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Файл:Rendering and summary writing. Учебное пособие.pdf
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levels of the students to e nsure that they understand, are follow ing along, and a re
on a path to being more independent i n their learning.
I’m scaffolding in real time – scribbling a graphic organizer or a few
comprehension questions on paper and passing that out to the ELLs as the
classroom teacher is instructing. I also might write a simple exit ticket on scrap
paper and have ELLs complete it in English or their native language (I’ll use a
translation app to translate what they wrote if I don’t know their lan guage).
Even though the ELLs are the only ones doing this extra work, they usually
see the value in it and follow my directions. After some time, they get used to this
routine, and it has proved to be helpful in getting them to focus and f ollow along.
[Subtitle 3]
Knowing the daily learning goals requires time, and you might need to use
after-school time or email exchanges to ensure that you have this information.
Make sure you know what the learning goals are for the unit and the en tire course
– and do whatever possible to tie in th a t learning goal to what the student is doing
that day, even if in a sm all way.
In a global history class, for example, one academic goal of the course is for
students to be able to annotate documents, identify and define an enduring issue
that is a common thread in these documents, and write an essay to demonstrate
their understanding of that issue as seen in the documents and include outside
informatio n that also re lates to the enduring issue.
So, during the teacher’s lesson, I have the ELLs write the main idea of the
lesson and identify an enduring issue that relates to the lesson and explain why
they chose that iss ue. It’s necessary for the ELL t eacher to know what the stu dent
learning outcomes are for the course so that the ELL teacher will be able to break
down a classroom teacher’s lesson and ensure that the ELL is developing the skills
needed to reach those learning outcomes.
[Subtitle 4]
Help ELLs follow along, and on rare occasions pull them out of the room to
give one-on-one support in a quiet space.
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It’s a common struggle – do we pull the students out for individualized
attention with TESOL-specific methodologies, or do we keep the students in the
classroom as mandated but with less teacher-to-student engagement? My
preference is to keep ELLs in the classroom, but in that case the classroom should
be running with stations – groups of students doing different activities – so the one
ELL or small group of ELLs doing something different doesn’t stand out as being
different and working with a small group will not be disruptive.
At the high school level, unfortunately, we don’t often see this type of
instruction. Taking a student or small group out of the classroom for individualized
support may be the option that’s most effective and efficient.
1.6 Rendering a surve y art ic le
Rendering a survey article is not that difficult but needs some set phrases
and phrases to be used. A survey is normally a formal piece of writing based on
research. It may be less formal depending who it is addressed to, e.g. to a friend, a
group of colleagues or a business client.
Structural elements of a survey include:
− an introduction in which you state the purpose and content of your survey
report;
− a main body in which all information collected on the topic is presented in
detail; the aut hor can use sub-headings, numbers or letters to separate each piece of
information;
− a conclusion in which you summarize all points mentioned, give
recomme ndation or suggestions.
Points to consider wile rendering a surv ey article:
• Before starting your report, consider who you are supposed to be,
according to the topic, and who the report is addressed to. This will be helpful to
decide on the style of the report.
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• E.g. You work for a travel agency. Your boss has asked you to write a
report… This means you are an employee in a travel agency and that your report
will be addressed to your boss; therefore, it shoul d be formal in style.
• Decide on the main heading of the report, and then carefully plan the
informatio n you will include in your report and divide it into sub-headings.
• Present tenses should be used in survey reports to introduce
generalizations. Use a variety of reporting verbs such as: state, report, agree, claim,
complain, etc. to introduc e reported speech.
• Use expressions such as: one in five, seven out of ten, thirty per cent of
the people questioned, the majority of people questioned, a large proportion of, a
minority of, etc. to report the results of the survey.
• Facts may be supported by generalizations, e.g. Fifty-five per cent of
young people go to the cinema at last twice a month (fact). This indicates that the
cinema is still quite a popular form of entertainment among young people
(generalization).
Useful language for Survey Rendering
To introduce: the purpose/aim of this report, as requested, this survey was
carried out.
To introduce other people’s opinions: many people consider, some people
argue/believe/claim.
To conclude/summarize: in conclusion, all things considered, to sum up, all
in all.
Here is a model rendering of a survey article. Read it thoroughly and
underline s tatements (phrases) cont aining inform ation about the data discu ssed in
the article.
The article shows the rise in the number of visitors to Australia from a
number of other countries worldwide over the 1990s. Looking at the data on the
Unites States, Canada, the United Kingdom, Germany and other countries in
Europe, we can see that the number of vi sitors to Austr alia from all these countries
increased significantl y over the decade.
