij ons mannen waren in de werkplek. Na het strijken moesten we nog een opdracht met ze doen, dat was zilver poetsen. Ik moest een kandelaar poetsen, hij was wel mooi zilver geworden. Daarna moest je ook een conversatie houden over je katern (soort tekstboek), maar daar had ik helaas geen tijd meer voor. Maar het was wel gezellig met de mensen, de tijd ging erg snel voorbij wat wel heel erg jammer was. Dit was een leuk project, we moesten na dit alles ook nog allemaal vragenlijsten invullen over hoe het is gegaan. Ik hoop dat dit vaker gaat gebeuren, het was erg leuk. Geschreven door Wendy Hogervorst v3k
115
Year 2 Redesign:
more elements of Community of Learners principles included
116
Year 2 Redesign (1/1) Phases
Activities
Generating ideas/drafting interview plan
Brainstorming interview themes/writing topics
Group
!
Sharing interview themes/writing topics within whole class
Whole-class
!
Distributing/choosing one or two theme/topic of personal interest
Pair-wise
Formulating interview-questions
Pair-wise
Drama-play: alternating between roles interviewer, interviewee, evaluator
Small group
Constructing and formulating rules and tips for interviewing the elderly
Small group Whole class
Pre-testing interview plan
!
117
Year 2 Redesign (2/2)
!
Phases
Activities
Collecting data for classroom journal
Interviewing elderly with help interview plan
individual
Writing articles/ classroom journal
Processing and merging/combining data two interviews into article
Pair-wise
Exchanging articles with another pair and insert comments for improvement
Small group
Using peer-comments for revision; writing final version
Pair-wise
118
Quality written articles: Year 2 Redesign Level 2 students (writing in pairs) Students process their interview data into article Conclusion/analysis on the contrast Nowadays ↔ Early Days
Interview-content reflected in article-content
Level 1 students (individual writing) variety in content and quality - Some students only wrote about the lessons preceding the Coffee-Morning and Coffee-Morning itself - Some included question-answer-pairs - Some processed their interview data into article 119
Level 2 students Vroeger was het uiterlijk veel minder uitgebreid dan nu, nu is het veel uitgebreider dan vroeger. Vroeger maakten de meeste mensen hun kleding zelf en nu niet meer nu koop je gewoon spullen in de winkel. Vroeger had je dat niet. Dan had je een winkel waar je stoffen, naald en draad kon kopen! En vroeger droegen de meeste vrouwen een lange rok en de mannen een lange broek. Vroeger waren er weinig middelen voor je uiterlijk zoals make-up en nu is dat heel uitgebreid. Vroeger had mevr. Stolwijk lang haar in een staart dat was in! Als je, je haar kort knipte was dat gewoon uit! En lang haar was ook in omdat de mensen niet veel geld hadden om naar de kapper te gaan om hun haar te knippen! Maar mevr. Stolwijk ging niet echt met de mode mee omdat ze er geen geld voor had. Ze kreeg wel eens geld van haar tante om kleren te halen omdat haar tante wel veel geld had! Maar zoveel kreeg ze natuurlijk niet zo vaak niet van haar tante. Je kon heel goed het verschil zien tussen rijk en arm. De rijke mensen droegen ook echt sieraden en goede nette kleding en arme mensen die droegen natuurlijk geen sieraden en zagen er ook niet echt netjes uit! We vroegen onze bewoners ook of er verschillende stijlen waren zoals gothic, skater en/of alto. Maar die waren er niet want de mensen respecteerden elkaar en het maakte niet uit hoe ze er uit zagen! Net als homoseksuelen en hetero het maakte niet uit wat je was, je kon wel zien dat ze het waren maar mensen respecteerde elkaar gewoon! Je kunt wel zien dat ze veel dezelfde antwoorden gaven. Ze leefden in de zelfde tijd. Mevr. De Wit is 89 jaar en mevr. Stolwijk 90 jaar vroeger was er dus geen make-up en maakte zij hun kleren zelf vroeger respecteerde ze elkaar gewoon zoals ze waren het maakte niet uit of iemand dik minder mooi getint of een bril had dat is dus ook heel anders dan nu we vonden het interviewen wel leuk om te doen maar het was ook wel een beetje moeilijk, het was moeilijk omdat de bewoners sommige vragen niet begrepen. Chantal 120 had helaas geen bewoner dus het interview was niet mogelijk.
