(TASK SPECIFICATION SCHEDULE, TASK AND MARKING RUBRICS)
CODE AND COURSE :
TSL 3073 TEACHING OF WRITING SKILLS IN THE PRIMARY ESL CLASSROOM
TIME FRAME : 6 WEEKS
DATE SET : 22 nd July 2014
DATE OF SUBMISSION: 2 nd September 2014
PROGRAMME :
PISMP SEMESTER / YEAR: 2/ Year 2 INTAKE JAN 2013 GROUP : TESLR1 & TESLR2 PREPARED BY : CAMILLUS ONG HOCK SIEW CONFIRMED BY : COURSE COORDINATOR HEAD OF DEPARTMENT NAME AND SIGNATURE : CAMILLUS ONG HOCK SIEW
CHUA GEOK KWEE
DATE
17 th July 3014 18 th July 2014
INSTITUT PENDIDIKAN GURU KAMPUS SARAWAK, MIRI TASK SPECIFICATION SCHEDULE FOR PROJECT
DEPARTMENT : Languages Department CODE AND COURSE : TSL3073 Teaching Of Writing Skills in the Primary ESL Classroom PROGRAMME : PISMP TESL SEMESTER / YEAR : Sem 2 Year 2
Date Set : 22 nd July 2014 Date Of Submission : 2 nd September 2014
Course Learning Outcomes:
1. Demonstrate an understanding of the approaches and techniques of teaching writing skills in the primary ESL classroom. 2. Use appropriate evaluation strategies in assessing writing in the primary ESL classroom. 3. Select, design and evaluate materials for teaching writing in the primary ESL classroom. 4. Plan, teach, and subsequently evaluate the implementation of lessons to develop writing skills based on the current Malaysian English Language syllabus for primary schools. 5. Design remedial and enrichment activities for developing writing skills in the primary ESL classroom.
This coursework will evaluate the learning outcomes 1,2,3,4 and 5. Objectives of Project:
1. Source for materials on approaches to teaching writing in the Primary ESL classroom 2. Source for appropriate activities and materials for teaching writing 3. Plan and teach writing lessons according to the KSSR English language syllabus 4. Write a reflection of your strengths and weaknesses of your lesson and provide suggestions to improve your lesson .
Task Specification TOPIC
TASK
WEIGHTAGE
NOTES/REMARKS
1. Approaches and Techniques For Teaching Writing Skills in the Primary ESL classroom
1. Portfolio (Individual)
Collect and read 2 articles on each of the three approaches to teaching writing (product, process and genre). These articles should be accessed from different resources. Arrange the articles systematically in a portfolio. Include the 6 references on the approaches to teaching writing using the APA system
20%
Assessment Criteria: Based on Marking Scheme (refer Rubrics)
Choice of articles Content Organisation
Task Specification TOPIC
TASK
WEIGHTAGE
NOTES/REMARKS
1. Approaches and Techniques For Teaching Writing Skills For Year 4 in the Primary ESL Classroom
3. Approaches and Techniques For Teaching Writing Skills 4. Selection and Adaptation of Materials and Activities 5. Planning and Lesson Planning for Teaching Writing Skills 6. Remedial and Enrichment Activities for Developing Writing Skills
2. Graphic Organiser (Individual)
Based on your reading, produce a graphic organiser for each approach. Attach the graphic organisers together with your articles.
3. Lesson Plan (Group)
Prepare a 60-minute lesson plan to teach a writing lesson for a Year 4 KSSR class. The lesson must reflect the genre, process or the product approach. Prepare all teaching and learning resources and submit together with the lesson plan.
20%
20%
Task Specification TOPIC
TASK
WEIGHTAGE
NOTES/REMARKS
8. Microteaching
1. Nature and Purpose of Writing 2. Developmental Stages of Writing 3. Approaches and Techniques For Teaching Writing Skills 4. Selection and Adaptation of Materials and Activities 5. Assessing Writing Skills 6. Planning and Lesson Planning for Teaching Writing Skills 7. Remedial and Enrichment Activities for Developing Writing Skills 8. Microteaching
4. Micro teaching (Individual)
Conduct a micro teaching session of the lesson plan and record the session.
