DRAFT

04.06.2004
MODULE 1
LEARNING IN THE CLASSROOM

Demonstration Activity 1: Discussion Web/Debate

Demonstration Activity 2: RAFT (Role/Audience/Format/Topic)
Demonstration Activity 3: SQPL (Students Questions for Purposeful Learning)
Demonstration Activity 4: Lesson Planning
Demonstration Activity 5: Building Criteria for Classroom Assessment
Purpose of module:
1. Why is this topic generally important?
This module gives VETs the opportunity to develop their competence in active
teaching across the curriculum by introducing a variety of strategies. These teaching
strategies are based on scientific knowledge of how people learn best and how to enable
students to improve their learning, thinking and social skills. VETs will learn how to assess
more objectively (comprehensively) student's knowledge and skills, as well as how to
appreciate the process of students thinking.
2. How does the approach/perspective in this module compare and contrast with
traditional approaches/perspective?
Activities in this module differ from traditional approaches in several ways. It
seeks to make all students active participants in the classroom instead of working with a
few, usually good learners. In this active teaching approach, students learn through
organizing and connecting important information, solving problems, thinking over what
they have learned, instead of passively listening to teachers lectures. The traditional mode
of teaching has been that teachers communicate directly to students with no interaction
between them. The active teaching approach promotes working in pairs and groups, which
enables students to share their ideas and build cooperative learning skills. One of the most
evident disadvantages of traditional teaching is that recalling information is the intended
outcome, not higher order processing and applications to real life situations. Instead of
being the source of information, teachers in this model are facilitators of the learning
process. They offer students problems to solve and have them provide solutions according
to their perspectives. The goal is for students to create unique understandings as well as
self-knowledge related to their own learning. Teachers engage students in pairs and small
groups situations; students are expected to assess the work done by pairs or group
members.

3. How does this topic fit within a quality improvement framework?

( to be added)
4. What are the key practical skills and competencies expected to result from participation in
this workshop module?

After the workshop, VETs will be able to:

implement the practiced strategies in their own teaching;
plan classroom lesson based on three-phase framework for teaching and learning;
build criteria for assessment and create rubrics for students' self-assessment.
DEMONSTRATION ACTIVITIES

Demonstration Activity 1:
Developing Critical Thinking using Discussion Web/Debate
Overview
SUMMARY OF Developing Critical Thinking using Discussion Web/Debate LESSON
Phase 1-Activate background knowledge
Teacher introduces the topic
Teacher asks individuals to reflect on Macedonian traditional food and to list five
traditional dishes
Participants make lists individually
Teacher asks volunteers to share their lists
Teacher makes a cumulative list on the flip chart
Phase 2-Constructing meaning
Teacher distributes text with direction to read it individually
Participants read the text
Teacher presents a binary question and gives participants instruction what to do
Participants in pairs list reasons that support affirmative and negative position
Teacher asks pairs to join other pairs
Quartets share reasons for and against the issue
Teacher asks individuals to reflect on their personal position about the issue
Teacher assigns the locations toward (fix this) should move 3 groups of participants
("yes", "no" and "undecided")
Participants share within the groups their reasons for particular position
Phase 3-Evaluate & Apply
Teacher sets the rules for debating
Teacher invites representatives from each side to state group arguments
Teacher permits participants to change sides, if they have been persuaded
Representative from each side makes a final statement

Objectives: Participant will

Be able to implement Discussion Web/Debate strategies
Experience and reflect upon the following module themes:
X
Collaboration
X
Communication
X
Problem Solving/Decision Making
Self Assessment
X
Critical Thinking
Research
X
Leadership
Demonstration Lesson
Phase 1: Activating Background Knowledge
[ recalling personnel experience, comparing experience]
Tell participants that the topic of this lesson is the connection between nutrition and heart
diseases. But first of all, you will reflect on Macedonian traditional food. Then, ask them:
List 5 Macedonian traditional dishes. Please, do it individually for 3 minutes. Invite a
volunteer to read aloud his/her list. Write it down on the flip chart. Than say: Who will
add something to this list. Please, don't repeat the food that is already on the list. Make a
cumulative list on the flip chart.
Phase 2: Constructing Meaning
Tell participants : In a minute you will get a text on nutrition and heart diseases. Please,
read it individually in 7-8 minutes. Distribute to each participant a copy of the text with
title "Nutrition and Heart diseases"(in the Appendix A).
Ask participants to raise their heads when they finish.
Discussion Web
[working together, evaluating information, applying general information in specific context]
(Note to a trainer: Read the text about Discussion Web strategy in Appendix B)
Present on an overhead or on the chalkboard a grid like one in Figure 1
Does traditional
Macedonian food
contribute to the risk of
heart disease?
YES

