Raising awareness of academic expectations:
collaborative work in the EAP classroom
by Scott J. Shelton-Strong
Appendix 1 continued
Greetings and introduction to extended group project and todays lesson.
5 minutes - T – C
T gives a brief overview of upcoming project, rationale behind it and what Ss can hope to get out of it. Explain direct link to today's lesson and show Ss brief outline on board or projector.
To provide Ss with a working knowledge of what they can expect to be involved in and why and to initiate background knowledge (schemata) as initial scaffolding to engage Ss.
Pre-reading: Task 1
3 minutes - T – C
Give Ss hand out and read through it with them. Give each Ss a number and ask them to quickly re-group. Give them a group number (1-4) and ask them to look at their topic. Take any questions.
Group Ss and provide instructions for class activity. Give Ss a purpose and create energy by moving and introducing time limit.
5 minutes - S – S – S
Groups brainstorm ideas and scribe makes notes. Provide blank A4 paper and marker. Ask Ss to write their three ideas in big words.
Monitor and check privately with each group which three they imagine being included
Generate ideas and initiate schemata for assigned area.
Check understanding and give Ss a chance to voice ideas privately.
While reading: Task 2
Giving instructions – setting the scene
5 minutes - T - C
Ask Ss to each sit at a separate computer put on headphones and hand out note-taking sheet. Ask Ss to remember to take notes as they navigate the presentation, and to check their initial predictions.
*Warn Ss that website is from Canadian U. and to ignore specific information about it and focus on the broader info. Warn them to work quickly and not get stuck on opening new windows. Just read enough to answer the question and go to the next one.
Begin online presentation
Remind them to take notes, not write long sentences. Remind them of the time limit: 20 minutes.
Raise awareness of time limitations and note – taking aims.
Follow online presentation, intensive reading and note taking.
Ss open the webpage indicated by clicking on the web link on the hand out (this will have been sent to them by email).
Ss read and follow presentation and take notes.
(give them 2 minute warning, before time is up but be sensitive and flexible if most are very slow).
Motivate Ss by providing them with opportunity to interact with online presentation.
Raise Ss awareness of key areas of EAP and University study (see http://www.library.acadiau.ca/tutorials/)
Provide opportunity to practice intensive reading and selective note taking skills in a motivating format. Providing scaffolded learner autonomy by putting Ss in control and providing note-taking hand out.
S – online
Interactive group collaboration: sharing and negotiating understanding
10 minutes - S – S - S
Stop Ss Ask them to regroup together and compare notes.
Ss negotiate meaning and understanding of what they have read and noted down. Encourage group discussion and selective decision-making process in collaboration.
Post-reading: Task 3 -
Collaborative group work
3 minutes - T – C
Walk Ss through the hand out and provide each group with 9 blank note cards (3 each). Let Ss know what is expected of them within the group. Write this on the board for reference. (Share the work, invite opinions, negotiate presentation content).
Provide instructions and scaffolding for collaborative group work in preparation for oral summary presentation.
Preparing to report on information gathered.
10 minutes - S-S-S
Ss work in 3's and fill in outline for 6 minute mini-presentation. They divide the six minutes among themselves and make notes on note cards.
Monitor groups unobtrusively and nudge towards success by offering examples or mini-teaching as necessary).
Provide opportunity for collaborative discussion negotiation of presentation summary content. Ss select and organize content allowing practice in critical thinking and selection.
Note cards provide memory aid
30 minutes -
Ss practice giving their parts of the presentation in their group (Monitor the groups and give feedback on structure, clarity and use of signposting words.
Groups give mini-presentation of their speciality area for six minutes. (encourage a round of applause for each group!)
Ss are afforded time to rehearse presentation. The aim is to collaboratively build structure boost confidence and provide practice in giving oral presentations and organizing information cohesively and clearly.
Encourage whole class involvement (attention and interaction).
Motivate Ss and give them confidence to improve and successfully complete later project.
5 minutes - S-S
Group takes any questions from class (keep this brief).
Offer brief general (encouraging) FB. Keep FB constructive and perhaps highlight one or two areas for improvement.
Allow practice in this all too common format in presentations.
Encourage Ss involvement. Give reason for listening to others.
Highlight areas to work on and on areas which went well.
10 minutes - S-S,
Ss find new partner from other group. Turn to Self-Assessment page and interview each other.
Allow for private assessment of participation in and process of today's lesson.
Explain homework task and hand out home assignment page.
Thank the class for their hard work and say goodbye.
Provide summary of homework expectations and instructions.
Show Ss you appreciate their hard work.
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