My distinguished wall by JC Trowt https://padlet.com/jc_trowt/lg19led8suwg Made with a creative frenzy en-us 2020-02-29 11:35:01 UTC 2020-03-01 16:55:13 UTC hello@padlet.com JC's Post #1: Chalk Talk jc_trowt https://padlet.com/jc_trowt/lg19led8suwg/wish/452373307 This activity sparks directed conversation, but does not oblige students to follow many rules. 

If possible, I like to place Phase level 1/2 in groups with Phase level 3/4 and fluent speakers.  This way, those in the lower phases can interact with other class members intimately.  

Usually I stick to four prompts or questions; one per table.  On the each table I will put one piece large butcher paper with the prompt and some markers and pens. I splint the students into groups no larger than 4-5. Then I have the students:
1.Silently consider the prompt on their table (1 minute)
2.Write their thoughts and questions related to the given prompt (3 minutes)
3.Read, Discuss, and respond to other people’s comments on the paper (3 minutes)
4.Circulate and repeat the same steps for each table (5 minutes)
5.Connect and elaborate on the ideas presented by the previous group
6.Lastly, return to the original table and reflect on the new responses
7. Whole class discussion and reflection (5-7 minutes)
]]> 2020-02-29 11:42:46 UTC https://padlet.com/jc_trowt/lg19led8suwg/wish/452373307 JC's Post #2: Color-Symbol-Image (CSI) jc_trowt https://padlet.com/jc_trowt/lg19led8suwg/wish/452376891 Again, this activity is supposed to stimulate a structured conversation, but does not oblige students to follow many rules.  However, to be prepared, you need to have color swatches for students to use as well as a selection of symbols/images for students to choose from.  Then you need a small stack of drawing paper; 1/2 or 1/4 is all I use.  Some teachers use post-it notes. Lastly you have to have an ad-hoc table or chart for students to place their answers under (see picture). As aforementioned, I like to mix groups according to Phase levels if possible.  
 
On the Whiteboard I display a prompt idea/question related to the objectives of our unit or lesson. I will give a minute or two for each student to consider. Then I have the students:
1. Each student selects a color swatch he/she feels represents the core ideas
2. Each student selects a symbol he/she feels represents the core ideas
3. Each student sketches an image to represent these core ideas
4. Working with a partner or small group, students share and explain their csi interpretations

]]> 2020-02-29 12:17:35 UTC https://padlet.com/jc_trowt/lg19led8suwg/wish/452376891 Warren's Post #1 Community of Inquiry https://padlet.com/jc_trowt/lg19led8suwg/wish/452472658 The aim of this exercise is to allow the students to engage in philosophical thinking but at the same time provide for unstructured conversations and meaningful debates. I usually read a story or show a video clip and ask the students to think of questions which might not have one specific answer. They split into small groups and share these and through a process of voting they decide on the one question their group would like to share with the class. All the questions are posted around the class and each child then has a chance to vote for the question they would like to explore in a class discussion.
The class then sits in a circle and first develops a set of rules of engagement. This part of the exercise requires a more structured approach.From there the question at hand is discussed.
As a reflection afterwards I have a discussion with each student to find out what they enjoyed, disliked and learned through the experience. ]]> 2020-03-01 00:12:04 UTC https://padlet.com/jc_trowt/lg19led8suwg/wish/452472658 Warren's Post #2 Speed Dating Orals https://padlet.com/jc_trowt/lg19led8suwg/wish/452474912 The aim of this exercise is to to encourage the students to engage in unstructured speaking in an ESL setting. In this exercise the students are given a topic either to research and present or to present from their own lived experiences. I then then divide the class in half with each half seated facing each other. The students can be dotted around the classroom or they can be next to each other depending on the size of the class. I give the students a list of criteria that they must cover in when sharing their information with the person opposite them. I have this displayed on the board in the form of key words. They then have 1 minute to exchange the information with the partner sitting opposite them and visa versa. Once that round is done each child moves to a new partner by moving one seat to the left. The process then starts again. So in this way each student gets the opportunity to speak. This is particularly useful in ESL classrooms ]]> 2020-03-01 00:29:03 UTC https://padlet.com/jc_trowt/lg19led8suwg/wish/452474912 Anamaria's Post #1 Story Completion https://padlet.com/jc_trowt/lg19led8suwg/wish/452584458 This type of exercise is very easy to adapt to any theme. It involves spontaneity and creativity, with a limited number of rules to follow.  This is a good activity to do towards the end of a unit, allowing the students to use the language already acquired for the theme, old and new ideas. The students can either be given the beginning of a story or just the title. After reading it, each group brainstorms the possible flow of events in the story. The first group to declare themselves ready gets to continue the story up to a point. From this point, the second group to offer contribution, continues the story. And so the story flows until the last group remaining to finish it. I find this activity very stimulating, students enjoying the freedom to express themselves. If there is time left and the students are still buzzing with interest, they can come up with questions for clarification or extra information from the relevant group about their share of the story. Alternatively, creating different versions of the finale, sharing and voting the best ending.]]> 2020-03-01 15:30:14 UTC https://padlet.com/jc_trowt/lg19led8suwg/wish/452584458