Level 1 student Het interview ging over het subthema uitgaan en uiterlijke verzorging. Ik vond het heel leuk om met mijn bewoner het interview af te nemen. J.N. van Nierop deed heel gezellig mee en was ook heel enthousiast over het project Blik op Thamen. Hier de vragen en de antwoorden: Gingen jullie vroeger uit? Nee ik ging nooit uit. Wat voor muziek hadden jullie? Jantje Smit. Wat voor kleding droegen jullie toen? Overal in de veiling stoffen licht blauwe jassen. Wat voor een drank hadden jullie? Jonge jenever. Wat voor dansstijl hadden jullie? Ik kon niet dansen. Wat voor vrienden groepen waren er? Verschillende. Werd er vroeger drugs gebruikt? Nee er werd geen drugs gebruikt hadden we vroeger nog niet. Ik vind het heel interessant om het interview af te nemen!
121
Conclusion & Theory
122
Theory: Instructional Design Principles 1. Learning is meaningful: students write for a real audience and authentic purpose (students internalize audience’s perspective) 1. Learning is reflective: students’ reflection is stimulated by pretesting 2. Learning is shared: students write collaborative products in collaboration with peers 1. Learning aims at transferable outcomes: students apply competences and use written products in functional and authentic contexts 123
♦ Lesson 1
Within case analysis: Rose 2006 Students’ On Task Behaviour in the observed lessons
Awareness raising genre
♦ Lesson 2 & 3 Organizing and drafting within author-groups ♦ Lesson 4 & 5 Writing and editing on computer within author-groups
100 mean % on-task behaviour author groups
Brainstorming and planning within authorgroup
90 80 70 60 Rose 2006
50 Monday morning: First lesson after holliday
40 30 20 10 0 1
2
3
4
5
6
7
lessons
♦ Lesson 6 & 7 Pretesting stories between authorgroups
Design 2006 124
125
Lesson 1
Awareness raising genre
Within case analysis: John 2007
Observing 2006-performances
Student’s On Task Behaviour in the observed lessons
Preparing interview 2006-peers
Lesson 2
Interviewing 2006-peers characters, events and surroundings within author groups
Lesson 3
Choosing the best plan for the whole-class book
Lesson 4 & 5
Organizing and drafting within author-groups
mean % on-task behaviour author-groups
Brainstorming and planning main
100 90 80 70 60 50 40 30 20 10 0 1
2
3
4
5
6
l e s s ons
Lesson 6 & 7
Writing, ilustrating and editing on the computer within author Groups
Lesson 8
Pretesting reading out loud
126
7
8
Within case analysis: John 2007 Student’s On Task Behaviour in the observed lessons
100
mean % on-task behaviour author-groups
90 80 70 60 50
John 2007
40 30 20 10 0 1
2
3
4
5
6
7
8
lessons
127
Little Witch Thirsa with Hansel and Gretel Near Hollebroek, near a little green path in the middle of the woods there’s a little black house and there lives a witch called Thirsa. She lives there with her bright green cat, Maukie. This morning Thirsa got up early to pick nettles for her nettle soup. When she had picked her nettles she walked back home and on the way she met a little boy. He was very frightened when he saw her. His eyes opened wide and his mouth fell open and he ran away. Thirsa sighed and said ‘it’s always the same story’. Disappointed she walked away. When she reached home she put the nettles next to sink and took a glass of lemonade. Thirsa sat on her sofa and took a little sip. Maukie came and sat next to her. Maukie knew that Thirsa was sad and started to miaaow. She stroked his head softly, and got a book from the table. She looked through the book and saw that in the book there were some good stories. She saw the story of Hansel and Gretel She looked at the pictures and began to read the story out loud But then she noticed something strange. There were some very peculiar words: Wikerper diafotus……., And before she knew it she was taken into the book and had landed in a big adventure. ……..