NO

Figure 1. Discussion Web

Pair up participants and say: The text you have just read showed you that there is
connection between nutrition and heart diseases. On the chalkboard you can see a
question. Please, read it and list on the grids reasons that support affirmative and
negative positions on that question. The reasons that support positions that the
Macedonian traditional food contributes to the risk for heart diseases should be listed on
the left side on the form, under Yes. The reasons that support positions that the
Macedonian traditional food does not contribute in the risk for heart diseases should be
listed on the right side on the form, under No. You have 6-7 minutes to accomplish this
task
Then ask pairs to join other pairs and say: Now you will work in quartets and in next 5
minutes you should share reasons you have listed under Yes and No positions. During the
discussion you can come up with additional reasons on both sides and they should be
added to the list.
Debate
[building arguments on a statement, obeying rules while debating]
As participants have listed all arguments for and against the issue, they have to take a
position. You may say something like this: Now you can decide individually what your
personal position about this issue is. Please, do it in 3 minutes. When they finish their
task, give them directions: Now, I invite all of you who personally believe that the
Macedonian traditional food contributes to the risk of heart diseases, to move to the
left-hand side of the room. All of those who personally believe that the Macedonian
traditional food does not contribute to the risk of heart diseases, should move to the
right-hand side of the room. If there are undecided individuals, they should sit along the
back wall.
As all participants move to their location, ask them to share their arguments within the
groups. You may say: Next 7-8 minutes you have to share reasons that support your
position and to select the strongest one. Keep in mind that you will use this argument in
defense of your position against the other two groups. While participants are working
within the groups, you should walk throughout the room to listen to what they are
discussing.
Phase 3: Evaluating and applying information
At this point you can invite participants to debate: Now, we may start debating. During
the debate you must obey two rules: 1. listen to the speaker without interrupting
him/her; 2. be polite. Is that clear? Now lets hear the arguments that support "Yes"

group position. Repeat the procedure with the representatives from the other two groups.
Allow 10 more minutes for debating.
Invite participants to change the position if persuaded by an argument from the other side
and to join that group. Allow 10 minutes more for debating. As a final activity ask the
representative from each group to make a final statement.
Reviewing the Discussion Web Activity
Have participants recall the steps of Discussion Web Activity. You might begin with: What
did I ask you to do at the very beginning of the model lesson? Did your concept about
Macedonian traditional food differ in a way from other peoples one? What do you think,
what was the point of this activity? Than, you can continue reviewing the procedure by
using questions like this: What did you do after seeing the question on the overhead
(chalkboard)? After recalling the steps, name the technique and write it on the flip chart
paper. Ask participants about the effects of each step and how each step affected the way
they thought about the topic. You should focus on the benefits of this strategy. You may
ask: What does the teacher need to think about while formulating the question for the
Discussion Web strategy? What are the benefits of working in pairs and in quartets? How
does the Discussion Web help you organize your thinking about the topic? What is the
point of asking participants to give reasons for and against the issue, regardless of their
personal opinion?"
Reviewing the Debate Activity
Begin the review by asking participants to recall the steps. Ask a question like this: What
did you do after reflecting on your personal position? What did I ask you after you were
divided in groups according to your position on the issue? After recalling the steps, name
the technique and write it on the flip chart paper. Ask the participants about the role of the
teacher in Debate activity. Does the teacher intervene in participants discussion? Then,
raise the discussion about the benefits of the strategy. Are all participants actively
engaged? Does this strategy promote critical thinking? Does it promote leadership?
How? Point out that there is no right or wrong answer to the question, but the quality of
the debate can be assessed. Ask anyone who changed sides to explain why.

