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Файл:Rendering and summary writing. Учебное пособие.pdf
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2 The headline of the article I have read is...
3 The purpose of the article is to give the reader some information about...
4 The author of the article is ...
5 It gives a detailed analysis of ...
6 What concerns me personally ...
Exercise 2. Before rendering the content of the article deal with the
vocabulary. Follow the activities a fter the article.
Explain what these words and phrases mean. Make suggestions what
this article is going to be about:
− to consider the impact;
− facilitator;
− collaborative learning;
− misnomer;
− to be invested in;
− contribute to;
− to leverage protocols;
− akin to;
− scaffolded control;
− a shared endeavor;
− a key college- and career-readiness skill.
There are som e social and cultural phe nomena mentioned in the
article. Find out what the y mean before reading:
− start-stop-continue exercise;
− project-based learning (PBL);
− pro fes s io na l lear ni ng communities (PLC).
An Effective Stra te gy for Suc c es sf ul Gro u p W ork
Feb 22, 2024, by James Fester
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One of my all-time favorite reflective protocols is the Start-Stop-Continue
exercise. It encourages learners to consider the impact of whatever is being learned
by asking them about its perceived impact. A teacher or facilitator completes a
lesson or an instruction sequence and then pauses, asking their audience to
consider what they’re going to start doing, stop doing, or continue doing based on
a learning experience.
One example of how this structure was impactful for my growth occurred
after I participated in a series of professional learning communities (PLCs) focused
on collaborative learning. I was teaching middle school, and while collaborative
learning can and should be done at any grade level, it’s especially important in
middle school, because tween learners need support as they encounter more
complex emotions and social situations for the first time.
Based on what I learned from the PLC and the impact those strategies had in
my classroom, I committed to start, stop, and continue certain things in regard to
collaboration, each of which had profound impacts on how I viewed work time
within a proj ect-based learning (PBL) context.
Start: differentiate between group work and team work
Calling project work time “group work” is a bit of a misnomer. I once heard
a colleague of mine, who also happened to be an experienced little league coach,
explain the importance of this distinction in a very clever way: “There is a reason
why we call them baseball teams rather than baseball groups.” His point was that
groups are not invested in the long -term success of their partners, while teammates
recognize that individual efforts contribute to the success of all and are therefore
more invested.
The reason this differentiation is key is that it reminds teachers to provide
temporary grouping structures throughout the course of an assigned project that are
different from the team that is producing the final product. There are many benefits
to this, but here are three that I’ve observed:
It provides students access to different perspectives and solutions that may
exist outside t heir pr o j ec t team .
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It allows teachers to leverage protocols that might call for pairs, trios, or
larger groupi ng s tha n the pr oj ect te ams may provide.
It gives students a break from the people they’re collaborating with the most.
This is sometimes critical to the continued harmony in a classroom, especially at
the middle school level where relationships and hormones seem to change with the
tides.
Stop: assuming that collaboration is built by experience alone
Having students work in groups is not the same as teaching them to
collaborate. It’s akin to teaching someone to swim by throwing them in a lake and
shouting at the m from a distance until they figure it out; it’s skill development born
out of desper ation, and the re are defini tely less stressful ways to le arn.
I believe that providing specific, teacher-facilitated opportunities to
discreetly develop collaboration skills should be a part of any project where
teamwork is required, especially early on. You want students to have a chance to
follow Tuckman’s stages of group development before grades add extra stress to
the experience. Provide them time for storming and norming before deadlines, and
you’ll be setting them up for a better chance at success.
Continue: include student voice in groupings
Whether or not to allow your students to pick their own groups for
collaborative learning is a common question. While student choice can promote
positive class culture and engagement, students don’t always make grouping
decisions based on who will be their most effective learning partner. Despite this, I
did and still do advocate for occasionally allowing students to have some say in
their groups, but this doesn’t mean completely unstructured, or on scaffolded
control.
Group and team formation should be a shared endeavor. Sometimes you’re
the one who makes the decision, and sometimes you allow a degree of student
choice – but m ost often in a shared process.
An example of this would be allowing students their choice of roles, then a
teacher uses that choice to form group s based on those roles. Anot her example
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might be allowing them to submit the name of a partner whom they want to work
with and then forming the final group by putting two pairs together. They might
also choose the type of final product they would like to create and then form
groups based on that choice.
These choices I made about what to start-stop-continue doing in regard to
group and team work became much more than just kids working in groups, but an
opportunity to increase a key college- and career-readiness skill that would benefit
them for the r est of their lives [5].
Activity 1. Add supporting details from the article to the following topic
sentences.
