Process drama ‘is a whole-group drama process, improvised in nature, in which attitude is of greater concern than character’ (Bowell and Heap (2001), 7). In this type of drama students get to share their ideas and bring them to life. In process drama the emphasis is placed on participants experiencing personal growth through an exploration of their understanding of the issues within dramatic experience. In process drama the students will be presented with a theme or a scenario rather than a script and they are expected to present this scenario in a creative way and by doing this students will add their own personal experiences to the play. Unlike product drama, in process drama student and teacher share equal places in the development, analysis and production of the drama.
In Helsel and Greenberg’s (2007) study, they use the Self-Regulated Strategy Development model (SRSD) to help students build their independence in their writing. SRSD is an observational approach to teaching students how to become effective writers. The model is organized into five stages. The first stage is “Build Background Knowledge.” Students work one-on-one with their teacher to build background knowledge about the given topic and the teacher helps by providing skills and strategies that the students might need to understand the material. In stage 2 “Discuss it”, the teacher discusses and describes the many strategies used to write different types of writing.
Strategy Instruction and Rationale: The students will be given an expository text to read on their own. The students will also be given a power mapping graphic organizer to use while reading their text. The students will fill out the power-mapping organizer with the main idea, the subtopics and then the supporting ideas. The students will have to use phrases from the text to make sure that they are utilizing the correct vocabulary. As Gordon says in her lecture, Comprehension Part II, power mapping graphic organizers show the relationship between ideas/ concepts and can be applied in all content areas.
Various strategies can be used in the classroom to work on student’s oral language development. Tompkins, Campbell and Green (2012, p. 8) highlights that teachers who understand language as a social purpose tend to plan instructional activities with social components. Thus, within a classroom, teachers can implement play-based learning to encourage and promote oral language. Utilising shared, guided and modelled reading can further assist in developing oral language. These strategies can include additional elements of a balanced approach.
The purpose for this line of questioning is to get the students thinking about all the different places they can look to answer questions. Even though this is a text-based question, they can use other sources to answer it from across other disciplines. After the discussion ends, introduce Romeo and Juliet and read the prologue. Spend some time discussing the elements of foreshadowing from the prologue, and give the students time within their project groups to make predictions about what will happen in the play. Debrief whole-class.
Teaching assistant talks through the process step-by-step to show the children how things are done, for example, how to make, confirm or change predictions. Teaching assistant can model re-reading of the text if the meaning is unclear and can model working out a difficult word. Writing can be modelled by using the whiteboard. Teaching assistant can model how to use strategies to help reading and writing. Through the modelling process the children should get confident enough to talk, think, share and reflect; they should want to be let free to do their
By using graphic organizers, Endacott and Brooks state “when the affective component of historical empathy has been emphasized and examined, students have demonstrated various forms of care for the subjects of their study.” Along with enabling students with historical empathy strategies, the history professional learning community must focus on building literacy skills by using common reading and writing techniques such as close reading and comprehension skills. As a professional development opportunity, the teacher will spend time in the English Department’s learning community to gain relevant reading comprehension strategies. Feedback Once the walk-through document is submitted, teachers receive instant feedback. This email is often followed up with a clarifying conversation if either party feels it necessary. At this time, our walkthrough plan does not include a built-in post conference opportunity.
The style for citation and referencing which is taught is usually the style practiced by the educational institution. Common formats of citation and referencing include APA, MLA, and Chicago style. Besides assessing students through examinations, group discussions on creating the strategies to prevent plagiarism in their academic writing can be conducted in class, enabling students to understand plagiarism more thoroughly and be able to identify them in their own writings. Lecturers often create online forums to encourage further engagement of students in discussions (Refer to Appendix I Figure 2) besides