Guided Practice
Divide the whole group of participants into small groups according to subject areas. Ask
them, within the groups, to select a topic from their textbooks and try to use demonstrated
strategies. Distribute flip chart paper or overheads and markers to each group and give
them 20 minutes to accomplish this activity. Invite a spokesperson from each group to
present the application .
Evaluation

Demonstration Activity 2
Developing Critical Thinking using RAFT (Role/Audience/Format/Topic)
Overview
SUMMARY OF (insert lesson title ) LESSON
Phase 1 Activate Background Knowledge
Think and work individually on the theme
Compare their responses to the theme

Phase 2 Constructing meaning Using the RAFT strategy

Individually think and chose one role, audience, format about the topic. Or split
into groups of 4 or 6 members.
Write RAFT on the chalkboard and list the role, audience, format and topic.
Complete the RAFT table on the chalkboard with whole group.
Assign reading a lesson from biology subject textbook or from other sources.
According to topic Non-infectious diseases each will decide about the role,
audience and format for writing.
Each can find different issues from the textbook or from other resources.
They individually will write using RAFT and have the Role, Audience, Format
at top of their paper.
Help the participants to develop a deeper understanding of the roles, audience,
format and topic.
Each will write their thoughts of own role (individually or in their groups) in
provided three-column matrix.
Participants share and compare their writing.
Phase 3 Evaluate & Apply
They will discuss about the role, audience and format influenced in their writing
at topic Non-infectious diseases.
Objectives: Participants will
Be able to produce anticipation/reaction guides
Learn teaching procedure used in the RAFT
(Role/Audience/Format/Topic) strategies;
Learn how to infuse imagination, creativity and motivation into a writing
assignment;
Learn how to be an independent learner
Experience and reflect upon the following module themes:
x

Collaboration

Communication

Problem Solving/Decision Making

Self Assessment

x Critical Thinking
x

Research

Leadership

Demonstration Lesson: Non-infectious diseases

RAFT (Role/Audience/Format/Topic)
Phase 1: Activating Background Knowledge

Ask participants to think individually (5 min.) about non-infectious diseases,

causes, how their looks like and how to protect from them.
Provide each participant a table with 4 columns (Disease, Causes, Appearance,
and Protection) which will prompt him or her to write down their thoughts.
Disease

Cause

Looks Like

Protection

Ask participants to compare their writing responses in 3 minute.

Phase 2: Constructing Meaning

Using the Strategy
R-Role of the writer
A-Audience for the writers
F-Format of the writing
T-Topic to be addressed in the writing

Ask participants to think briefly about the Non-infectious diseases.

According to topic ask them also to think about the role (different groups of
people who can write), the audience (who might read their writing), format
(form, medium of writing) and the topic (which in the case is given).
Write in chalkboard a table with 4 columns (particularly for: role, audience,
format and topic), and in the 4-th column write the topic or the theme of
lesson. Example the topic is: Non-infectious diseases:
Role

Audience

Format

Topic

Non-infectious
diseases

The whole group of participants will completing the table at chalkboard, going
truth each columns and gives they ideas, thoughts, etc., about the topic Noninfectious diseases. Example for completing the table with Non-infectious
diseases topic:
Role

Medical
scientist

Audience
Readers,
Students,
TV public

Doctor
specialist
of
non-infectious
diseases
(or
particular kinds .
of the same)
..............
Patient

..............

Journalist

..............
.

Parent

Scientists books,
Reports,
Instruction,
Memo

.
..............
..............
.

Topic
Non-infectious
diseases
(in
general or you
can continue with
a particular kinds
of diseases)

..............
..............
..............

..............
.
..............

..............
.

Format

..............
.

Assign the reading (a lesson from biology subject textbook or from other
sources). Tell the participants when they are finished, they will chose a Role

and an Audience, then write in one of the Formats on the Topic Noninfectious diseases.
Each can find different issues from the textbook or from other resources.
When participants are finished they will write using RAFT. Have participants
write the Role, Audience, Format at top of their paper.
Help the participants to develop a deeper understanding of the roles, audience,
format and topic.
After participants complete their chart, they should ask themselves the
following questions:
Why do I care about this particular topic?
What information (or parts of the individual stories, textbooks,
newspapers, and writing materials) do I need to examine carefully for my
role?
What emotions might I be feeling as I think about this topic?
How can I give my role some personality?
What perspective would my role have on the assigned topic?, etc.........
Each will write the thoughts from the perspective of own role (individually or in
their groups) in provided three-column matrix.
ROLE DEFINITION MARTIX

Personality Who am I Attitude What are my Information What do I

and what are some aspects feelings, beliefs, ideas, know that I need to share
of my character?
concerns?
in my writing?

