Lesson Planning to Support Students’ Argumentation Skills and Learning Outcomes
We want students to participate in class. We want students to share their ideas and opinions. We want students to be able to justify their viewpoints with credible supporting evidence. We want students to engage in meaningful argumentation. To help students do this, authors Antonia Larrain et al. find that it is not enough to simply have class discussions. The design of the lesson plan matters.
In many traditional classrooms, teachers deliver lectures and students then work on problems or skill-building outside of school. The idea of flipping the classroom turns this structure around. In a flipped classroom, students watch lectures outside of the classroom and then engage in collaborative problem solving or critical thinking in the classroom. In their paper, “Applying ‘First Principles of Instruction’ as a Design Theory of the Flipped Classroom: Findings from a Collective Study of Four Secondary School Subjects,” authors Chung Kwan Lo et al. present empirically tested design methods for running a successful flipped classroom.
Classroom remote devices. Smartphones connected to education apps. As clicker technology becomes more widely available, teachers’ use of clickers (devices that can collect student responses in real-time) is becoming increasingly common in both K-12 and university classrooms. While teachers use clickers across a range of subjects, authors Cui Liu et al. argue that there are common themes when it comes to the effectiveness of those clickers on student learning.
For their paper, “The Effects of Clickers with Different Teaching Strategies,” Cui Liu et al. analyzed 128 peer-reviewed articles about the use of clickers in the classroom to gain a better understanding of the types of teaching methods (using clickers) that produced positive outcomes on student learning. The authors note that thus far the majority of research on clickers has been conducted in college classrooms. The 128 papers chosen for their literature review reflect that high number, with 113 of the studies taking place in college classrooms, 6 at the secondary level, 2 at the elementary school and 7 in other types of education environments (607).
And Now Presenting…! How Dramatic Arts Integration Increases EL Students’ Use of Academic Language in the Classroom
Now create a skit!
In their paper, “The Influence of Classroom Drama on English Learners’ Academic Language Use During English Language Arts Lessons,” Alida Anderson and Sandra M. Loughlin investigate the effect of classroom drama (aka dramatic arts integration) on English Language learners’ use of academic language in class.
Anderson and Loughlin note that contextualized language-learning tasks, such as dramatic arts-based activities, have a powerful effect on students’ acquisition of academic language, as these types of activities support “connections between concepts and language expression” (265). However, decontextualized language instruction is often the norm in ELA classrooms, in which “language-learning tasks…are removed from immediate or accessible meaning beyond the language itself” (266). Yet there is a powerful case for contextualized learning environments, given that they “foster academic language proficiency through discovery and experiential approaches that integrate basic communication skills, new information, procedures, tasks, as well as vocabulary, structures, and functions in academic discourse” (267). In this learning environment, teachers would provide “action-based language opportunities” that enable “collaboration, discussion, and planning” (267).