FACULTY: EDUCATION AND SOCIAL SCIENCES (EASS)

< SEMESTER / YEAR: JANUARY 2022>

< COURSE CODE: HBET2403>

<COURSE TITLE: TEACHING OF WRITING IN ESL>

MATRICULATION NO : <950820105844001>
IDENTITY CARD NO. :           <950820-10-5844>
TELEPHONE NO.          :            <010-2292095>
E-MAIL                          :      <[email protected]>
LEARNING CENTRE :    < BANGI LEARNING CENTRE >

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PART A

Question 1

Many teachers use writing workshops to provide an opportunity for students to work
independently. 

a) Discuss FOUR key points of a writing workshop and how you would go

about implementing the writing workshop. 

Writing workshop is a student-centred methodology for teaching writing that is founded on

the premise that students learn to write effectively by writing regularly, over long periods of
time, and on themes of their own choosing. Students require three ways to help their writing
skills: proprietorship of their work, coaching from an experienced writer, and encouragement
from a community of peers. The writing workshop structure satisfies these requirements
while also streamlining instructions in order to achieve the most essential goal: providing
time for children to write. The workshop environment encourages kids to take their writing
seriously and see themselves as authors.

The mini-lesson, class status, writing/conferring time, and discussing are the four primary
components of writing workshop. Every element does not have a set time constraint; instead,
it is supposed to be adaptable and decided by the needs of students on any particular day.

1. Mini-lesson (5-15 minutes)

This is the step-in writing workshop where the teacher is in charge. Assessment-based,
unambiguous instruction should be the focus of mini-lessons. They should be succinct and
focused on a single, well-defined issue that all authors, despite of ability level, can apply.
Mini-lessons, according to writing expert, are a schedule used to bring the entire class in the
meeting area to address a problem, investigate a concern, demonstrate a method, or reaffirm
an approach. Mini-lessons can be found in a variety of venues. Numerous teachers utilise
state or national norms as a guide or obey the boundaries and order of a predefined
curriculum. Subjects for mini-lessons should preferably arise from their insights as they
interact with the pupils and learn about their requirements.

The four parts of a mini-lesson:

i. Assembly (triggering students’ preceding knowledge)

ii. Teaching (presentation of the actual skill or topic)

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iii. Vigorous assignation (giving students time for supported practice of the expertise)

iv. Link (helping students figure out how the topic affects to the individual writing part)

2. Status Update (3-5 minutes)

Status updates are a simple method to see where your students are in the writing process: pre-
writing, drafting, modifying, proofreading, reviewing, or publishing. The social standing
doesn't have to occur every day, and it doesn't have to take up a lot of class time. We can use
a clip chart, notepad, or magnet chart, or you can do a short verbal verification or whirl
around the classroom. Using a pocket chart is also a terrific idea. Besides placing the proper
coloured card in their pocket, students indicate which step they are on. As a teacher, status
updates help in assessing how your pupils are advancing. It also encourages students to be
accountable and stimulates the classroom culture.

3. Writing (20-45 minutes)

The majority of the time in a writing workshop is spent just allowing students to write.
Teachers can use this time to either demonstrate the process by working on their own writing
or to speak with individual students. In actuality, you'll spend the most of your time
monitoring and assisting pupils. Throughout a normal week of writing workshop, a
reasonable objective is to work with each student in the class personally at least occasionally.
Remember that the fundamental goal of conferencing is to listen rather than to speak.
However, pupils should be encouraged to discuss their achievements. Students can utilise
peer conferencing to aid one another after they understand what a productive conference
looks and feels like.

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4. Sharing (5-15 minutes)

When time is limited, it's easy to skip the last part of the writing session, but don't! It has the
potential to be the most instructive component of the class, aside from the writing period.
When students feel at ease as members of a writing community, they are more inclined to
take chances and go further into the task. Furthermore, children frequently share their finest
insights and are the most affected by one another. The idea of a writing workshop may appear
intimidating initially. However, once established a schedule, you'll be astonished at how
simple it is to stick to. While students have so much time to write in a writing workshop, their
writing abilities develop substantially, and being a part of such a vibrant writing community
ideally instils in kids a lifelong love of writing.

b) Based on your experience, why do you think children would benefit from a writing
workshop?