5. Reflection (Individual)
Select and analyse one recorded microteaching session. Your reflection should focus on the strengths and weaknesses of the lesson and suggestions to improve your lesson. Length of essay is 1000 words (not more than 5 pages)
20%
20%
INSTITUT PENDIDIKAN GURU KAMPUS SARAWAK, MIRI
PROJECT TASK
PROGRAMME : PISMP TESL
TRAINEE TEACHERS NAME :
CODE & COURSE : TSL3073 TEACHING OF WRITING SKILLS IN THE PRIMARY ESL CLASSROOM SEMESTER/YEAR : 2/ Year 2
DATE SET :
22 JULY 2014 DATE DUE : 2 SEPTEMBER 2014
LEARNING OUTCOMES:
1. Demonstrate an understanding of the approaches and techniques of teaching writing skills in the primary ESL classroom. 2. Use appropriate evaluation strategies in assessing writing in the primary ESL classroom. 3. Select, design and evaluate materials for teaching writing in the primary ESL classroom. 4. Plan, teach, and subsequently evaluate the implementation of lessons to develop writing skills based on the current Malaysian English Language syllabus for primary schools. 5. Design remedial and enrichment activities for developing writing skills in the primary ESL classroom. This coursework will evaluate the learning outcomes 1,2,3,4 and 5.
Objectives of Project:
1. Source for materials on approaches to teaching writing 2. Source for appropriate activities and materials for teaching writing 3. Plan and teach writing lessons according to the KSSR English language syllabus 4. Write a reflection of your strengths and weaknesses of your lesson and provide suggestions to improve your lesson. STIMULUS We assume here that your pupils can already write in their own language or are in the process of learning to write. However, since the process is a long one, we also assume that most of your pupils will still be coping with the mechanics of writing as well as thinking about what to write (Scott & Ytreberg, 1995) ASSIGNMENT: PROJECT (100 marks) This project assesses your ability to complete the four tasks below. Task 1 Portfolio Individual work (20 marks)
Collect and read 2 articles on each of the three approaches to teaching writing (product, process and genre). These articles should be accessed from different resources. Arrange the articles systematically in a portfolio. Include the 6 references on the approaches to teaching writing using the APA system
Task 2 Graphic Organiser Individual work (20 marks)
Based on your reading, produce a graphic organiser for each approach. Attach the graphic organisers together with your articles.
Task 3 Lesson Plan Group work (20 marks)
Prepare a 60-minute lesson plan to teach a writing lesson for a Year 4 KSSR Year. The lesson must reflect the genre, process or the product approach. Prepare all teaching and learning resources and submit together with the lesson plan.
Task 4 Micro teaching Individual (20 marks)
Conduct a micro teaching session of the lesson plan and record the session.
Task 5 Reflection Individual (20 marks)
Select and analyse one recorded microteaching session. Your reflection should focus on the strengths and weaknesses of the lesson and suggestions to improve your lesson. Length of essay is 1,000 words (not more than 5 pages)
Procedure:
Detailed requirements for the assignment
1. Length of written essay should be 1,000 words. It should be typed using font Arial size 11, and 1.5 spacing.
2. References should include journals, reference books and internet sources.
3. Referencing procedures must follow the APA (American Psychological Association).
4. Essay should show your depth of reflection, maturity and academic quality.
5. Plagiarism is strongly prohibited.
6. The front page/cover of the report consists of:
Name of student Index number Identity Card number Course code Title of coursework Group Name of Academic Lecturer Date of submission
Please refer to the cover page attached.
