Praxis Assignment or RevisionIntroduction
Clark (2012) explores the topic of contextual revision with an aim of improving the ability of students and teachers to write quality material for their own benefit and that of their readers. In the same book, “Concepts in Composition: Theory and Practice in the Teaching of Writing”, Clark argues that there exists a connection between both theory and practice, and emphasizes on the need for students to understand such a connection (Clark, 2012). In order to elaborate on the process of revision, the author embarks on complex classic theories and contemporary methods of knowledge acquisition. For students to be able to complete any writing task, it calls for both intellectual potential and cognitive perspectives to be applied by such students into a learning experience. It is the classroom environment that triggers a mutual technique of learning and as a result, students are able to acquire expertise and specialization in the writing field (Heller, Wood & Shawgo, 2007). This paper develops a number of revision activities for students in the form of a lesson plan.
List of Activities and Lesson Plan
There are different processes of writing and composition and every writer or teacher is entitled to their own way of applying acquired skills either while struggling to gain more knowledge or in the dispensation of knowledge as a teacher. Writing is actually just a process that requires students to come up with their own innovative methods of completing the entire process (Kelch, 2011). A similar point of view applies to teachers and instructors who need to be innovative in devising better methods of not only imparting writing skills on learners, but also helping them improve on the quality of material presented in writing. Improvement on the quality of material included in own compositions can be implemented through devising ways of letting essential themes to stick within the memories of learners with the aim of improving them. For the students to be able to acquire adequate understanding required in the writing field of specialization, they require encouragement and an environment that grants them an opportunity to freely express their feelings, values and beliefs. This needs to happen with maximum independence, without interference from external forces or other parties (Clark, 2012). Some of the creative methods aimed at aiding revision capacities among students are outlined in a form of lesson plan illustrated below.
Activity Time Goals/Objectives Prior Knowledge Materials Using white boards and colored cards to inquire from the students what the right answer may be with regard to the subject of study.
10 minutes Helps the students to remember key concepts. Revision is a process that requires a lot of mental engagement, hence the goal here is to involve the student mentally into the process and help them improve on basic themes within the writings. Writing skills -White boards
-Colored cards Creating a song containing main themes included in the lesson that has been taught.
10 minutes To aid in memorizing key themes and meaning of written work. Through the song, most basic ideas are retained within the brain and can be recalled with essential improvement leading to improved quality of work. Creating songs with themes related to lessons covered NA
Use of colored cards & white boards
Learners pick up skills in a better manner when using colored objects. For example, children will point out a picture in the shopping mall to express their choice. Similarly, even illiterate people can read from sign language to find the proper way while going on the expressway. The instructions that involve visual cues include using of pictures, colored cards, photographs and similar visual aids to help the learner picking up required skills. Such cues are always helpful within any structured learning outcome or natural environment, as these cues enhance writing skills while helping in academic learning.
The color cards and white boards can help in teaching students to read different signs. In addition, the images on these visual objects remain longer in the brain, thus helping development of faster memorizing skills. However, it is essential to allow students becoming independent using these visual aids. The colored cards, also called activity cards help students in mental registration of the object displayed on these cards. In addition, it helps them in remembering the spellings in a faster manner. This produces brain impulses that remain life-long with the learner.
Lessons learned through singing remain longer in learner’s brain
As music helps students to store more information using alpha brain-wave state of mind, it helps them to remain focused while retaining the information provided in the song. Accordingly, students need space to create their own songs and other musical melodies that can help them relate to their lessons in an effective manner. Students can retain many activities and learning processes with the help of songs accompanying the verbal tutorials. For example, teachers will find it as an effective way to make students learn and memorize faster while going through a chapter on solar system. The accompanying music with embedded words shall stick to minds of students in a better manner. Similarly discussing a digestive tract along with musical notes that produce sounds of organs involved in this lesson will have a better impact on minds of learners, as multi-sensory aids help human auditory channels to retain lessons with more attention.