1 One of my all-time favorite reflective protocols is the Start-StopContinue exercise.
2 The req uirements for a high schoo l teacher vary by state.
3 Middle school teachers normally work with students that are between the
grades of 5th-8th.
4 If you become a special education teacher, you’ll be helping students
with a varie ty of mental, intellectual, emotional, and physical disabilities.
5 If you decide you want to be an educator but not a teacher, you can
consider a health educator.
6 If you’ve decided you’d like to work with college-age students, a college
professor could be the rig ht fit for you.
7 If you’ve decided you’d like to teach but also help out a teacher, a
teaching as sistant could be the perfect fit.
Activity 2. Mark the following sentences from the article “F” or “E”
according to the information it contains – F (fact), E (evaluative). Explain what
makes you think so, point out words or phrases to prove .
1 Did you know that the job outlook for high school teachers from 20182028 is expected to grow by 4%?
2 Read on to uncover the best jobs you can have a good future with and
enjoy.
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3 You’ll be required to have a Bachelor’s Degree, and then obtain a stateissued license.
4 A middle school teacher’s position is so vital because it’s at an age where
teenagers are transitioning from elementary and middle school to hi gh school and
later teenage years.
5 While it can be challenging teaching as a special education teacher , it’s
extremely rewarding helping them go t oward their future career goals.
6 To teach at a 2-year community college you’ll need at least a Master’s
Degree.
7 You’ll normally work with children from ages 3-5 but you c an work with
children up to 8 years old n ormally.
Activity 3. To render the article, pick up from the text the two or thre e
sentences t hat can illustrate the points given below using the reporting verbs:
1 Underline key phrases and look for any crucial distinctions or contrasts
which form the framework of the article.
2 Distinguish the aut hor's main id e a from details which suppor t that idea or
are repetitions and variations on the same theme.
3 Make a draft copy defining the author's main idea broadly enough to
account for most of the su pporting m aterial introduced.
4 Write your own sentence which makes use of those key phrases or
distinctions.
Exercise 3. Before rendering the content of the article deal with the
vocabulary. Explain what these words and phrases mean. Make
suggestions w hat th i s artic le is go i ng to be about:
− due to;
− weighting;
− mature students;
− at a pace;
− in good stead;
− in-depth feedback;
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− management software;
− disruption;
− high attaining students.
Here are subtitles given to the parts of the article you are going to read.
Look them through and while reading match th em with the corresponding par t of
the article bel ow:
a Better Instruction and Feedback on W ork;
b What is Blended Learning?
c More Effect ive Comm unication Between Students and Teachers;
d Allows Greater Flexibility for Students;
e Improved Teaching Conditions and More Engaged Students.
What Is Blen ded Learning and What Are Its Benefits?
Sep 05, 2020, by Dale Harr is
In the age of COVID-19 educators and educational institutions will have to
move towar ds a new way of teaching.
Face-to-face tutoring or learning will not always be possible due to health
and safety. There are now unfortunate implications of having large groups in a
physical sett in g.
This is why blended learning is one of the best ways to teach going forward
for a new semester and teaching year. In this article, we will explain what exactly
blended lea rning is and what are the benefits of this approach.
Make sure you and your institution feel confident in putting tog e ther the best
educationa l plan for your students. Read on to find out more.
[Subtitle 1]
Blended learning is a combination of in-class teaching and online class
teaching. It means that your students are able to get the most out of their learning
whilst doing it in the safest way. It means that educational institutions can choose a
schedule that involves both online and in-person teaching. Learners are then able to
engage in va r ious ways of teaching.
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The weighting of the online and in-person teaching is up to the discretion of
the institute. It will need to accommodate a range of factors to ensure it is utilized
efficiently. Factors such as group size, frequency of classes, and practical elements
will all play a part in deciding the amount of blending learning an education
institution will schedule.
[Subtitle 2]
This is especially the case if you have more mature students that have extra
responsibilities. These can be childcare or full time or part-time jobs. They might
struggle with finding adequate cover for childcare or fitting in their learning with
an already busy schedule.
It means that they have a fair amount of breathing room to complete the
necessary work at a pace in which they comfortably manage. Students are able to
go at their own pace and access the work in their own time, helping them to be
better moti vated at setting their own s chedule.
They will have set times when they can contact their teachers or have an inperson or online tutorial. This allows a much greater sense of freedom to pick the
hours in whic h they access and complete their own learning.
For younger students, this encourages them to become autonomous in their
education. This promotes great life skills and attributes that will stand them in
good stead f or further education.