Participants share and compare their writing.

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Phase 3: Evaluating and applying information

They will discuss particularly about the how (reasons, motives, etc.) the role,
audience and format influenced in their writing at topic Non-infectious
diseases.

Reviewing the RAFT (Role/Audience/Format/Topic)

Ask the participants to go back through the lesson, recalling everything they
did. You might say: What was the first thing we did when started the sample
lesson?. After recalling the two main steps: thinks individually (5 min.) about
non-infective disease, causes, looks like and protection, and provide each
participants a table with 4 columns (Diseases, Causes, Appearance, and
Protection), we will ask participants to compare their responses in 3 minute.
For the second phase: we will ask the participants to think about the people
who can write according to topic (Non-infectious diseases). Then we will
write in chalkboard with 4 columns (particularly for: role, audience, format and
topic), and in the 4-th column write the topic or the theme of lesson (Example
the topic is: Non-infectious diseases). After that the whole group of
participants will completing the table at chalkboard, going truth each columns
and gives they ideas, thoughts, etc., about the topic Non-infectious
diseases(Example for completing the table with topic Non-infectious
diseases).Then we will assign the reading a lesson from textbook (biology
subject) or from other sources. When they are finished, we will tell them to
chose a Role and an Audience, then write in one of the Formats on the Topic
Non-infectious diseases. We will motivate them for independent, freely and
creative way of work even that its meant each of participants can find different
issues from the textbook or from other resources. Then when participants are
finished they will write using RAFT. Be sure participants to have written the
Role, Audience, Format at top of their paper. Always help (and trial to check)
the participants to develop a deeper understanding of the roles, audience,
format and topic. Like after participants complete their chart, they should ask
themselves with several questions (Why do I care about this particular
topic?;What information (or parts of the individual stories, textbooks,
newspapers, and writing materials) do I need to examine carefully for my
role?;What emotions might I be feeling as I think about this topic?;How can I
give my role some personality?;What perspective would my role have on the
assigned topic?, etc.) to understand better the own learning, activity and aims.
Then we will give each of participants to write the thoughts from the

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perspective of own role (individually or in their groups) in provided threecolumn matrix. And participants to share and compare their writing.
For the third phase we will ask the participants to discuss particularly about the
how (reasons, causes, motives, etc.) the role, audience and format influenced in
their writing at topic Non-infectious diseases.

Guided Practice
Guide the discussion further asking participants to anticipate how the
technique wills works in their specific subjects:
The participants will grouping according to subject areas;
Each group will have brainstorm an application activity using the
demonstrated strategies;
Each groups will develop their plans (according the framework);
Finally each group will present their application activity chosen on
member from group to be spokesperson.
Evaluation
Evaluation Questions for End of Demonstration Activity
1. What were the most valuable strategies that you learned today?
2. What new ideas did you learn about effective teaching?
3. What questions do you have about the strategies you learned
today?
Glossary of Terms
1.

RAFT strategies
- Role Role of writer
- A Audience for the writer
- F Format of the writer
- T Topic

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Demonstration Activity 3
Developing Critical Thinking using SQPL (Students Questions for Purposeful
Learning)
Overview
SUMMARY OF (insert lesson title ) LESSON
Phase 1 Activate Background Knowledge

Makes thought-provoking statement and presents it to participants.

Write the statement on the chalkboard/flipchart.
Split the participants into pairs and allow them to brainstorm questions that
they would like to have answered based on the written statement.
Elicit the participants questions and write them on the chalkboard/flipchart.
Also gather a variety of questions making sure each participant pair contributes
at least one of their questions.

Phase 2 Constructing meaning Using the RAFT strategy

Questions asked by more than one pair of participants might become the whole
group participants consensus questions. Or you can consolidate the questions
by combining similar ones.
Participants are ready for the presentation of the information, and they may use
any kind of information resources: reading materials (textbooks, articles,
lectures, video, Internet, discussions, etc.)
Provide the each participants the article entitled: A copying machine for living
beings?
Throughout the reading of the article stop the participants periodically to
discuss the piece in general and answer their questions in particular.

Phase 3 Evaluate & Apply

Participants continue with list of the donned questions and answers.
The participants become collectors of information based on their own inquiry.
Participants will develop the short but higher purposeful discussion about the
given theme.