7. Please refer Guidelines for Assignment
The assignment will be assessed based on the following criteria: Coverage and content Quality of Review Organisation Quality of Sources 8. Please refer to the marking criteria
Prepared by: Checked by:
_______________________________ __________________________ (CAMILLUS ONG HOCK SIEW) (HAIRANI BT BUJANG)
Penyelaras Kursus TSL3073 Subject Matter Expert Jabatan Bahasa, Jabatan Bahasa, IPGKS IPGKS
Validated by:
____________________________ (CHUA GEOK KWEE)
Ketua Jabatan Jabatan Bahasa, IPGKS Tarikh: 17 July 2014 INSTITUT PENDIDIKAN GURU KAMPUS SARAWAK, MIRI
TSL 3073 : TEACHING OF WRITING SKILLS IN THE PRIMARY ESL CLASSROOM
The lesson plan is very comprehensive and very well prepared. Skills & approaches are very appropriate for topic and target group ability. The topic and the curriculum specifications selected are based on the KSSR syllabus The objectives are expressed in behavioral terms Teaching steps are well- sequenced. Teaching-learning materials are varied, interesting and relevant. Activities are varied and very interesting & relate directly to the lesson objectives. Overall, the lesson is very interesting and reflects teachers creativity.
The lesson plan is comprehensive and well prepared. Skills & approaches are suitable for the topic, & target group. The topic and the curriculum specifications selected are based on the KSSR syllabus The objectives are expressed in behavioral terms Teaching steps are well-sequenced. Teaching-learning materials are generally interesting and relevant. Activities are interesting & related to lesson objectives. Overall, the lesson is mostly interesting and reflects teachers creativity.
The lesson plan is fairly comprehensive. Skills & approaches are fairly suitable for topic & target group in terms of ability and year. The topic and the curriculum specifications based on the KSSR syllabus. The objectives are mostly expressed in behavioural terms Teaching steps are fairly well sequenced. Teaching-learning materials are satisfactory. Activities are fairly interesting & relevant to the lesson objectives. Overall lesson is fairly interesting & shows some creativity.
The lesson plan lacks coherence. Skills & approaches and the curriculum specifications are poorly linked to the KSSR syllabus. The objectives are not clear and show limited relevance. Teaching steps are not logically sequenced. There is some mismatch in the activities and materials to the target group. Teaching-learning activities & materials lack relevance to skills and objectives. Overall the lesson shows limited creativity and lacks interest value.
The lesson is poorly planned & lacks flow. The skills & approaches are inappropriate for the topic and the curriculum specifications. The objectives are inappropriate. No teaching steps can be identified or extremely vague. The activities and materials do not match the topic, target group & objectives. Overall the lesson is haphazardly implemented, boring and does not reflect any creativity.
Demonstrates deep understanding of the processes involved in a teaching learning situation
Able to analyse critically and identify clearly strengths and weaknesses.
Able to identify clearly problems (challenges or constraints) faced during the teaching-learning process and provide very practical and effective solutions to the problems identified.
The analysis is very well supported by relevant & extensive range of literature
Demonstrates good understanding of the processes involved in a teaching learning situation.
Able to analyse quite critically and identify quite clearly strengths and weaknesses.
Able to identify most problems/constraints faced during the teaching and learning process and provide some practical and effective solutions.
The analysis is well- supported by relevant & a wide range of literature
Demonstrates fair understanding of the processes involved in a teaching learning situation.
Able to analyse fairly critically and identify fairly clearly strengths and weaknesses.
Able to identify fairly clearly problems / constraints faced during the teaching and learning process and provide fairly practical and effective solutions to a few of the problems identified.
The analysis is supported by relevant literature
Demonstrates a vague understanding of the process involved in a teaching learning situation. Limited ability to identify strengths and weaknesses.
Poor ability to identify problems and provide solutions to the problems identified.
Analysis is mostly a description of events.
Support, if any, is mostly irrelevant.
Extremely limited ability to critically reflect on experience.
Hardly able to demonstrate any understanding of the process involved in a teaching learning situation. Hardly able to identify strengths and weaknesses in teaching and learning.
Unable to identify problems and to provide solutions.