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Welcome to iCTLT 2016!
Wednesday, March 30 • 4:30pm - 5:00pm
Paper Presentation 4/5: 336 Teaching Argumentative Writing Through A Synergy Of ICT-Enabled Learning Platforms To Facilitate AfL, SDL And CoL LIMITED

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Writing well tends to be a difficult skill to teach: it is challenging to get students to write multiple drafts, tedious to grade, after all the effort, teachers wonder if students actually learn from the red comments they have painstakingly scribbled on paper. Thus, to help secondary three students master the structure and language features of argumentative writing through the process-genre approach, a Learning Management System: Schoology, together with 4 other ICT tools were used to build and expand students' content knowledge of argumentative topics (YouTube), understand writer's purpose and language features (Kahoot!), facilitate planning (popplet), drafting and peer review (Schoology), and giving of timely verbal feedback (Vocaroo). Kahoot is a game-based learning platform that challenges students to compete to answer MCQ questions, supplemented with videos or pictures, which is especially suited for deconstruction of text types. Popplet, a colourful mind-mapping tool, is best for planning of ideas before writing.

Survey revealed that students were more interested in the lessons and motivated to create multiple essay drafts and overcome the initial inertia to writing. Students' results also improved as they reaped the synergistic effect of positive peer pressure, immediate feedback and availability of online resources.

SDL: Central in this strategy, SDL occur when students review the resources in the folder (sample essays, videos, rubric, friends' drafts) before writing their essay and when they re-read or re-play teachers' individualised feedback on their drafts. As they explore the rich pool of resources, they extend their learning beyond the classroom. Students can also zoom into their unique area of weakness by choosing the resource they want to focus on to decide the direction of their learning.

CoL: When students review the feedback, the synergistic effect is twofold because apart from learning from their own mistakes, they also learn from their friends' mistakes and what they did well. As peer feedback provides a first cut in error analysis, teachers need not repeat similar comments. Essentially, this approach makes students work as hard as their teachers as students bear the brunt of improving their work.


AfL: Supported by literature, continual and immediate feedback is key to improving. Students' improvements can also be effectively and efficiently tracked. Since the teaching and learning is very transparent on Schoology, strategies to target specific classes can be easily formulated. Being able to easily store all resources online year after year also help in refining teaching and learning.

Moderators
avatar for ELAINE JEE

ELAINE JEE

Senior Educational Technology Officer, Ministry of Education
Elaine conducts classroom research on implementation principles for sustainable and scalable applications of ICT for enriched learning experiences. She has shared her findings at various international conferences. Elaine also promotes a culture of active experimentation and reflective... Read More →

Presenters
CJ

CHANG JIAPEI

Fairfield Methodist School (Secondary)
FK

FELICIA KUO

Fairfield Methodist School (Secondary)


Wednesday March 30, 2016 4:30pm - 5:00pm GMT+08
MR 330