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Objectives: Participants will

Be able to produce anticipation/reaction guides (Where did this come from?)
Learn teaching procedure used in the SQPL
(Student/ Questions for Purposeful Learning);
Learn how to infuse creativity and motivation into making questions,
consolidate or comparing questions and answering, writing and assignment.
Learn how to be an independent learner.
Experience and reflect upon the following module themes:
x

Collaboration

Communication

Problem Solving/Decision Making

Self Assessment

x Critical Thinking
x

Research

Leadership

Demonstration Lesson: Cloning

SQPL (Student/ Questions for Purposeful Learning)
Phase 1: Activating Background Knowledge

Ask participants what they known about cloning (5 minutes).

Writes the statement on the chalkboard/flipchart: Some scientists think within
a few years it will be possible to clone as well. But many governments have
already decided to forbid cloning of people by low.
Allow participants to pair up and brainstorm questions, which they would like
to have answered, based on the written statement on chalkboard.
Elicit the participants questions and writing them on the chalkboard. Also
gather a variety of questions making sure each participant pair contributes at
least one of their questions.

Phase 2: Constructing Meaning

Using the Strategy

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SQPL (Student/ Questions for Purposeful Learning)

The participants may have a lot of questions about the statement and they
would like answered. (Example: Cloned people could be more sensitive to
certain diseases then normal people?, People should not take over the role of
a Creator?).
Monitor the participants progress and move throughout the room, helping
them to clarify the assignments.
Write the participants questions on the chalkboard and consolidate them by
combining similar ones.
In this stage the participants are already for the presentation of the information.
They should be directed to pay close attention to information that answers the
questions which was class generated, especially class consensus questions.
Provide each participant the article entitled: A copying machine for living
beings.
Throughout the reading the article stops the participants periodically to discuss
the piece in general and answer their questions in particular.

Phase 3:Evaluating and applying information

Participants continue with list of the donned questions and answers, also they can
inserted more familiar, for the theme important, correspondence and propriety
questions.
The participants become collectors of information based on their own inquiry.
Participants will develop the short but higher purposeful discussion about the given
theme.

Reviewing the SQPL (Student/ Questions for Purposeful Learning)

Ask the participants to go back through the lesson, recalling everything they
did. You might say: What was the first thing we did when started the sample
lesson?. After recalling the three main steps (ask the participants what they
know about the cloning (5 minutes); then write the statement on the
chalkboard: : Some scientists think within a few years it will be possible to
clone as well. But many governments have already decided to forbid cloning of
people by low. Allow participants to pair up and brainstorm questions, which
they would like to have answered, based on the written statement on
chalkboard; than elicit the participants questions and writing them on the
chalkboard. Also gather a variety of questions making sure each participant
pair contributes at least one of their questions.
Then the participants may have a lot of questions about the statement and what
they would like answered. (Example: Cloned people could be more sensitive
15

to certain diseases then normal people?, People should not take over the role
of a Creator?). After that will monitor the participants progress and move
throughout the room, helping them to clarify the assignments. Then write the
participants questions on the chalkboard and consolidate them by combining
similar ones. In this stage the participants are already for the presentation of
the information. They should be directed to pay close attention to information
that answers the questions which was class generated, especially class
consensus questions. Then provide each participant the article entitled: A
copying machine for living beings, and throughout the reading the article
stops the participants periodically to discuss the piece in general and answer
their questions in particular. In this stage with our helps the participants will be
able to come up with questions which are purposeful with the lesson theme.
The participants generated readiness questions should not be the only
perspectives that they have of the content. The participants become collectors
of information based on their own inquiry. Make sure that the participants
questions to not fail to cover critical information. Ensure all-important aspects
of the topic to be considered by participant. Participants will continue with list
of the donned questions and answers and they become collectors of
information based on their own inquiry. Also the participants will develop the
short but higher purposeful discussion about the given theme. Then we ask the
participants to discuss the purposes of the technique, by asking question like
this:
What is the benefit from learning and working in this way?, Did you
understanding the steps of this strategies?, What is the purpose of this
strategies?, Did you identify the effect of each part of the activity?,etc.
Guided Practice
Guide the discussion further asking participants to anticipate how the
technique will works in their specific subjects:
The participants will grouping according to subject areas;
Each group will have brainstorm an application activity using the
demonstrated strategies;
Each groups will develop their plans (according the framework);
Finally each group will present their application activity chosen on
member from group to be spokesperson.
Evaluation
Evaluation Questions for End of Demonstration Activity
4. What were the most valuable strategies that you learned today?
5. What new ideas did you learn about effective teaching?
6. What questions do you have about the strategies you learned
today?
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Glossary of Terms
1. SQPL strategies
- S Student
- Q Questions
- P Purposeful
- L Learning