In my point of view, writing can be learned. Even if you're a natural writer, there's always
space for development. A writing class or literary workshop will augment the skill by
providing students with the required knowledge of literary theory and writing style, as well as
exposing your mind to a plethora of useful tips and techniques that they may put into practise
later. Furthermore, sheer talent is never adequate in any artistic profession. For example, even
if have the literary potential of Ernest Hemingway or J.K. Rowling, nevertheless won't be
successful unless you approach writing as a trade that requires ongoing nurturing in order to
keep the intrinsic skill progressing and evolving. Besides that, Learning literarily theory.
Take advantage of the theoretical instruction on the quality of the writing while attending a

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writing workshop. Discover useful tips and typical dangers for the genres you're passionate
in. It is usually beneficial to have solid theoretical foundations. Subsequently, meeting people
with common interest, writing in the midst of individuals who share similar interests is
always gratifying, and it's a refreshing departure from the normal lonely perspective of
writing. Meeting new people and socializing is indeed a valuable skill to have. Who knows,
they could become future readers, partners, or friends in the publishing industry who can
assist you. Making new relationships, in any case, can bring up a slew of opportunities for
your future career. Reading develops creativity, across most workshops, students are required
to study and scrutinise a large amount of prescribed reading material in addition to writing.
They'll come across new writers as well as their own methods, which that may choose to
copy as they search for their own distinct voice. Frequently, the whole class will present their
individual writing with the classmates, and they will have the opportunity to provide and
obtain feedback on each author's work. It is advisable to research the works of other authors
in order to improve as a writer. Consequently, establishing routine the majority of the tasks
are intended to broaden students’ horizons, promote creative writing, and alleviate the
dreaded writer's block! Additionally, as they devote more time to writing, it will become
simpler to stick to a regular writing schedule in the foreseeable. Writing workshops can
therefore assist them in developing the dedication and practice that any successful and
productive writer requires. It helps to overcome the deadlines; student will be obliged to
kneel down and fill up those blank white pages if they present assignments on time. If they
sign a deal with an ancient publishing business, they must meet rigorous constraints. If
they're going to publish their first book, writing workshops can help to understand whether or
not they have what it takes to fulfil any subsequent deadlines. Learning from experienced
one, Workshop instructors will provide with sound guidance and critical critique to help
students avoid frequent blunders and build their own particular style. Moreover, Testing your
limits. Sharing their amusing or painful experiences with other authors is a terrific way to
learn how others have achieved their writing goals. It also trains students to take criticism,
which is unavoidable for famous authors. Students may overcome a psychological barrier that
many authors face after they understand how to respond to criticism in a healthy way, having
a pleasure of writing, Reap the benefits of any possibilities presented to them while in class,
no matter how little they may appear. Games, role plays, informal debates, and presentations
are all geared to stimulate and stretch their inventiveness. Last but not least, promoting work.
Who knows who they'll meet at the session, or which professors may pique their interest and
want to be their guide? In addition, numerous programs include expositions or open meeting
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events at the completion of the term that expose the participants' work to the general public
and individuals in the world of books. Students never notice who they'll run across at these
kinds of gatherings.

Question 2

Typically, teachers support or scaffold students' writing as they demonstrate, guide and teach.
Sometimes teachers model how experienced writers write or they write along with students. 

a) Explain in detail, with examples, the characteristics of Modelled Writing.  

Modelled Writing is a class task in which a teacher writes a piece and teaches the students on
how to employ narrative characteristics appropriately.

It differs from collaborative writing in that the teacher does not solicit feedback from the
students. As students compose the tale, the teacher will 'think aloud,' discussing their
vocabulary and punctuation choices and how to apply them proficiently. Modelling is the
technique through which teachers show a new skill to pupils before allowing them to
approach it independently. The teacher demonstrates what he or she expects, giving pupils a
place to start and providing them with insights to assist them commence the writing skills. It's
critical to demonstrate pupils the procedures that lead to a final output when modelling
writing. The focus of modelled writing is on the instructor demonstrating the thoughts and
activities that go into composing a piece. It offers a chance to witness a skilled writer
working through the process of putting thoughts into writing form. Teachers can rely on
novelistic components of writing (such like ordering and connecting concepts, selecting
proper words, and so on) or secretarial elements of writing in mimicked writing (employing
spelling strategies, using correct punctuation, etc.). In modelled writing, the pupils do not
present their thoughts. Alternatively, it's expected that they'll apply the methods they've
learned in their own autonomous writing. Modelled writing can be used in the full class or in
small numbers. The pupils must be able to view the text as it is being built accurately. The
teacher models their individual thinking and writing skills for the pupils during the
modelling.

