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The Power of Participation: A Learning Experience for Everyone

The Power of Participation: A Learning Experience for Everyone. Candace, Elise, Meghan, and Rosie. Orientation: Background. Setting IECP Low-intermediate Academic Writing Students 11 Arabic 1 Korean 7 male : 5 female. Initial Reactions to Data. Trends Scaffolding questions being used

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The Power of Participation: A Learning Experience for Everyone

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  1. The Power of Participation:A Learning Experience for Everyone Candace, Elise, Meghan, and Rosie

  2. Orientation: Background • Setting • IECP • Low-intermediate • Academic Writing • Students • 11 Arabic • 1 Korean • 7 male : 5 female

  3. Initial Reactions to Data • Trends • Scaffolding questions being used • Open-forum discussion • Modeling • Parallels for Learning • vocabulary to gesture • examples to explanation

  4. Research Questions • How does the teacher use scaffolding questions to illicit student participation? • How does the teacher use student initiated contributions to bridge the gap between conversational and academic language? • How does this function as a model for academia?

  5. Framework • Progression • 1. T scaffolding questions • 2. SS informal responses • 3. T uses instructional paraphrasing • 4. Creates exchange to more in-depth and academic responses • 5. End Process: use this academic language to not only give the examples but also explain the PROCESS

  6. Data Analysis • First Section: • Lines 91-141 • Second Section: • Lines 168-191, 197-218, 224-250

  7. Data Analysis: Part 1 Specific Example of Progression • Line 94-106: • 94: scaffolding questions • 96: example instead of explanation • 98-102: modeling appropriate response • 101: Direct Maintenance • 103-104: Cumulative talk to get to process

  8. Data Analysis: Part 1 Specific Examples of What to Look For • Intersubjectivity • Lines 110-112 • Line 128-130

  9. Data Analysis: Part 1 Specific Examples of What to Look For • Bridge gap between academic and conversational language • Lines 101-141 • See handout

  10. Data Analysis: Part 2 Example of Progression • Line 171-184 • Scaffolding (prior to start of data) • Step 2: 171-174: informal responses • Step 3: 177-180: instructional paraphrase • Step 4: 182: RDF/Direct maintenance • Step 5: 183-184: Student Process • In this section; Ss learned from prior exchange and were better able to complete the progression • Ss assimilated into process; now just practicing • Next Topic: DisputationalTalk • Lines 182-216-See handout

  11. Data Analysis: Part 2 Specific Examples of What to Look For • Negotiation and Persuasion • Lines 224-243

  12. Answering the RQs • How does the teacher use scaffolding questions to illicit student participation? • How does the teacher use student initiated contributions to bridge the gap between conversational and academic language? • How does this function as a model for academia?

  13. Implications • Through this lesson the teacher is building necessary pragmatic skills for the students to function and assimilate better into the university setting. • negotiate • express their opinions • stand by what they have to say • explain to others their thoughts and processes

  14. Questions?

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