They include ideas on collecting information, the strategic use of questioning, giving feedback, and introducing peer and self-assessment.
Ask learners to publish one sentence to summarise whatever they know about the subject at the end or start of a lesson. You could focus this by telling them to include e.g. what or why or how etc.
During the final end of a lesson learners share due to their partner:
- Three things that are new have learnt
- What they found easy
- What they found difficult
- Something they wish to learn in the foreseeable future.
Give learners red, yellow and green cards (or they can make these themselves at home). At different points through the lesson, question them to decide on a card and put it on their desk to demonstrate simply how much they understand (red = don’t understand, yellow = partly understand, green = totally understand). (more…)
But Alex’s professor doesn’t like it. She underlines the very first two sentences, and she writes, “This is too general. Arrive at the true point.” She underlines the third and fourth sentences, and she writes, “You’re just restating the question I asked. What’s your point?” She underlines the sentence that is final and then writes in the margin, “What’s your thesis?” because the past sentence when you look at the paragraph only lists topics. It does not make an argument.
Is Alex’s professor just a grouch? Well, no—she is wanting to show this student that college writing isn’t about following a formula (the five-paragraph model), it’s about making an argument. Her first sentence is general, the way she learned a essay that is five-paragraph start. But through the professor’s perspective, it’s far too general—so general, in reality, so it’s completely not in the assignment: she didn’t ask students to define civil war. The 3rd and fourth sentences say, in a lot of words, they just restate the prompt, without giving a single hint about where this student’s paper is going“ I am comparing and contrasting the reasons why the North and the South fought the Civil War”—as the professor says. The sentence that is final that ought to make a quarrel, only lists topics; it doesn’t start to explore how or why something happened.
In the event that you’ve seen plenty of five-paragraph essays, you are able to guess what Alex will write next. (more…)