[Subtitle 3]
With large group numbers in classrooms, it can be difficult to provide
adequate and in-depth feedback to students. Especially with how th ey are working
and the quality of work they are submitti ng.
With blended learning and a combination of online learning, teachers can
use technology such as school management software to provide feedback. They
can also keep students up to date with various tasks and setting of homework. It
means that any instructions or work is sent to student’s email addresses or profile.
They are then informed of a nything that needs comple ting or working on.
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In face-to-face teaching, instructions are not always clear for every student.
They sometimes may miss or not understand the instructions. With technology
such as this, it means they always have a port of call for checking any homework,
classwork, or feedback.
[Subtitle 4]
With blended and online learning, it means that students and educators are
able to converse in a number of different ways to cement any learning. They are
able to speak face-to-face but also in email, discussion boards, or video chats. It
means that learners are able to converse in a method that suits their learning style
and preferred method of communication. It also helps them to get a better
understanding of the topic in general.
Before with face-to-face teaching, if a student didn’t understand something,
they wouldn’t be able to follow this up until the next lesson. However, with
blended lea rning, they c an ask their teacher for furt he r clarification much faster.
[Subtitle 5]
Many educators find classroom teaching to be draining and exhausting at
times. This is especially the case if poor behavior or disruption is a problem in
lessons. With blended learning, the pressure of teaching a full timetable week to a
large group of stud en ts is off .
It means you are able to conserve your energy and put more effort into
teaching a reduced number of face-to-face lessons as well as onlin e . On lin e l es sons
are a lot easier to manage in terms of student’s behavior and means your students
will be better en ga ge d.
It allows your students to do more independent learning and work at their
own pace whilst you are able to help the o nes that need additional su pport.
Another benefit is that high atta ining studen ts can w ork at a fas ter pac e and
access supplementary work already integrated into the system. It also means you
don’t have to disrup t your flow or break away from your dis cussions with stu dents
that need more support.
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This is perfect for a classroom with mixed attainment students. This is
because sometimes it can be difficult to deliver a lesson that caters to all levels of
students. It allows students of differing abilities to engage with the work set at the
same time [6].
Exercise 4. Before rendering the content of the article deal with the
vocabulary. Explain what these words and phrases mean. Make
suggestions w hat th i s artic le is go i ng to be about:
− inclination;
− varying teaching styles;
− to work on the fly;
− a daily refresher on t he details;
− to display the agen da on th e board;
− to scaffold in real time;
− to annotate documents;
− an enduring i ssue;
− disruptive.
There are some social and cultural phenomena mentioned in the
article. Find out what the y mean before reading:
− English langua ge le ar ner (ELL);
− TESOL (Teaching English for Speakers of Other Languages).
Here are subtitles given to the parts of the article you are going to read.
Look them through and while reading match th em with the corresponding par t of
the article bel ow:
a Be Flexible and Spontaneous;
b First, Follow;
c Identify Daily Goals;
d Work One-on-One.
Co-Teaching E nglish Language Learners When You’re Short on Prep Time
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An experienced educator offers practical tips to help English language
learning spe cialists work effectively with classroom teachers.
Feb 28, 2024, by Sarah Elia
Co-teaching guides often assume that teachers have the time and inclination
to communicate and collaborate. For many classroom teachers and English
language learner (ELL) specialists, however, the reality of co-teaching is that
there’s little to no co-planning time. ELL specialists also may have different coteachers every year.
So, how do we ensure that we, as ELL specialists, support students to the
best of our a bility given these circumstances?
[Subtitle 1]
Follow along with the classroom teacher’s plans until you develop a
relationship that supports a balanced exchange of ideas. I might give an occasional
suggestion to the classroom teacher about adapting a lesson plan or considering
some different materials. If a teacher is interested in changing their plans, adapting
new materials, and reading a text that they haven’t read before, then I’ll suggest
something that will be meaningful for the multilingual students.
Be especially flexible with teachers who have not had a co-teacher before or
who are new. The ELL specialist must be easily adaptable to varying teaching
styles of the classroom teacher.
[Subtitle 2]
It’s important to be prepared to work on the fly. When I enter the room, I ask
the teacher what the plan is for the day. Sometimes I’ll know what the plan is for
the week, but usua lly a daily refresher on the details of the lesson is helpful. Most
often, there’s little time for discussion because I have a long walk between
classrooms, so I often arrive just in time or after the bell. If they don’t display the
agenda on the board, I’ll just follow along and assist the s tudents as needed.
This is challenging, though, because my brain is both listening to the teacher
and translating to students (to their native language, to simple English, or typing
simple English into a translation app for them to see) or adapting the lesson to the