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The biggest increase was in visitors from other countries in Europe, which
Subject
Verb
Adverb
Time phrase
1 2 3
4
rose
increased by
slightly
over the decade/year
20 %
more than doubled over the period. The largest number of visitors came from the
United Kingdom, which rose from 258 to 509 thousand. Visitors f rom the United
States also increased over the decade. There were considerably fewer visitors from
Canada, although the figure rose over the same period from 51,000 to 75, 000, with
most of the inc rease occurring in the second half of the decade.
There were almost as many visitors from the United Kingdom as fr om all the
other European countries, including Germany. However, 1999 there were nearly as
many tourists from the other European countries as from the United States.
Australia is inc rea si n g as a tour ist destinati on according to the survey date given.
While rendering a survey article you may be asked to describe a graph, table
or chart. This means comparing and contrasting different parts of the information
or data. Look to see if the data cha nges over time or is only about one fixed time. I f
it changes over time, you will need to describe the general patterns or trends you
can see.
trends and comparing data. Study the structures that can be helpful.
Table 1 – Describi ng tr e nds
The number (of…)
There are two types of tasks while rendering a survey article – describing
Describing trends: … increased significantly ove r the decade.
Comparing data: The biggest increase was…
Useful language: describing trends (table 1).
increased
decreased
fell
dropped
doubled
gradually
steadily
sharply
significantly
dramatically
over the same period
in the same time
between 1991 and
1994
from 1990 to 2004
tripled
improved by
30%
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Useful language: comparing data (table 2).
Subject
Verb
Comparative
element 1
Adjective
Comparative
element 2
Object
1 2 3 4 5
6
Russia
China
is
bigger
smaller
than
Belarus
Brazil
Gold
Paper
is
as
expensive
cheap
as
platinum
wood
Subject / verb
Adverbial
Attribute /
element 1
Object
Comparative
1 2 3 4 5
There were
significantly
slightly
fewer (C)
(noun)
than …
There were
nearly
than
as twice/thr ee
many (C)
(noun) as…
Asia
more
Azerbaijan
Comparative structures to compare figures (table 3).
Table 3 – Structures to compar e figures
Table – 2 Simple comparatives
modifier
comparative
element 2
There were
considerably
far
almost/more
more
less (U)
times as
much (U)
Superlativ e structures to describe figures are as fo llows:
a The biggest increase was in …
b The most significant number of … was from …
Exercise 1. 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:
− to undergo change dr ive n by;
− to evolve;
− to gains credibility;
− teacher’s toolbox;
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− a compelling complex problem space;
− to master certain skills;
− to seek to tap into;
− cognitive competencies;
− to deliver content;
− to assess students on;
− to learn at their own pace without constant oversight;
− to decrease;
− to pour one’ s time and passion into a video game.
There are som e social and cultural phe nomena mentioned in the arti cle.
Find out what they mean before reading:
− STEAM Education is an approach to learning that uses S cience,
Technology, Engineering, the Arts and Mathematics;
− blended and multimodal learning;
− K-8 school;
− local and state/national curriculum;
− core 21C subjects.
STEAM Educ ation and Video Games: Taking STEAM Educational Games to
the Next Level
Aug 31, 202 1, by Brunetti Br unetti
Educators have had many challenges over the past decade as the educational
system has undergone change driven by new government and community policies
aimed at improving educational outcomes and shifting focus in line with changing
career and industry landscapes. And like any large industry, there has been much
disagreement internationally with some of the changes, most famously in recent
time adding the “A” for arts to STEM to evolve it into STEAM education. And as
blended and multimodal lea rning gains more and more credibility, a common
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question tha t invokes de bate is whether STEAM educational games can be used as
a serious ed uc ational tool in the teacher’s toolbox.
The meaning of knowing today has shifted from being able to recall and
repeat information to being able to find it, evaluate it and use it compellingly at the
right time and in the right context; using higher order skills, like the ability to think,
solve complex problems or interact critically through language and media. In
developing these skills, many STEAM education experts believe an important part
of improving our current educational approaches should include a way to help kids
learn from what they do best – play!
Games naturally support this form of education. Some experts argue that
games are, first and foremost, learning systems, and that this accounts for the sense
of engagement and entertainment players experience. STEAM educational games
are designed to create a compelling complex problem space or world, which
players come to understand through self-directed exploration. Their meta-game
and quest systems are designed to deliver just-in-time learning and to use data to
help players understand how they are doing, what they need to work on and where
to go next. Games create a compelling need to know, a need to ask, examine,
assimilate and master cert ain sk il ls and content areas.
According to the Research Center, as many as 97% of tweens and teens play
computer games. Games are wildly popular among children and teens and many
educators seek to tap into this popularity and use games to maximize engagement
in the classr oom and at home.
