Planning Collaborative Esl Lessons for Multiple Intelligences. Essay

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Module 3 Assignment. PGCEi participant


Assignment title:

Planning collaborative ESL lessons for Multiple Intelligences. Module 3 Approaches to teaching

Module title:



Module 3 Assignment. PGCEi participant

Planning collaborative ESL lessons for Multiple Intelligences. A proposed lesson sequence
I am primarily a secondary maths teacher, however, I also teach two periods of ESL (English as a Secondary Language) each week to year 6 non-native English speaking students. In the next two classes I intend to cover intermediate vocabulary and writing skills. During the planning process I want to focus on producing collaborative lessons where the students will work as small teams. I also want to
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Additionally, provision is made for differing learning styles (visual, auditory and kinesthetic). Strengths Positive aspects of my lesson sequence are that much thought has gone into the crucially important planning process. I have included extensive collaborative work (which research has shown can improve student performance and learning). I have also included activities to suit logic-mathematical, spatial, interpersonal and kinesthetic styles of intelligence for students who have differing learning styles. Improvements Despite putting a lot of effort into planning these two lessons, I believe there is still room for improvement in the planning of the collaborative activities. I do not think these tasks provide enough interdependence. Interdependence is where each member in a group is responsible to and dependent on all the others, and that one cannot succeed unless all in the group succeed. Knowing that peers are relying on you is a powerful motivator for group work. Strategies for promoting interdependence include specifying common rewards for the group, encouraging

Module 3 Assignment. PGCEi participant students to divide up the labor, and formulating tasks that compel students to reach a consensus (Johnson et al, 1991). I have not given too much thought to assessment. For the first lesson I am unsure as to whether I should grade the students individually or as a group. If I grade