Here's are few strategies and examples to embed modelled writing. Explore with Excellent
Published Literature, how can you expect your students to be talented writers if they haven't
seen what good writing seems the same as? Benefit from reading a priority in your English
classes. Exchange book reviews with the pupils, inform them regarding freshly released

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books, and take them to your library for reading sessions. Demonstrate ourselves, too, are a
reader. At school, constantly carry a book along with us. Make a note of what reading in an
email signature and post it on front door for everyone to see. Students will first replicate these
stories into their writing. As a teacher identify people and incidents from the novels we've
read together. This is an important aspect of learning how to write. In addition, learn how to
tell stories orally, don’t limit yourself to merely reading stories to the students. Make it a
hands-on learning experience for them. Pie Corbett, a literacy consultant, created the Talk for
Writing approach. Role play, activities, and repetition help children acquire writing patterns
and structures. Besides that, Give some good instances. Generate or locate an illustration of
'What A Good One Looks Like' (WAGOLL) for the subject teaching online. Giving the
pupils an example helps them grasp the qualities that need them to incorporate. Discuss what
makes it so special. Vocabulary and sentence structures should be highlighted. Disentangle it
to gain about the writer's expertise. Students should complete the WAGOLL and compare it
to the desired outcomes. This will enable them to identify areas of strength as well as places
where enhancements may be addressed. Next, Retrieves from Published Writing to be Edited.
Seek a published sample and use it as a starting point if want the pupils to construct a proper
work. Consider the evocative landscape portrayal in To Kill a Mockingbird, or the rich
character portrayals of the Dursley family in Harry Potter and the Philosopher's Stone. They
must first imitate before they can invent. Begin by actually taking out words and replacing
them with their own. Here's an instance of a narrative for a different place based on Harper
Lee's To Kill a Mockingbird. Article from the beginning, for an instance, Maycomb was an
ancient town when I first met it, but it was a tired old city. The sidewalks turned to crimson
slop when it rained; grass sprouted on the walkways, and the courthouse sagged in the plaza.
Meanwhile, Variant that has been changed Chester was a large city, but it was a vibrant one
when I first visited. When the weather was nice, the streets were bustling with eager families
seeking for the best sites for a picnic lunch; trees offered much-needed shelter, and the stores
were bustling with activity. Utilize Pro Writing Assistance to assist the students understand
the editing process. Phrases with intriguing synonyms will be highlighted in the Lexicon
Review. Simply paste the extract into a blank sheet in Pro Writing Assistance. We can
discuss the several synonyms suggested by the technology and if they are appropriate for
what the author is attempting to communicate. Selecting the best synonym as a group
demonstrates to the students that the first word that comes to mind is really not necessarily
the greatest one. Emulation is not the same as cheating. It's about giving pupils the help they
need until they can come up with their own ideas. Students are exposed to the level of writing
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we want them to create by using excerpts from published publications. They'll soon be able to
break out from this structure and demonstrate creativity. Additionally, I Do—We Do—You
Do. Don't just tell the kids to begin writing; they'll get stuck. Conversely, show them that
we're trying ('I Do'). As though we've added audio commentary to the activities, chronicle the
thought pattern. They are able to see us making errors, hedging your bets, and improving our
views. Make a shared version ('We Do') now. Inviting them to submit ideas is a good idea. To
write sentences, use mini-whiteboards. To make it more enjoyable, include polling and
arguments. Allow them to perceive that this is a team effort. As a group, set a great example.
Then it's time for them to write independently ('You Do'). Less confident students will
carefully follow and replicate the shared interpretation, as I did with To Kill a Mockingbird.
As they gain confidence, they will begin to break out from this supportive framework and
create something unique. Lastly, Making Use of Support Structures. We may still provide
scaffolded help while the students write autonomously. It's difficult for them to simply begin
writing. Presenting suggestions will assist them in overcoming their fears and allowing their
creativity to flow. Consider the following resources are Starters for sentences, Prompt
inquiries, Strips of animations, Story mountains / writing loops, Pools of words and
Numerous alternatives are available.

It's easy to overlook the fact that our students haven't read as widely as we have. They can't
write about something they haven't lived through. By incorporating reading into the
curriculum, students are able to experiment and imitate, resulting in really creative works.
The kids do not have the ability to read minds. Devoting time to collaborative writing allows
them to get a sense of what you're looking for. It shows people what success looks like,
bringing your list of success criteria to life. The hurry to get on with autonomous writing
occasionally squeezes out modelled writing. This has a big influence on the quality of the
work will get. Make time for this important phase in the teaching process. We will not be
sorry.

b) Explain in detail, with examples, the characteristics of Interactive Writing.

Interactive writing is a type of writing that may be used to assist lower children in learning to
write. It includes activities that revolve on the teacher and students sharing a pen. This
model's goal is to teach students about the physical process of writing by allowing them to
mimic the teacher's demonstration. As a result, it's a valuable educational tool for teaching
letter formation, cursive writing, and other writing abilities that need a strong grasp of the

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structure and direction of writing. It may also be used for spelling and vocabulary-focused
guided writing assignments. Interactive writing can be done with a single student or a small
number of students in a one-on-one or small group setting. Children can make significant
progress by following the teacher's instructions rather than writing on their own. Interactive
writing is appropriate for pre-schoolers and early elementary students, and it may also be
used to help older elementary students enhance their spelling in preparation for more
sophisticated vocabulary studies.