Demonstration Activity # 4: Creating a Lesson-Plan Format Following Guidelines

17

Overview
SUMMARY OF Creating a Lesson-Plan Format Following Guidelines LESSON
Phase 1-Activate background knowledge
Teacher asks individuals to reflect on their experience on lesson planning
Participants work in small groups to outline the lesson- plan format they used to follow in
there teaching
Group representatives present and record on a flip chart their lesson plan outline
Teacher asks participants to point out the main parts of the lesson planning process
Participants point out strength and week parts in their lesson-plan format
Teacher raises group discussion on the importance of having meaningful conceptual
framework while planning the lesson.
Phase 2-Constructing meaning
Teacher introduces the topic for demonstration of lesson planning process and distributes
copies of the text " Taxes- the price that should be paid for 'civilized society'?"
Teacher divides participants in 6 groups and gives them guidelines to make a lesson plan
on the topic
Participants read the text and work on their tasks
Representatives from each group present their plans
Teacher asks all groups to review their plan and each group to focus on a particular
assignment
First group- value of the lesson
Second group -demonstrable objectives
Third group- prerequisites
Forth group - assessment
Fifth group - organization (resources, time management, grouping, equipment...)
Sixth group- teaching strategies in each of three phases
Representatives present results of their group discussion
Participants listen to the presentations and make notes
Participants make comments on presented information
Phase 3-Evaluate & Apply
Participants make individually a lesson plan outline on the basis of presentations
Teacher invites participants to go back on their previous lesson plan outlines and compare
it with the new ones
Volunteers present their actual lesson plans outline and point out differences from the
previous ones
Teacher raises discussion on link between lesson planning and thematic unit planning
Objectives: Participant will

Identify key aspects of planning process for in-depth elaboration of the lesson

Understand difference between traditional and active teaching lesson

planning

Be able to create lesson-plan format applicable for active learning and

teaching
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X
X
X
X

Be aware of link between thematic unit planning and lesson planning

Experience and reflect upon the following module themes:
Collaboration
Communication
Problem Solving/Decision Making
Self Assessment
Critical Thinking
Research
Leadership

Activating Background Knowledge

Begin this demonstration activity by introducing the topic on lesson planning. Ask
participants to reflect on their experience and challenges while planning lessons. First ask
them to do it individually in 5 minutes and than to share their thoughts in small groups.
Give them 10 minutes to outline the lesson- plan format they used to follow in there
teaching. You may ask questions like this: What elements do you emphasize while
planning the lesson? Do you use particular format for lesson planning in your subject
area? After 10 minutes, ask group representatives to present and record on a flip chart
their lesson plan outline. Invite participants to point out the main parts of the lesson
planning process on the basis of presented information. Give them some time to reflect on
the strength and week parts in their lesson-plan format.
Participants should understand the importance of having meaningful conceptual
framework while planning the lesson. For that purpose, it is useful to stimulate group
discussion with provocative questions like this: Why it is important to have well-designed
lesson-plan before the lesson begins? Doesn't it restrict teacher's creativity and
spontaneous activity during the lesson? Do teachers with long experience in teaching
need lesson plans?
Constructing Meaning
Explain that the quality of classroom teaching and learning depends on how well prepared
the lesson was. Than, using teachers' prior experiences on lesson planning, that might be
more in traditional manner, give guidelines to lesson-plan format that frames active
learning and teaching. Tell participants that they will be involved in demonstration of
lesson planning process. For that purpose, they will work on sample lesson on taxes. You
may say: Each of you will receive a copy of the text " Taxes- the price that should be paid
for 'civilized society'?" (Appendix H) and this will be the topic for your lesson plan.
After reading the text, you will work in 6 groups while developing lesson plans. Have in
mind that you should: 1. consider the value of the lesson; ,2. set demonstrable
objectives; 3.consider prior knowledge and/skills necessary for understanding the lesson;
4. think of appropriate assessment strategies;5 . resources, time management, grouping
and other organizational matter; 6. consider teaching strategies that fit best in each of

