Pick and Choose! Enjoy the Spring Scenery a LITTLE Earlier!

[kellogg]

                    Ask and Answer

20101401 박 정 아

  I'd like to discuss these three problems through the given data.

1. How does the teacher set up a pair work task so that it will be self-regulating?     (Roles, Rules, Tasks)

2. How does the teacher monitor pair work? (Task Dependency, Listening,

   Scaffolding)

3. How does the teacher debrief the pair work task? (Closed Pairs, Open Pairs,        Summarizing)

Notice we can REWRITE these three questions as STATEMENTS.

First, the teacher sets up the pair work task so that it is self-regulating.

Then, the teacher monitors the pairwork so that she can control and correct mistakes.

Finally, the teacher debriefs the pairwork task so that the children understand the outcome.

We can also add a "by..." phrase.

First, the teacher sets up the pair work task so that it is self-regulating by using roles, rules, and tasks.

Then, the teacher monitors the pairwork so that she can control and correct mistakes by employing task dependency, listening in, and scaffolding individual students.

Finally, the teacher debriefs the pairwork task so that the children understand the outcome by the use of closed pairs, open pairs and summarizing techniques.

That's basically what Mr. Bak and Ms. Choe did. But if you read their answers you will realize that it's a lot of work, and some of it is not really necessary, because for example "listening in" plays a very minor role, and so does "role play".

Now, imagine (this won't be too hard) that it's a BEAUTIFUL spring day, and Ms. Park is impatient to go outside and enjoy the weather. She doesn't want to write all this stuff for Mr. K, she wants to get it done as quickly and efficiently as possible so she can enjoy the weekend.

She HYPOTHESIZES which method the teacher will use. Like this:

First, I hypothesize the teacher sets up the pair work task so that it is self-regulating by using a task.

Then, I hypothesize that the teacher monitors the pairwork so that she can control and correct mistakes by taking part in the activity herself.

Finally, I hypothesize that the teacher debriefs the pairwork task so that the children understand the outcome by the use of T-S open pairs at the end of the activity.

That means that all you have to do is to select one nice, juicy example for each of these, and you can go outside and enjoy the spring weekend! Of course, if you are WRONG, you won't be able to find a good example, and you will have to come back and hypothesize again. But with the help of your classmates (Mr. Bak and Ms. Choe, who have already analyzed the data) you will probably be right.

Here's something to think about, though. On Tuesday night, some of our professors expressed the idea that picking and choosing the data like this is a little too SUBJECTIVE. Are they right?

1. How does the teacher set up a pair work task so that it will be self-regulating?     (Roles, Rules, Tasks)

 In this data, we can see T initiates, Ss respond about schedules.(roles)

KT: (showing a schedule as a sample on the TV) This is my ...  Anyway I will 

     make my schedule for va

KT:  For my summer vacation. This is my summer vacation schedule.

KT: (dragging "camping" in the "Friday" box) I will go camping on Friday.

KT: Maybe next-next Friday I will go camping.

KT: How about you? When will you go camping?

;

;

KT: 재인! When will you go fishing?

S8: On Sunday.

KT: On Sunday? Not Saturday with me? Let's go fishing this ... next-next Saturday ... with me ... pl

KT: Let's go together.

;

;

KT: Then how about you? How about your schedule? This is my schedule. Let's make a schedule.

KT: You make your schedule, please. Open your books to page ... seven ...

Ss: Seven ... seventy/ Fifty!

S: Teacher, picture ... draw the ...

KT: Picture? Drawing is ok. Writing is ok. Anything!

S8: Teacher!

KT: Anything is ok. Just make a plan. Make vacation plan.

T makes her own plan on days before Ss to show how to do the task on their book. I think it would be helpful for Ss to make their own plan ,how to ask their friends and write down their friends' name on book.(rules)

Last week we saw that Ms. Bak had a GREAT idea--she broke the data down into EXCHANGES, like this:

KT: 재인! When will you go fishing? (INITIATE)

S8: On Sunday. (RESPOND)

KT: On Sunday? Not Saturday with me? Let's go fishing this ... next-next Saturday ... with me ... Let's go together. (FOLLOW UP)

;

KT: You make your schedule, please. Open your books to page ... seven ... (INITIATE)

Ss: Seven ... seventy/ Fifty! (RESPOND)

S: Teacher, picture ... draw the ... (STUDENT INITIATE)

KT: Picture? Drawing is ok. Writing is ok. Anything!  (RESPOND)

S8: Teacher! (FOLLOW UP)

KT: Anything is ok. Just make a plan. Make vacation plan. (INITIATE)

Breaking the data down into exchanges allows us to deal with smaller amounts of data and then generalize. It also allows us to isolate particularly important moments in the data and interpret.

S18: Wednesday shopping!

KT: Huh? Let's go shopping on ...

S18: Wednesday!

KT: Wednesday? Sounds great!

Perfect.

 T supports Ss to speak English with a full sentence as above.

But does it work? Why not?

KT: Ok. Everyone, let's ... let's stand up and move to ... move around.

KT: Meet five friends to do something together! Speak ... no ... don't speak Korean. Speak only English.

After T's demonstrating, Ss make their own plan on book and move around to ask each other to find out 5 friends of same schedules as above. (rules)

Good.

KT: Meet five friends to do something together! Speak ... no ... don't speak Korean. Speak only English.

KT: Uh, who is speaking Korean? 승현, I will give you a warning. Yellow card. Don't speak Korean.

 And also T is warning Ss not to speak Korean and meet 5 Ss of doing something together as rules.

Right. Notice how much better it works when you break down the data into exchanges. Nice!