Interactive writing examples are, the use of interactive writing in the classroom might be
simply included. For example, a teacher may write 'the day today is...' on the board and then
invite a student to volunteer to finish the phrase. This will allow the student to improve their
spelling and writing abilities while obeying the teacher's instructions. Regarding older
students, a teacher may ask them to compose a four-syllable word and then underline each
syllable individually. The teacher would begin by writing an exemplary term, such as
'caterpillar.' This assignment will inspire the children who participate to think about the
sounds and building blocks of phrases, which will help them gain confidence about spelling.
Here are a few additional ways to include interactive writing into the classroom Letter
formation and the alphabet, Letters in capital and lowercase, Words are capitalised, Cramps,
Words with several meanings, Dates, a series, and addresses all require commas as well as
Creating a date.

Strategies of interactive writing are Interactive writing is a useful tool in the classroom, but it
does need some forethought when designing a lesson around it. Here's how to plan the
personalized interactive writing class in just a few minutes. The first phase in the interactive
writing process is to make sure students have enough room, resources, and opportunity to
finish the lesson. If there a whiteboard, making sure everyone in the class can see it. Make a
wide space on the ground for the children to sit and position an upright with wide writing
paper in front of them to make the class feel more special. Have a decent quality marker on
hand, preferably one that fits well in little hands. Allow fifteen to twenty minutes for the
tutorial. We can ensure that everyone who wishes to engage gets an opportunity to do so this
way. This time frame is also good for ensuring that children are not disturbed.

Part B

Question 1

There are many models used in lesson plan for the teaching of writing.

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Discuss how ASSURE model can be used in the process of writing lesson plans and in
improving teaching and learning. 

The ASSURE model is a teaching method or guideline that may be used by instructors to
create lesson plans that use technology and media (Smaldino, Lowther & Russell, 2008). The
learner and the total outcome of achieving learning objectives are the emphasis of the
ASSURE Model. The ASSURE model is an enhanced version of the conventional ADDIE
model. Despite the fact that the ASSURE model comprises six steps, which do not exactly
correlate to ADDIE's five, it still includes design phases and has two key elements with it: the
initial focus on analysis and the cyclic structure. This strategy is unique in that it focuses on
"planning and delivering Instruction that combines media" (Heinich, Molenda & Russel,
1993). Its major point of view focuses on how to incorporate media (of any form) into
training in a way that results in the intended learning outcomes. The ASSURE model was
created by Robert Heinich and Michael Molenda decades ago and acquired prominence as a
result of its inclusion in a popular textbook for educators. It is a well-known instructional
design guide that incorporates multimedia and technology to enhance the learning
environment using the constructivist approach (Lefebvre 2006). Smaldino, Lowther, and
Russell (2008) updated the ASSURE model for use in the classroom by teachers. Even
though it is meant to be implemented for a few hours of education and for each unique
student, teachers embrace the ASSURE approach. This strategy does not need a high level of
complexity in the given medium, extensive ID expertise, or frequent design revisions
(Gustafson & Branch, 2002). A professional teacher can readily decide on material, suitable
teaching tactics, and transmission mode, which is the fundamental difference between an
untrained teacher and an experienced teacher. The ASSURE model provides a basic path for
new (untrained) teachers to pursue in needed to aid students consider more like professional
teachers. The ASSURE Model is divided into six phases, each of which is denoted by a letter
in the acronym title and describes a collection of tasks essential to the knowledgeable
selection and application of educational technology. The acronym ASSURE represents for
the following key elements:

Analyse Students is the first phase in the ASSURE model. To analyse the students, we must
look at them closely. Nothing that prep will be productive unless we take the time to study
the student at the outset, as with most things. The teacher can alter to support the student in
their learning aspirations after you have an idea and fair comprehension of the students'

