EL Open Classroom

1. Synopsis

Teaching comprehension has always been a challenging task for many teachers; students need sufficient number of vocabulary to understand a message. Instead of having a teacher explaining the meaning in the passage to the whole class, why not try divide the class into small groups and assign each a role. Join my class to see how it goes!

3. Assessment for Learning

Checking for understanding

In groups, when students are actively engaged in the process of predicting, clarifying, questioning and summarising with one another, on the same text, they are verifying with one another their comprehension of the text. This group activity supports student’s learning as they make sense of the text and deepen their understanding.

From the students’ answers and responses, teacher could monitor the progress of the students and provide effective follow-up steps to close learning gaps.

5. Reflection

I think the lesson had achieved its objective; to deepen students’ understanding of text (bit size) through predicting, clarifying, questioning and summarising. This is shown in the written worksheets each student had completed. The time allocated for each was generally sufficient and the pacing was appropriate to allow for processing of knowledge in the text and comprehension skills to take place.

A relevant video and pictures were used to facilitate better learning of context of the text and mobile phones was allowed to search for meaning of vocabulary that they unfamiliar. Questions related to students’ life were asked to set them thinking and make their learning meaningful; such as what the future of teenagers who do not attend school would be like.

This is the first time in English language lesson where Sec 1 class took on a different role in each group and they had responded well. However, through this activity, I found that a few students are not skilful in predicting and summarising. Hence, I will take note of this and address this in class as there might be other students who are not too confident in employing such skills too.

This instructional strategy engaged students in their learning as they support one another in the understanding of text. The students’ learning is evident in students’ feedback in the Exit Pass which informs me, the teacher, how they feel about their learning, the way they like to learn and what they would like to learn more.

On hindsight, I would have inserted a few minutes for students to share their ‘findings’ within each group before they share with the entire class. I will do that in the next lesson.

1. Synopsis

This lesson will start with a revision of extended metaphor (literary device) in poetry through a discussion of “Caged Bird” by Maya Angelou. With an experimental activity and the visual inquiry of an art piece, the class will engage in an exploration of the stigma attached to mental illness in Singapore. Not only will the increased awareness and understanding of social attitudes towards mental illness in Singapore help students develop empathy for the issue, they can use the knowledge to enhance their mastery of close-reading through a critical analysis of “The Panic Bird” by Robert Philips.

3. Assessment for Learning

STP: Explaining My Thinking in Answering Two-part Questions

5. Reflection

1. Synopsis

Instead of the traditional method of a teacher assessing a student’s reading, this lesson will involve peer assessment using rubrics and a simplified checklist. Students will be looking out for errors in their peers’ reading and giving them feedback , in a non-threatening environment – a way to ensure students’ engagement throughout!

3. Assessment for Learning

Peer Assessment through simplified rubrics.

5. Reflection