Scribd Logo
Upload

Welcome to Scribd!

  • 21 views

    Timothy Ong TRB t2 Week5

    Uploaded by

    api-309400338

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Timothy Ong TRB t2 Week5

    Uploaded by

    api-309400338
    21 views2 pages

    Original Title

    timothy ong trb t2 week5

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    21 views2 pages

    Timothy Ong TRB t2 Week5

    Uploaded by

    api-309400338

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Weekly Record Book Term 2, Week 5 (2019)

    English Language and Literature Department

    Name: Mr Timothy Joshua Ong

    Term 2, Week 5 (ODD WEEK) :

    ORID elements Focus Guiding Questions


    Facts, Data  What were the key points you noted about the lessons?
     What did the students actually do during . . . ?
    O What?  What did you observe during the . . . ?
    Objective  What were the student behaviors you observed?

    Reflective questions, Reactions  As you look at the students’ works, what concerns/pleases you?
     How did you feel as you were . . . ?
    R  As you reflect on the lessons, what was exciting, surprising, or frustrating about . . . ?
    What about the “What”?  Which activities/actions do you think fostered high engagement?
    Reflective
    Interpretive questions, critical thinking:  What could you have done/could you do to increase . . .?
     What could you have done/could you do to minimize the undesirable . . . .?
    I  What other ways could you check for students understanding?
    So What?  What did you learn about yourself through this experience?
    Interpretive

    Decision questions:  What things will you do differently?


     What things will you do the same in future . . . ?
    D  Which of your skills will you further develop? And what will you do to develop them?
    Now what?  What are your next steps? What actions/ideas has this triggered for you?
    Decisional
    My Reflections

    Meeting Oral Communication Demands with 406 – Collaborative Charts for Idea Generation and
    Substantiation

    This week’s reflection incorporates tenets of Biggs and Collins (1982) SOLO Taxonomy in relation to a
    ‘Collaborative Perspective Chart’ activity that Adeline and I conducted in 406. In the lead-up to the ‘O’ level
    Oral examinations, we hoped to guide our graduating students in terms of making cognitive connections
    among themes / topics / viewpoints and to be able to take multiple perspectives on real-word issues and
    trends. Through a series of lessons, we were able to sharpen their criticality when approaching the ‘global’
    question usually asked as ‘Prompt 3’ in the Spoken Interaction portion of the Oral Examination.

    As students shared their points, Adeline and I modelled the development of our content pointers and
    elicited responses from our students to compare and contrast the qualities of our verbal responses. This
    very much ties in with SOLO 4 ‘Relational Level’ where students were increasingly able to gain a deeper
    understanding of how different themes and substantiations cohere and form together as a whole.

    As we went through content generation through joint construction, we found that gradually, students were
    becoming more competent in terms of relating domains and associated ideas as well as provide more well-
    rounded analyses pertaining to various themes.

    One feature that stood out was the necessity of various linguistic and discourse structures which seemed to
    help scaffold their thinking processes. With more practice and as students’ cleave off instantiations of
    teacher modelling, I am persuaded that we can certainly work towards SOLO 5, that of the Extended
    Abstract level wherein students would be able to generalise beyond the question stimulus provided.
    Transference of ideas to newer areas would be the next aim to work towards as students at this stage would
    demonstrate adept finesse in theorising and even criticising notions and standpoints.

    Reporting Officer Signature: _______________________

    Date: _______________________

    You might also like