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ability at the start of the session (Callison 2002). We must determine our viewers as part of
the analysis of our students. Students, professors, group members, an organisation, or a youth
group are just a few examples of the listeners. If we want to choose the ideal media to
accomplish the goals you've established, we need to know who our public is. The listener's
basic qualities (grade level, age, gender, intellectual, emotional, physically, or interpersonal
difficulties, socioeconomic position, etc.) can be compared to particular entrance abilities
(previous knowledge, skills, and attitudes regarding the topic) and cognitive strategies
(visual, musical, verbal, logical, etc.). Traits (of the students) in common. A cursory
examination of student characteristics can aid in the selection of educational techniques and
materials. THE Students' CHARACTERISTICS ARE DEPENDENT ON: -reading abilities,
ethnic or cultural subgroup, student indifference, cultural status, and so forth. The more
intelligent kids have a strong enough foundation to use audio-visual or perhaps even vocal
elements. Consider adopting a highly exciting educational strategy, such as a theatrical Disc
or a computer game, if student indifference toward the subject matter is an issue. Students
who are learning about a new subject for the first time may require more direct, tangible
encounters, like outdoor excursions or role-playing activities. Intermediate students typically
have a strong enough foundation to use audio-visual or even conversational materials. An
audio-visual familiarity, such as video, could benefit heterogeneous groups, which comprise
students with varied levels of intellectual complexity or direct familiarity with the material. A
common experience foundation, such as a media presentation, may act as a crucial frame of
comparison both future group conversation and personal studying. Competencies Required
for Entry. At first, you must presume that the students lack the necessary information and
abilities, but they do have the necessary knowledge and skills to study and comprehend the
subject. In education, this presumption that students have the necessary knowledge or skill to
begin the lesson is rarely acknowledged lightly. Teachers in mixed-ability classes are well
aware that certain students will require corrective assistance before they are ready to begin a
unit of study. These manifestations imply that teachers should either use informal methods
(such as in-class questions or out-of-class interviews) or use more formal methods to validate
assertions concerning entrance abilities (such as testing with standardised or teacher-made
tests). Introductory examinations are formal and informal assessments used to evaluate if
pupils meet the requirements. Patterns of learning. Learning style is a collection of
psychological characteristics that govern how a person sees, interacts with, and emotionally
responds to learning settings. For example, a gardener was uncomfortable with the IQ idea
and its single-minded approach to intelligence. Seven elements of intelligence were
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discovered by him: verbal/linguistic (language), logical/mathematical
(scientific/quantitative), graphical, melodic, bodily/kinaesthetic (dancing/athletics),
interpersonal (capacity to understand others), and introversion (capacity to comprehend
oneself) (ability to understand oneself).

State Objectives. Declarations outlining what the student will accomplish as a result of
education are called specified objectives. To put it another way, objectives are the end results,
or what the student will take away from the class. We should express your objectives in terms
of positive behaviour in order to create them properly. What the student will be able to do
once the training is completed. The objectives you use should be as detailed as possible so
that the learner knows exactly what they're supposed to do. Both learning and teaching will
become more objective driven if objectives are expressed clearly and explicitly. The majority
of objectives are divided into four sections: Who is your target audience? The behaviour that
will be exhibited, the circumstances under which the conduct will be noticed, the extent to
which newly acquired abilities will be mastered. Objectives are classified into the principal
sort of learning result for which a target is sought can be characterised. Although there is
disagreement over the optimal approach to categorise and arrange different forms of learning,
three categories (or domains) are commonly accepted: cognitive skills, emotional skills, and
motor skills. We add a fourth, interpersonal skills, to this list because they are so important in
cooperation. The purpose of objectives is to offer a baseline level of perceived success rather
than to limit what a student learns.

Select Media, Methods and Materials. Once you've figured out who the listener is and what
they must receive out of the class, it's time to choose the best approach for the job, then
choose available materials, alter current materials, or create new ones to assist you complete
the assignment. 2012 (Smaldino, Lowther, and Russell). At this point, the teacher should
make a connection between the listener and the goals. The teacher must decide which
strategy to utilise to connect the two. A systematic approach to media use necessitates a
structured approach to media selection. There are two steps to the selection process: Selecting
the most appropriate strategy for the learning activities at hand, to begin with, believing that
one approach is better to all others or that it meets all learning demands equally well is
unduly simple. Teachers frequently design tasks so that students with different learning styles
may study in different ways (for example, "conceptual arbitrary" thinkers can use a role-play
simulation whereas "material sequential" thinkers might use a lab manual for structured

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problem solving). Selecting, editing, or developing certain content within an acceptable
media format. Choosing a Format for The Media. The physical form in which a message is
contained and shown is referred to as a media format. Flip charts (still pictures and text),
presentations (projected still images), audio (speech and music), film (moving pictures on
screen), video (moving images on a TV set), and computer multimedia are examples of media
forms (graphics, text, and moving images on a TV set). In terms of the sorts of messages that
may be recorded and presented, each has its own strengths and limits. As of the following,
selecting a media format might be a difficult task: The huge diversity of media accessible, the
unlimited diversity of students, and the goals to be sought are all factors to consider. Ways to
ponder about in media selection models: a) curriculum circumstance or placing (large-group,
small-group, or self-instruction), student factors (reader, non-reader, or auditory preference),
and the essence of the purpose (cognitive, impactful, motor skill, or interactional) must all be
weighed against the presentational capabilities of each media format (presenting still visuals,
motion visuals, printed words, or spoken words). Certain models additionally take into
account every format's capacity to provide feedback to the student. Choosing from the
Available Materials

The bulk of educational materials used by teachers and trainers are "off the shelf," meaning
they are ready-made and readily available from school, district, or commercial libraries or
other conveniently accessible resources.