“Game players regularly exhibit persistence, risk taking, attention to detail,
and problem solving, and all behaviors that ideally would be regularly
demonstrated in school.” – Education Arcade specialist. Similarly, the Federation
of Scientists state that: “The success of complex video games demonstrates that
games can teach higher-order thinking skills such as strategic thinking,
interpretative analysis, problem solving, plan formulation and execution, and
adaptation to rapid change. These are the skills U.S. employers increasingly seek.”
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Some of the most significant research on STEAM educational games and
game-based learning is done by the Games and Lear ning Assessment Lab
(GlassLab), which was es tablished as a collaboration between the Bill & Melinda
Gates Foundation and the Ma cArthur Foundation. The R&D is being conducted by
the Institu te of Play, the E ducational Testing Service (ETS), Pea rson, Inc.,
Electronic Arts (EA), and the Entertainment Software Association (ESA). Their
research has bee n very promising, with one study finding that when digital games
were compared to other in struction conditions without digital g ames, there was a
moderate to strong effect in favor of digital games in terms of broad cognitive
competencies. “For a student sitting in the median who doesn’t have a g a me, his or
her learning achievem e nt would have i ncreased by 12% if he or she had that game,”
reports the team for the Bill & Melinda Gates Foundation. In the world of
education a chievement, 12% is significant. In the same study, the researchers also
looked at simulations, and in those stu dies, students improved by 25%. That’s huge.
In a related study, Joan Ganz Cooney Center surveyed 700 K-8 teachers on
how they’re using digital games in the classroom. Nearly 75% of K-8 teachers
reported using digital games for instruction, with 55% of these teachers saying
their students play at least weekly. Digital game using teachers also say they’re
using games to deliver content mandated by local (43%) and state/national
curriculum standards (41%), and to assess students on supplemental (33%) and
core knowledge (29%).
“By balancing gameplay enjoyment with an appropriate level of challenge,
games have the ability to keep players in their own unique optimally challenging
and engaging zone for learning,” wrote Jan Plass, Professor of digital media and
learning sciences. STEAM educational games allow students to learn at their own
pace without const ant oversigh t. Players’ experience can be tailored based on their
performance and preferences. If they solve problems correctly, the educational
game can adjust to present more difficult challenges. If they struggle with a
concept, the game can present the same concept in a different context or decrease
the difficu lty level until the student gets it.
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An impressive new entrant to the market is Planeteers: a STEAMCraft
Adventure which teaches STEAM education, coding and robotics using an
educational sandbox, disguised as a video game. With similarities to Minecraft
meets Scratch or Tynker, Planeteers has hundreds of STEAM education quests
mapped to a comprehensive STEAM curriculum (Science, Technology,
Engineering, Arts and Math) that aims to teach kids important 21st Century skills
in a fun, highly engaging open world environment. The next generation of STEAM
educational games, Planeteers even teaches computer programming for kids in a
fun interactive way. There are home and school versions, and we encourage
parents to c heck out the games features.
Bill Gates famously said: “Imagine if kids poured their time and passion
into a video game that taught them math concepts while they barely noticed,
because it was so enjoyable.” As investment in STEAM educational games grows,
parents and teachers don’t have to imagine anymore, with new games released
every month that augment teaching STEAM programs, computer programming for
kids, robotics, enginee ring and design and other cor e 21C subjects [6].
Having read the article answer the questions to get the idea the author
wants us to perceive.
1 How has the meaning of knowing shifted in education today?
2 Why do many STEAM education experts believe that games can help
improve ed ucational approaches?
3 What are some key features of STEAM educational games that make
them effective learning tools?
4 According to the Research Center, how popular are computer games
among tweens an d teens?
5 What skills do game players exhibit that align with what U.S. employers
seek?
6 Who conducted significant research on STEAM educational games and
game-based learning?
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pace?
7 How do STEAM educational games allow students to learn at their own
Exercise 2. Rea d the st ate me n ts be low . Tic k only fiv e sent en c es t hat
give good advice .
1 Describe t he data and give examples.
2 Write sentences about all the data using similar grammar sentence
patters.
3 Write a n introducto ry sentence saying what the data is describing.
4 Check your gramm ar and spelling.
5 Give sea sonal opinions.
6 Start with any general statements and move to specific information.
7 Use exa ctly the sam e words given in the question.
8 Make all your statements general.
9 Try to explain the data or give reasons.
10 Organize and present the data logically.
Render the survey article y ou’ve read. Use the following functio nal
language units in your rendering (picture 12).
Picture 12 – Functional language units
Exercise 3. Before rendering the content of the article deal with the
words and phrases given. Explain what they mean. Make suggestions