I think only speaking in English is very important and also it's very useful for Ss to find out 5 friends. Ss can work hard to complete their task on book.

Ss can write down their friends' name with the same schedules.

Good. Now, Mr. Park and Ms. Choe didn't really comment on the "point system". But it's obvious that Ms. Hong uses a "point system" and also a "card system" for rewarding and punishing the students. Does that make it a task or a game? Why?

The book actually shows the children producing a kind of graph on the blackboard. Is Ms. Hong doing this? Why or why not?

KT: Write! Write your name (verbal mistake). (No, no, no! ) Write your friend's name here.

KT: Five friends. You need to meet five friends. Ok?

S: Julia!

 A student above did the wrong task. That's why T needs to monitor carefully.

Actually the TEACHER says the wrong thing. Why is it wrong? Look carefully!

How do we know the student did the wrong thing? Why do you think it's wrong?

Who do you think "Julia" is? Is it a name or a role?

2. How does the teacher monitor pair work? (Task Dependency, Listening,

   Scaffolding)

 Of course, even if the T gives Ss clear demonstrations, Ss may not understand what to do. How can monitor Ss effectively?

S: Teacher!

KT: (to 주현) Do you want to play soccer on Sunday?  Good schedule, good plan, good idea!

S8: Teacher, on Friday, you, camping finish and go hiking.

KT: Wow! Sounds great! How smart!

S8: (being pleased) Haha~

KT: Okay, I will go hiking on Saturday after fishing. In the ... in the mountain.

Good. Now, Jeongmin claimed "It is not seen in the data that KT listens to the S-S interaction and intervenes". But Ms. Park has found some data that appears to contradict this.

  When Ss ask for KT's help  KT supports Ss as above. (Listening) I agree.

 Walking around, KT listens Ss' talk and help Ss do the task.

S8: On Wednesday I will go shopping with 서현.

KT: 서현? 서현! Will you go shopping on Wednesday?

S29: Yes!

KT: Ok. Good! What is next?

S8: On ......

KT: On Thursday ... ?

S8: On Thursday I will go hiking.

KT: You will go hiking.

  With the output of Ss' schedule, T and Ss together find out the result as above.

( Task Dependency)

KT: How about your schedule? Can you tell us about your schedule?

S4: (raises his hand)

KT: 준석, thank you. Tell us about your schedule.

Ss: *&^%$#@!

S8: Be quiet!

KT: 준석, go ahead!

S4: 아 ... Sunday I play, Monday play, Tuesday play, Wednesday play, Thursday play, Saturday play.

S4: All the day I play!

KT: Everyday?

S4: Yes!

KT: You will play ... Play what? What ... what do you play? Play what?

S4: Anything!

KT: Anything? For example ... ?

S4: 어 ...

KT: Give me some example. Computer game? You will play computer game? You will play ...

S4: *&^%$#@!

S4: Play with my friends.

I don't really understand, Ms. Bak. How is this an example of task dependency?

 As above, S4, he says to KT, " all the day I play" So KT help through questions to find out what kind of plqy , tell him the example, giving some examples.

That means KT tries to give stepping stones to encourage him.

Doesn't that mean that it's an example of SCAFFOLDING and not task dependency?

Remember we made a distinction between PREVENTION and CURE when we were discussing how the teacher controls and corrects in "Listen and Answer".

The difference is that one is PROLEPTIC and forward looking and the other is RETROLEPTIC and backward looking.

I think we can say that the distinction between task-dependency and scaffolding is somewhat similar. Task dependency really has to happen BEFORE we begin the task; it's part of the task design.

It's what happens when the teacher does this:

T: One of you asks, and one of you answers. In five minutes two of you stand up and show us.

But scaffolding has to happen DURING the task. It's not really the same thing.

3. How does the teacher debrief the pair work task? (Closed Pairs, Open Pairs,        Summarizing)

KT: How about you? Can you tell me about your schedule?

KT: (picking and holding up one number card) 유나! Who is 유나? 유나!

Ss: *&^%$#@! (arguing about points with S1)

KT: 유나! Tell us about your schedule.

Ss: *&^%$#@!

KT: 유나! Please tell me ... two things. Two ... day schedule ... two day of schedule!

S: (seeming bored) 아아~!

Ss: *&^%$#@!

S15: *&^%$#@!

KT: 어? What do you mean?

Ms. Park likes to begin her sections with data. Another way to do this is to UPTAKE the sentence-hypothesis in the metaparagraph above.

  KT asks 유나 to tell her schedule before Ss but she didn't be ready so she couldn't answer. Everyone has different his own character and ability. In case of 유나, she looks shy. So how about picking volunteers?

What happens if the teacher ONLY picks volunteers? Won't the SAME children keep volunteering? Doesn't this mean that the rich get richer and the poor stay poor?

As for open pairs, T needs to be more careful about picking Ss.

S28: Monday I go fishing with 수빈.

KT: You will go fishing with 수빈? 수빈! Will you go fishing with 나영 on Monday?

S19: Yes.

KT: Yes. Good. Good job.

  As summarizing, T can sum up all the data raising their hands.

Through this task, Ss can have a clear result.

I think that Ms. Hong assumes that UNCLEAR results are sometimes useful, because they help the teacher clarify. And I think I agree!

Suggestion 

  So far I dealt with 3 questions with the given data. The KT did a good job.

The KT tried to make the activity into something real. It was very helpful for T to show her own schedule first to ss. But If the KT gives more detailed rules such as different activities on days to prevent all day same schedule like 준석.

Quotation?

 Anyway,  I can say that It was useful task.

Yes, and Ms. Park's answer is a useful answer--we now know that there really IS listening in this data! Are you listening, Ms. Choe?