Utilize Methods, Media, & Materials. The Establish a Strategy for Using Methods, Media,
and Materials stage is where we create a strategy for using your media and materials. For
every form of media or materials, the teacher chooses and describes how they will use the
media (or material) into your lesson to assist the students in achieving the lesson's goal. The
chosen medium, materials, and technology should all be geared toward carrying out the
technique. If you opt to utilise electronic devices, make sure to test it beforehand, perhaps
rehearsing, if necessary, to ensure it is working correctly. In the same vein, it is critical to
rehearse the lesson prior delivering it to the student. Thereafter, get the room ready, as well as
the necessary equipment and amenities. Although it may seem self-evident, both the student
and the instructor should be prepared for the learning process. We should engage in
sustainable practices usage practises to acquire the most learning effect from the session.
Examine the Materials, no instructive resources should be used blindly, which is why you
should have decided that the materials are acceptable for the listener and objectives

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throughout the selection process. Preparation for the Presentation, we must rehearse the part
of the presentation after examining the materials. Nevertheless, if we over-practice, the
presentation can come across as "canned." Make the Environment Ready. Anywhere the
presentation will actually occur, the infrastructure (classroom, auditorium, conference room,
etc.) will need to be prepared. A gloomy environment, a handy power source, and access to
light switches are all required for the use of numerous media. Showcase the Materials. This is
the opportunity you've been looking forward to, so take advantage of it. Stage presence is the
phrase we use to describe this. In the classroom, the lecturer should be able to direct
concentration.

Require Learner Participation. You must explain how you will get each student
proactively and personally participated in the class in the Require Learner Participation stage.
When students are actively involved in the learning process, they learn more effectively.
Integrate questions and answers, conversations, group work, hands-on activities, and other
methods to get students fully involved in the learning of the topic, regardless of the teaching
approach. We must strive to devote great attention to teaching students and be certain that
they are genuinely understanding rather than merely listening to the material. This degree of
comprehension will be aided by participation in the lesson. Encourage them to build their
own knowledge rather than trying to "teach" them. Ultimately, before any form of assessment
can be undertaken, input must be given to the student. The fifth phase in the ASSURE
methodology is to give students opportunity to practise the skill they're learning. Teachers
have long known that student engagement in the learning experience enhances learning. B. F.
Skinner, a behavioural psychologist, proved that training that provides regular repetition of
desirable actions is more successful than teaching that does not.

Evaluate Student Performance. Evaluate Student Performance is the final phase in the
ASSURE approach. In this case, the appraisal should be tailored to the goal. Finally, the last
stage is the most crucial. Using the criteria, we set out at the beginning, we must assess the
entire teaching process from beginning to end. Reflecting on your concerns, the teaching
technique, the teaching materials, and the evaluation might be beneficial. It may be assessed
if the class was efficient and whether any steps need to be modified or re-examined by
grading the students against the goals. The ASSURE model is a tool that aids in the
advancement of educational technology. It is founded on the principle that no two students
learn in the same way. While the ASSURE model is used to methodically plan teaching, it

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moves away from traditional methods of instruction (textbooks, lectures, etc.) and instead
relies on technology to provide it. (2002, Academy of Teaching Excellence).

Hence, the ASSURE procedure is only a question of rational thinking. Nonetheless, if you
want to enhance the teaching approach, then need stick to a set of rules. Every good instructor
understands that perfecting their method takes time and that there is always space for growth.
We will be able to enhance the teaching for several decades if we pursue the ASSURE
procedure.

Question 2

Information and Communication Skills (ICT) are increasingly important these days,
especially during the Pandemic Covid-19 period.

Using your own examples, discuss how the skills relating to ICT can be incorporated in
the learning outcomes of the ESL classroom.

The COVID-19 pandemic has compelled educational systems all across the world to seek for
alternatives to face-to-face instruction. As a corollary, teachers and students have started
using online teaching and learning on a massive scale. As huge or isolated lockdowns may be
required in the future to response to additional waves of the virus until a vaccine is released,
it is critical for governments to determine which rules might improve the efficacy of online
learning. When regular face-to-face education is not possible, this policy brief investigates
the significance of students' attitudes toward learning in optimizing the potential of the
internet education. Considering parents and teachers play such an important role in assisting