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three stages of learning/teaching process. Make sure that your guidelines are clear
understood. It would be helpful if you present these aspects on the overhead.
Divide participants in small groups, distribute the copies and give them 10 minutes to read
the text and 40 minutes for developing lesson plans. After 50 minutes invite
representatives from each group to present the plans. As you might find weaknesses in
their plans, ask participants to go back in their groups and each group to focus on one key
aspect:
First group is supposed to reflect on the value of the sample lesson. What types of utility
have this lesson in students' life and work?
Second group will have to set objectives that could be reached with this lesson. Point out
that objectives should describe what students will be able to do as a result of the lesson.
Third group will focus on prerequisites that enable students to benefit from this lesson.
What kind of prior knowledge or skills are necessary for students to understand and apply
information from the lesson?
Fourth group will think of assessment strategies that are applicable to this lesson. What,
how and when to assess?
Fifth group will consider organizational matter. What would teacher have in mind and
prepare before the lesson begins?
Sixth group will consider teaching strategies that fit best in each of three stages of
learning/teaching process.
After 15 minutes, ask representatives from each group to present results of their work.
Point out that all participants should listen carefully and make notes of relevant
information because it would be basis for their next assignment. After each presentation,
invite participant to comment.
Evaluating and Applying Information
As all participants listen to the presentation, ask them to evaluate and apply what they
have learned. You may say: Now, I would ask you to make individually a lesson plan
outline on the basis of presentations you have just heard. After 10 minutes, invite
participants to go back on their previous lesson plan outlines and compare it with the new
ones. Ask them few questions to reflect on: In what manner your actual plan differs from
the previous one? What particular part you didn't consider as relevant in your previous
plan?
After few minutes of individual work, ask volunteers to present their actual lesson plans
outline and point out differences from the previous ones. You may raise discussion on
relevant issues by asking questions like this: Can you identify parts in your prior
knowledge about lesson planning that are commonly neglected by all or many of you? In
what way your teaching will be improved if you follow this innovated lesson planning
process?
As a closure of discussion you might spend some time on discussion about planning
thematic units. Lead participants to understand link between thematic units planning and
lesson planning. You may ask questions like these: How do you consider a range of
possible topics for a unit? Do you involve students when choosing topics within a unit?
20

In what way? Do you keep in mind the goal of the unit while setting lesson plan
objectives? Are you aware of connection between units-plans and lesson-plans regarding
assessment?
Reviewing the Activity
It is time to lead participants to review the procedures they have just experienced. First, let
them recall what happened at the very beginning of the Demonstration activity 4. You may
say: Who will remind us what I ask you to do first? Why is it important to begin the topic
on lesson planning with recalling your personal experience with this issue? Was it
difficult for you to explain your colleagues the lesson-plan format you used to follow?
What was the point of letting you know your colleagues' lesson-plan format? If nobody
stresses, point out that it is helpful to start with old experience before learning new
information. Then you may proceed: What was the purpose of finding out strength and
week parts in your lesson-plan format?
Then, analyze parts of the next activity. After reviewing the steps, you may ask questions
like this: Was it easy for you to generate ideas following my instructions? Were there
opposed viewpoints within the groups discussion? How did you resolve it? Focus for a
while on the purpose of reviewing the lesson plans with specific assignment. What was the
purpose of asking you for careful listening of all presentations? Did information given
by other groups' members help you to create your lesson plan format? Why I ask you to
create your lesson plan format individually? Also, you may ask participants to consider
importance of making comparison between former and new lesson-plan formats. Invite
them to anticipate will new lesson-plan formats help them to make lessons more
meaningful and useful for their students.
Finally, stress that sometimes teachers overview that particular lesson is part of the bigger
thematic unit. Explain why it is important to be aware of connection between unit plans
and lesson plans.
Guided Practice
Divide the whole group of participants into small groups according to subject areas. Give
them 30 minutes to select a topic from their curricula and to plan an ordinary 45minutes
lesson according to the format they have created. Give each group a sheet of paper. When
they are finished, ask them to present their plans. Invite all participants to comment their
work.

