The ability to read and comprehend is important not only for lifelong learning, but also for adequate functioning in society. This model lesson seeks to demonstrate ways in which an ICT-integrated pedagogy can improve reading comprehension skills of second language learners at the primary level as well as promote their interest in the target language through an interactive environment. The learner-centred pedagogy is enhanced by the Internet-based technology to facilitate independent, differentiated learning as well as peer interaction and opportunity for collaboration.
Through this microteaching showcase, participants can experience how learners use networked computers to access extended reading materials in a centralised e-learning platform, all of which are specially designed to reinforce the respective lesson objectives. With thematic resources that focus on language use, the lessons provide ample opportunities for learners to consolidate and expand their learning, as well as develop their reading skills incrementally.
Central to the ICT-integrated pedagogy, is a 2-1-1 structure of activities crafted into the lesson. There are tuning-in activities or scaffolding activities that set the direction or guide learners to achieve the learning objectives or desired learning outcomes. This is supported with differentiated, extensive reading tasks which aim to provide more input to the acquisition of knowledge prior to the reading comprehension exercise that serves as an immediate application or outcome of learning.
Reading tasks are assigned based on learners’ ability, that is, clearly differentiated either in terms of the level of difficulty of the graded reading materials assigned or the number of reading materials expected to be read. As it is equally important to allow the learners to perform the tasks at their own pace, they could also be encouraged to track their own progression. This, in turn, inculcates the value or spirit of self-directed learning.
The use of online rubrics, comments and annotation functions as well as peer evaluation extends individual learning to a more situated type of learning as learners gather feedback from one another to refine their skills or to attain a higher level of proficiency. The affordance of the Internet-based technology can also be leveraged for collaborative learning when tasks are designed such that inputs from various members of a group are gathered and built-upon for successful completion of the tasks.
Indeed, there is an array of tools that serves to integrate essential learning outcomes, which through this microteaching showcase, participants can adopt or adapt to serve their learners.