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kids in developing these critical attitudes, tailored development strategies should be
developed with the goal of easing the load on parents while also assisting teachers and
schools in making the most of digital learning. Students can overwhelm some of the possible
problems offered by online learning through strengthening effects on learning, like keeping
engaged throughout online classes or retaining appropriate motivation. They are also critical
in assisting students in properly using information and communication technology (ICT) and
making the most of emerging learning tools. Positive educational habits, self-regulation, and
intrinsic drive to study all have a role in enhancing school achievement, but they may be
more crucial if online learning continues. The academic support gets from their family and
teachers, as well as the mentors they are accustomed to, have a significant impact on their
attitudes and proclivities. Various sorts of family and teacher assistance, such as parental
comfort and support and teacher enthusiasm, have been found to be critical for the growth of
good learning perceptions and can ensure that students obtain the attitudes and intentions that
will allow them to boost their ability to take advantage of online learning possibilities.
However, due to a lack of time, limited digital skills, or a lack of curricular requirements,
some families and teachers may find it difficult to give such help, particularly during the
COVID-19 disaster. In order to obtain information and assistance to parents on successful
strategies for aiding their children's development, education systems must strive to promote
collaboration amongst schools and parents. Teachers, on the other hand, require assistance in
incorporating technology successfully into their teaching techniques and approaches, as well
as in assisting students in overcoming some of the challenges that come with this type of
learning atmosphere. To guarantee that ICT is effectively leveraged, it is critical to support
teachers' preparation in the use of internet materials for pedagogies and to promote teaching
techniques that are appropriate to this environment.

Despite the fact that it was a better option than not going to school – which would have
resulted in significant disruption in student learning with possible long-term repercussions for
the impacted cohorts. The abrupt swap to digital lessons may have resulted in sub-optimal
results when compared to business as usual in-person guidance, as teachers, students, and
schools all had to modify to a novel situation. This policy brief examines some of the
challenges students, instructors, and schools have as they adjusted to online learning in order
to better understand how distant schooling might be addressed by ensuring, if online learning
becomes required to prevent pandemic transmission. The first concern is that online learning
is only available to students who have access to a strong adequate internet service at home.

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Whilst network operators have mostly succeeded in maintaining services and effectively
utilising pre-existing capacity during lockdown periods, there are still geographical regions
and demographic categories that are neglected, particularly in rural and isolated locations and
among low-income subgroups. In several Nations, for instance, fewer than half of rural
households are located in regions with adequate fixed broadband speeds. Furthermore,
children must have access to equipment such as laptops and the associated software in order
to engage in online learning activities, which can be difficult for low-income families. It's
crucial for education authorities to determine what reasons have stopped certain students
from obtaining proper teaching, including, in addition to a lack of facilities, a lack of suitable
training in schools and among instructors, and, in some cases, a lack of curricular
requirements. These factors have also influenced the quality of online learning across schools
and nations, raising concerns that discrepancies in educational performance between
socioeconomic groups may be maintained in the absence of remedial measures. Likewise,
testimony from England (United Kingdom) believes that students from wealthier families
spent 30% more time at home learning during the lockdown than children from lower income
families, and their parents probably felt more adequate to assist them than parents from
poorer families, whereas students from wealthier schools had direct exposure to more
personalised resources (such as online tutoring or chats with teachers). Additional criticisms
include the possibility that the efficiency of online learning has been hampered in certain
circumstances by a lack of fundamental technology literacy among some students and
teachers, leaving them unprepared to adjust to the new reality so quickly. For example,
explanatory fact supporting on PISA 2018 demonstrates that there were significant
differences in the use of technology for homework before the pandemic among 15-year-olds
across countries and socioeconomic groups, raising concerns that students with less
knowledge may be the ones who suffer the most from the shock engendered by online
learning.

Furthermore, due to a lack of basic technical abilities, some instructors may have failed to
adjust to online teaching so quickly, perhaps contributing to a large disparity in the quality of
online teaching among schools. In fact, one antecedent outcome in the research is that the
usefulness of ICT for learning purposes is highly dependent on teachers' digital abilities and
whether technology is well incorporated into pedagogical practises. While many governments
have been spending more resources in recent times to increase the availability of digital
devices in schools and homes, considerable academic research has attempted to identify the

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processes via which digital device use influences students' learning. What has become clear is
that just providing access or utilising digital technology does not guarantee improved
academic performance. Such negative or insignificant impacts have primarily been attributed
to the use of ICT to replace more effective conventional training. According to one research,
using classroom computers to seek up material is advantageous to students' progress, but
using them to practise skills and processes is negative. Further studies show that using online
technologies to supplement traditional teaching, such as lengthening study time and
increasing student motivation, is helpful to student learning. Based on this study,
governments and school administrators should make initiatives to support teachers in
effectively implementing online resources into their teaching practises, such as by
strengthening teachers' pedagogies geared at giving students with direction and motivation to
engage in active learning. Teachers should serve as mentors to assist students and help them
stay engaged on the learning parts of activities, and pedagogical approaches should guarantee
that the use of digital technology and online tools matches to students' requirements, prior
competences, and digital literacy. Effective pedagogical methods and familiarity with online
technologies are important but not enough criteria for online teaching and learning to be
productive. Students' attitudes toward learning are important determinants of their academic
performance over time. Certainly, in times of home schooling, these may be critical in
maintaining students' interest and active learning. The following portion of this short
discusses how good attitudes toward learning might help people build successful abilities in a
digital context. It also indicates how parental emotional support and teacher excitement may
help develop good learning attitudes.

