LP+Communicators

=LP Communicators=

// Name of activity: // //Description of learner:// //Description of activity:// // Impact on learners: // //Images/supporting documents://
 * ** Understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. **

// Name of activity: // Shared Reading Response - a collaborative listener //Description of learner:// Grade 11/12 Language A1 English students //Description of activity:// In the shared reading response students are given some time to read a short passage of text and then discuss this passage with another student. The activity resembles the form of the Oral Commentary, one of the students' assessment tasks which is recorded and sent away for external moderation. In relation to the Learner Profile attribute, //Communicator// and in particular the aspect of the definition, '//work effectively and willingly in collaboration//', the roles of both the speaker and the listener have been defined in such a way that the burden of responsibility for building on ideas and clarifying those ideas are placed on the listener instead of the speaker. The listener is required to assist the speaker through the use of specific questions directly related to the assessment criteria for that task. For this particular activity the questions that the speaker is required to ask can be seen in the table below. At the end of the discussion by way of feedback students report back to small groups focusing on the questions that they were asked by their listener and the extra details or new ideas that these questions led to in the discussion. This is an ongoing activity and students take note of any new types of questions that they asked their speaker as well as any new types of questions that they were asked. This bank of questions is built up over the two years of their course to help open up the range of possibilities for exploring a passage of text. // Impact on learners: // In order to participate in a substantive conversation where ideas are not just expressed but built on, the voice of all participants must be emphasized as it is very difficult to have a substantive conversation by yourself or with a passive listener which essentially amounts to the same thing. This activity is heavily structured so that all listeners are placed in an active role as listener and it is hoped that through this experience where collaboration as a listener means support for the speaker through the questioning process students develop a better understanding of the potential to be a different type of listener. //Images/supporting documents:// Shared Reading Response - guiding questions for listener:
 * ** Work effectively and willingly in collaboration with others. **
 * As the listener you are required to ask a couple of questions related to any of the following: ||
 * 1. The speaker’s knowledge of the **content**? //(Criteria A)// ||
 * 2. How **parts** of the work relate to the work as a whole? //(Criteria A)// ||
 * 3. What effects **literary features** have on the reader’s response? //(Criteria B)// ||
 * 4. As a listener you need to help the speaker stay focused and to **support their ideas with specific references** from the work. //(Criteria C)// Your questioning can help them to do this. ||
 * 5. The speaker needs to use **accurate, clear and precise language**. //(Criteria D)// By seeking clarification of points you can help the speaker to do this. ||