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Little Witch Thirsa and Bambi They walked towards the big, dangerous waterfall. Thirsa had never seen anything so beautiful before and couldn’t take her eyes off it. “Come on”, said Bambi, “ We have got to cross it”. “But …but, but, I can’t swim” said Thirsa in shock. They searched for the best way for Thirsa. They walked and walked but it didn’t make any difference. So they had to cross the river. Bambi’s mom looked for a large branch of a tree for all of them. Thirsa said: I’m going a different way. I don’t dare”. Bambi said, “Don’t be so silly, we’ll help you” and lifted Thirsa on to his back. And that’s how they went, with all of them on a big branch. The waterfall was very powerful, and the branch began to split, the splits became bigger. Bambi was very frightened, but didn’t show it. ”Mom!” screamed Bambi. Because he was panicking he couldn’t see his mother anymore. “There, see, on the other side”, said Thirsa. “Mom!!” said Bambi, relieved and he tried to get to the other side as quickly as possible, but he slipped and fell off the branch. Thirsa put out her hand, but she was too small. Bambi’s mother jumped into the water and saved Bambi from the danger. And everyone was happy again and carried on. After that they had to get through a thorny bush to get to the edge of the town. Thirsa was so happy and said goodbye to everyone. She climbed a tree to get to the top and walked home.
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Within case analysis: Rose 2007 Student’s On Task Behaviour in the observed lessons Lesson 1 & 2 Observing authentic purpose Interviewing 2006-peers
Rose 2007
mean % on-task behaviour per lesson
100
Rose recovered from car crash
Lesson 3 Brainstorming main characters, events and surroundig within groups Choosing the best for the whole-class book
90 80 70 60 Rose 2007
50 40 30
Lesson 2: death student
20
Lesson 4: angry teacher
10 0
Lesson 4 & 5 Brainstorming and drafting within author-groups Lesson 6 & 7 Elaborating ideas into story on computer
lesson 1 lesson 3 lesson 4 lesson 5 lesson 6 lesson 7 lessons
Lesson 8 Pretesting story by reading out loud within author-group
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Cross Case Analysis Perceived Curriculum by Students Community of learners 4
Mean Class Score
3,5 3 2,5
Rose 2006
2
Rose 2007
1,5
John 2007
1 0,5 0
meaningful
reflective
shared
transfer
131
Conclusion: empirical 1. It is possible in prevocational education to improve motivation and quality: to engage students in L1-lessons to produce texts of reasonable quality 2. Teachers gradually acquired the concept of community of learners for L1 lessons
132
Conclusion: theoretical All four design parameters are necessary to create good learning units
133
Social learning theory
Language learners acquire language naturally by interaction with other language users
Input, Perception/noticing; Feedback
= language learning is a social-cognitive process
Classrooms are
Natural environment for language learning
Set up environments for goal directed language learning
= communities of learners
134
Communities of learners: 3 principles
Linking school with real worlds & language users
Learning the language, culture of language use as used in real worlds of communication: becoming a member Guided discovery
Teacher creates the set up for discovery (knowledge building):
That implies, creating communicative situations z that are meaningful to do z that generates data for learning Shared discourse
Teacher creates the set up for data-analysis
That implies, creating a task that stimulates a z Learning dialogue, abstracting and generalizing from experience z Using language in a natural way to communicate productively 135
Role theory: A learner-to-read & -to-write
Reader
Observer
Writer
136
Complete Communication Participation Learning Model Participant Writer
Participant Reader Researcher Observer
Communicative role/pairs:
Writing has a purpose and an audience
Writer has access to reader’s process. Instructive role/pairs:
Reader informs writers about perceived quality of text. Inquiry/Observing/Analyzing role:
Learners study the writing, reading or writing-reading process. 137
Part 1: Communicative Task: Purpose and Audience Participant Writer
Participant Reader
Task: Language Processing Task: ‘Doing’ language Communicative role/pairs:
Writing has a purpose and an audience
Writer has access to reader’s process (reader ‘shows’ (mis)understanding). Instructive role/pairs:
Reader informs writers about perceived quality of text. 138
Reader acts as advisor, reader ‘teaches’
Design task 2: Creating Language Learning Tasks: Doing meta cognitive/linguistic work Reader
Reader
Observer
Writer
Observer
Writer
Learning dialogue 139
Thank you!
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