EAP 11 Discussion UnitThis is a featured page

Unit: Analyais and Discussion of Current Issues Grade: EAP 11
Established Goals (Standards)
NETS•S. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.

Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

Teachers:
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
Enduring Understandings Essential Questions
  • Analysis is an essential thinking skill and students must develop the language to analyze and synthesize ideas for discussion.
  • Critical thinking is important especially when assessing mass media communication which may contain bias.
  • Effective communicators know how to participate and facilitate a group discussion.
  • Efficient delivery of information can be learned through study and practice.
  • Illustrating elements of an effective discussion will enhance discussion skills.
Skills
  • Deconstruct, analyze and synthesize an on-line article, interview and documentary to deepen understanding.
  • Recognize bias in media and personal biases associated with controversial issues.
  • Show understanding of main ideas and purposes, extract relevant information and evaluate, record, and reflect on meaning in an extended discourse.
  • Use and understand appropriate academic vocabulary, complex sentence structures and linguistic features with increasing clarity, fluency and accuracy in extended discourse.
  • Demonstrate competence and confidence in each of the discussion skills. (See Rubric)
  • Monitor and adjust discussion behaviors in response to self-assessment, peer feedback and teacher conference.
  • Produce a screencast to document understandings about Asian issues and personal progress in discussion skills.
  • Why do we need to develop the ability to break things into parts (analyze), understand the relationships of these parts and discover their essential meaning (synthesize)?
  • How can we improve our critical thinking skills in relation to news articles and similar forms of mass media?
  • What are the skills needed to participate in a successful group discussion?
  • What are the qualities of an effective delivery of information?
  • How can technology support research, the development of and reflection on discussion skills?
  • What can teenagers do to understand and promote human rights issues in Southeast Asia?

Stage 2 – Assessment Evidence
GRASPS Task Six Facets of Understanding
Goal:
  • Effectively participate in and class discussions on current topics.
  • Clearly communicate critical thinking about current controversial topics with growing competence and confidence.
  • Critical analysis and synthesis are necessary to be a global citizen.

Role: Discussion participant

Audience: Members of the EAP class.

Situation: Critical discussion skills are necessary for your current social studies course Thailand and Southeast Asia and for Senior Seminar next year. Furthermore, an understanding of human rights issues in Southeast and South Asia can stimulate students to become active and empathetic global citizens.

Product Performance:
Students will participate in multiple graded discussions on current issues in South or Southeast Asian. Students will read or view at least two news articles, video clips or documentaries in preparation for a discussion on a current issue in south or southeast Asia: one resource provided by the teacher and the other resource self-selected. Performance in the discussion will be self-assessed and teacher assessed using an ESL discussion rubric. Reflection on the issues discussed and discussion skills developed will be shared through a screencast interview. (See the link for the screencast interview rubric below.)

Students will demonstarte the following discussion behaviors:
  • Evidence of preparation (annotated articles based on Problem Solving topic path OR Socratic Seminar questions/comments
  • Speaks loudly
  • Speaks clearly
  • Is attentive, respectful and supportive of each other. Shows this with body language and informal comments
  • Sticks to the subject/ Stays on topic
  • Avoids monopolizing the discussion
  • Talks to the group, not just with the facilitator/teacher
  • Helps bring others into the discussion
  • Asks questions for clarification
  • Enters the discussion naturally (without being asked, “jumping in”)
Makes at least three significant contributions to the discussion:
  • Includes facts, personal or other examples as support with reference to class texts/ current events, or any other readings or media (TV, radio, etc.)
  • Makes comparisons, shows contradictions and opposing views
  • Makes logical arguments (cause and effect)
  • Asks questions to provoke further discussion (not a simple clarifying question—you must provide information in your question)
  • Builds on previous comments to extend ideas while referring to others’ comments
  • Express a solution/resolution
  • Summarizing and paraphrasing for any of the above

Extension: Research background information, prepare discussion questions and facilitate a class discussion on a current issue of personal interest.

Practical Resources:
Video clips modeling discussion behaviors: http://barbarakalis.blogspot.com/
Voicethread making discussion behaviors visible http://barbarakalis.blogspot.com
ESL Discussion Rubric
HS ESLDiscRubric_rEAP10_2008.docx
EAP 11 Language of Discussion http://docs.google.com/a/student.isb.ac.th/Doc?docid=0AXAu1w2kbpmnZGN2cWhuNDRfNTBja2ZuYnM5OQ&hl=en Newspaper article on-line: Suu Kyi trial http://www.bangkokpost.com/advance-search/?papers_sec_id=1 Trafficking and Women in Poverty (in Thailand) http://www.youtube.com/watch?v=BG3kc1F5jmk
Documentary on Human Trafficking in Southeast Asia created by Singapore American School
http://www.youtube.com/watch?v=zVnvECAEvxQ
News article on line: Stoning in Acheh
http://news.bbc.co.uk/2/hi/asia-pacific/8254631.stm
Transgender Discussion Video Interview: My Secret Self http://sixtyminutes.ninemsn.com.au/article.aspx?id=858237 Screencast website for the screencast tool for the interview http://www.screencast-o-matic.com/create?step=info&w=640&h=480&itype=choose
Rubric for the screencast interview http://web.mac.com/imacfrog7/Site_16/VoiceThread_Rubric.html
(Explain, Apply, Interpret, Perspective, Self-Knowledge, Empathize)

Explain: During the discussion, explain the information gained through independent research on given topics prior to each discussion. After completing self-assessment of your discussion performance, compare your areas of strengths and weaknesses with the teacher rating. Set new goals for the next discussion.


Apply: Apply comprehension and notetaking skills to readings. Use and refine discussion skills to participate fully and effectively in the discussion.

Interpret: Share information, opinions, insights and solutions regarding current issues.

Perspective: Recognize your own and other people’s biases. Discuss the effect of bias in the media regarding the specific issue at hand.

Self-Knowledge: Gain knowledge of one's own perspectives, biases and commitment to action through discussion and reflection. Develop an action plan for improving and monitoring discussion skills during the semester in English 11 and TSEA. .

Empathize: Students will become aware of and share their feelings about the effects of human rights violations in Southeast Asia by creating and posting a screencast with a partner interview on
  • what was learned about human rights and what teenagers can do about it
  • the challenges of participating in class discussion and ways to overcome these challenges. Explain how it feels to fumble, to improve and/or to succeed.
Comment on 2 other group’s screencasts.
Lesson Notes: I have augmented the EAP 11 Analysis and Discussion unit originally designed by Anthony Sheridan and Elma Muangkroot. (bkalis)



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