The relevance of learning attitudes when learning is mediated by digital technology is

examined by examining the relationship between frequent use of ICT for schooling and
students' reading performance across students in the top and worst quartiles of each learning
attitude. The findings demonstrate that students with greater attitudes toward learning attain
considerably higher competency levels than their classmates with less positive attitudes
among students who use ICT for schooling on a regular basis. Thereby pleasant attitudes are
associated with higher educational attainment in aggregate, this positive link is even greater
when the sample is limited to high ICT participants, implying that learning attitudes are
important for efficiently incorporating technology and online resources into learning. When
looking at the importance of different learning attitudes, studies reveal that students'
willingness to set high learning objectives and place a high value on education may be

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particularly crucial for optimizing the impact of online learning. Perceived parental support is
essential for most attitudes and is linked to pupils' self-efficacy. Parents who encourage their
children to be confident and who embrace their children's educational endeavours and
successes have been determined to be the most helpful sources of moral support. On the
teacher's side, the study effective pedagogical contexts in which teachers can evoke
enthusiasm for the subject matter of their guidance encourage students to develop good
learning perceptions, such as aspirational educational objectives, encouragement to master
activities, self-efficacy, and pleasure of reading. The role of teacher enthusiasm as a
motivator for student learning has been well documented: for example, passionate teachers
assist their students in developing pleasant specific topic emotional experiences and a feeling
of the subject's personal worth. They also stimulate and empower pupils, allowing them to
spend more time productively on learning activities.

Parents should play a significant role in home schooling by ensuring that their children follow
the curriculum and psychologically encouraging them to maintain their enthusiasm and
aspirational objectives in a setting where they may be effortlessly deterred from studying
independently due to a lack of peer impacts. Parental participation during this period might
considerably aid children in overcoming the primary hurdles of online learning, encouraging
them to become more active and self-directed learners. Various barriers, though, may
obstruct parents' effective participation: for example, they may find it difficult to participate
in their children's academics while juggling their employment or other family commitments
in an issue that may be especially severe for single parents. Leading to a shortage of digital
abilities, knowledge with the substance of their children's education, or bad views about the
curriculum, parents may feel unable to help them. Disparities in parental educational levels,
for example, might lead to even more discrepancies in educational achievement. By contrast,
despite kids who rely heavily on ICT for homework, those whose instructors are better
equipped to boost their reading score higher than those whose professors provide less help.
Education systems should also strive to improve school-parent involvement by providing
parents with relevant information and assistance on how to best support their children's
development. One example is educational television, such as Didik TV, which provides high-
quality instructional material targeted for various age groups and allows parents to
communicate with schools. A recent poll of parents, students, and instructors found a
substantial positive relationship between the openness of communications amongst schools
and parents and parents' confidence that their children will reach their learning objectives as a

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measure of its effectiveness. Teachers also require assistance in quickly adapting their
teaching methods to distant learning, whether on a regular or arbitrary basis. Teachers and
school principals have benefited from the network of digital education advisers, which has
provided them with online training on the accessibility and use of digital resources for
pedagogical practise, as well as teaching methods modified to educational consistency and
gradual school re-opening. Students have also benefited from the network, which has worked
with local governments to lend and deliver computers and learning worksheets to all students.

In a nutshell, to prevent the spread of the COVID-19 virus, numerous nations have had to
close schools, colleges, and institutions. Due to the obvious long-term detrimental effects of
school closures on skill building, several educational institutions have gone online at an
astonishing scale. Though since lockdowns may be implemented again in the 21st century
until efficacious vaccines or therapeutics are available, governments must exemplify on the
major challenges that students, parents, teachers, and school principals have faced in
adjusting to this sequence of humongous online learning and act immediately to best hitch the
success of digital learning. They should, for example, initially develop infrastructure to
ensure that no one is left out of online classes, and then help students and teachers in
effectively using online tools and technology. Students' learning attitudes and tendencies,
including such desire and enthusiasm, are essential drivers of their educational successes and
may aid in making online learning as successful as possible. Proactive approaches can
significantly improve the effectiveness of online learning. Given the critical role that families
and teachers play in school closures, governments should help them participate more
effectively by extending parental leave possibilities and improving school-parent
communication, for instance.

Reference

Angrist, J. and V. Lavy (2002), “New evidence on classroom computers and pupil
learning”, The Economic Journal, Vol. 112, pp. 735–765.

Bulman, G. and R. Fairlie (2016), “Technology and education: Computers, software and the
Internet”, NBER Working Paper Series, No. 22237, http://www.nber.org/papers/w22237.

Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language

learners in the mainstream classroom (2nd ed.). Portsmouth, NH: Heinemann.

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