Using multi-sensory aids
When a student uses different kinds of aids that involve music as well as learning skills through use of visual aids such as colored cards and white boards, it is called multi-sensory learning. Such learning defines the relationship between these two methods. Practicing letters based on learning through colored cards involves reinforcing brain patterns related to visual memory. Similarly, practicing sentences or letters through auditory channels such as songs reinforces brain patterns related to auditory memory. However, when both are mixed together the total affect on brain is doubled as the auditory memory and visual memory produce a combined affect that can result in manifold increase in learning power.(Christiekily, 2013)
Revision through Songs
It has been found that concepts taught in way of designed songs stick to the human brain longer than concepts taught through pure lecturing (Kelch, 2011). Teachers can come up with songs based on basic concepts obtained from the topic of study and encourage the students to come up with familiar tunes to assist in concept internalization through use of songs. This exercise is very interesting and also acts to break up the monotony and boredom associated with lectures in most cases (Karababa & Süzer, 2010). By so doing the students’ brains are freed to create room for prolonged memory of concepts acquired during lecture periods. This activity will not only enable students to remember key concepts but will also enable the students to have a clear illustration of the meaning of concepts quite difficult to understand theoretically (Li, 2009). Moreover, the activity encourages student interaction, relieving the teacher of some duties while at the same time encouraging participation of students through competitive relation of drawings and illustrations to lecture concepts.
Learning Outcome
Lesson assignments that are issued by teachers, or those that teachers prepare for teaching purposes need to be made in such a way that the teachers themselves develop skills of sentence construction, revision, and also improvement per the requisites. The lesson assignment that the teacher comes up with should be able to stimulate questions from students with the desire to acquire more knowledge on writing and revision skills (Clark, 2012). Out of the many steps involved in the lesson assignment, the most significant step is the one involving enhancement of the students’ revision skills. This is a skill that enables students to remember most of the things talked about in class for their own benefits. With such knowledge on best revision skills, students can be able to make changes to written work with the intention of not only correcting mistakes as is done during editing, but also to enhance meaning in written work (Karababa & Süzer, 2010).
A properly understood revision process makes the students to be aware of mistakes that occur during writing and enables them to be more prepared for the next learning phase. Internalizing skills of proper revision also reinstates the students’ ability to choose between right and wrong, boosting their level of confidence. Both the assignment plan and revision learning process stands a chance to enhance the ability of students to explore writing in vast details (Clark, 2012). The students also stand a chance of expanding knowledge on how to prepare a properly organized piece of writing for either examination purposes or for professional dealings.
Conclusion
For the students to be able to acquire adequate understanding required in the writing field of specialization, they require encouragement and an environment that grants them an opportunity to freely express their feelings, values and beliefs. This needs to happen with maximum independence, without interference from external forces or other parties (Clark, 2012). Universities and other institutions of higher learning have opted for writing skills as a basic requite in studying other disciplines, this being a basic and essential method of communication. In order to facilitate better writing skills in higher education institutions, the teachers and students need to acquaint themselves with the best writing skills, which to a greater extent determine the success of most students in the university and college level of learning
References
Clark., I. (2012). Concepts in composition: Theory and practice in the teaching of writing. Second Edition. Northridge: Routledge.
Christiekilly (2013). 30 fun multi-sensory writing activities, Retrieved from:. HYPERLINK “http://mamaot.com/30-fun-multisensory-writing-activities/” http://mamaot.com/30-fun-multisensory-writing-activities/
Glasgow, G. P. (2014). Teaching English in English, ‘in principle’: The national foreign language curriculum for Japanese senior high schools. International Journal of Pedagogies & Learning, 9(2), 152-161.
Heller, M. F., Wood, N. J., & Shawgo, M. (2007). Teaching and learning language arts: From campus to classroom and back again. The Journal of Educational Research, 100(4), 226-234,263.
Karababa, C., & Süzer, S. S. (2010). Practitioners’ evaluation on the procedural aspects of an English language portfolio. Journal of College Teaching and Learning, 7(3), 13-18.
Kelch, K. (2011). Curriculum development in English language teaching: Innovations and challenges for the Asian context. International Journal of Organizational Innovation (Online), 3(3), 22-42.
Li, H. (2009). Are teachers teaching to the test? A case study of the College English Test (CET) in china. International Journal of Pedagogies & Learning, 5(1), 25-36.
Srichanyachon, N. (2011). A comparative study of three revision methods in EFL writing. Journal of College Teaching and Learning, 8(9), 1-8.
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