21

Demonstration Activity # 5: Designing Rubrics for Classroom-Based Assessment

Overview
SUMMARY OF Designing Rubrics for Classroom-Based Assessment LESSON
Phase 1-Activate background knowledge
Teacher introduces the topic
Teacher asks individuals to reflect on their experience with assessment and to make
questions considering that issue
Participants make up and write down questions individually
Volunteers share their questions and display on the flip chart
Teacher adds relevant questions to the list
Teacher and participants interact in grouping the questions up in appropriate categories
22

Teacher displays a chart with categories

Participants in pairs give answers to the questions
Volunteers fill the columns on the flip chart
Teacher raises discussion on the basis of written information
Phase 2-Constructing meaning
Teacher groups up participants in small groups (5-6 members)
Teacher asks individuals to make a list of priorities for making decision when buying a
new sort of cookies
Volunteers from each group share their lists
Teacher makes a cumulative list on the flip chart
Participants within the group select 4 most important criteria from the list
Teacher asks representatives to vote
Teacher sums up and announce 5 items with highest frequencies
Teacher gives each participant 3 sorts of cookies and asks to evaluate them in four-point
scale, according to selected criteria
Participants compute arithmetic mean for each cookie and find out the best one
Participants make connection between this activity and building criteria for classroombased assessment
Teacher introduces the concept of rubrics
Phase 3-Evaluate & Apply
Teacher divide the whole group in small groups on the basis of subject area
Participants within the group design rubrics appropriate for their subject
Teacher asks volunteers to share their rubrics
Participants reflect on benefits of using rubrics
Objectives: Participant will
Learn how to create rubrics for classroom-based assessment
Be aware of the importance of students' involvement in the process of building criteria
for assessment or, at least, of informing them what are they expected to know to get
particular mark
Experience and reflect upon the following module themes:
X
Collaboration
X
Communication
X
Problem Solving/Decision Making
X
Assessment
X
Critical Thinking
Research
Leadership
Activating Background Knowledge
Begin the workshop by pointing out a tight relationship between teaching and classroombased assessment. Then, stimulate discussion about assessment in order to get a picture of
the present situation. First, ask participants to take few minutes and write down questions
23

about challenges they have faced with when considering this issue. After the designed
time, ask volunteers to share their experience with the whole group and to write them on
the flip chart. If some relevant questions do not appear, you may add on the list questions
like this:
- What is the purpose of assessment?
-What kind of assessment do you usually carry out? Do you prefer multiple-choice or
open-ended questions?
- Do you follow particular guidelines or standards given by Ministry of Education or
other authorities? What are they like?
- Have you tried any strategy to make the assessment process more objective? What was
it?
- What kind of problems do you face with regarding the classroom-based assessment?
- Do you involve students opinions in the process of assessment? In what way?
Invite participants to group up the generated questions in several categories and
make and display a chart like this:
strategies

ASSESSMENT
questions

problems

students'
involvement

Pair up participants and give them 10-15 minutes to answer the questions. After that,
invite them to fill the columns on the flip chart and raise discussion on the basis of written
information.
Constructing Meaning
Demonstrate the activity for building criteria for evaluating cookies. Explain that you will
change the subject for a while and first ask them are they fond of cookies. Then, divide the
participants in small groups and ask them to imagine that they are about to decide what
new sort of cookies to buy. You may say : In next 5 minutes you are suppose to make a
list of priorities that guide you when making decision what sort of cookies to buy. Give
them 5 more minutes for sharing within the groups. Afterwards, invite representatives
from each group to list them up. On the basis of their responses, make a cumulative list on
the flip chart.
Explain the next step : Now, each group should select 4 items from the list which are,
according to your opinion, of the greatest importance in making decision. After few
minutes, invite group representatives to "vote". As they announce their choices, you can
record points for each criterion. When all finished, sum up the points for each criterion
and announce 5 with the highest frequencies.

24

Give participants instruction for the next activity: All of you will get 3 sorts of cookies,
assigned A, B and C, to evaluate on the basis of 5 selected criteria. For each sort, I
will give you information about the selected criteria (price, date of production,
ingredients, etc). Please, keep notes in your notebooks. Additionally, you can taste each
cookie. Each criterion should be evaluated on the four-point scale (2-bad, 3-good, 4very good, 5-excellent).
To make sure that your instruction is clearly understood, it is useful to draw a chart like
this and to ask participants to copy it in their notebooks:
criteria / cookies
ingredients
price
date of
production
taste
brand
M

A
4
3
5

4
4
4

2
3
4
5
------------------------------------------------------------------------------bad
good
very good
excellent
Distribute to all participants cookies, one by one, and ask them to evaluate them
individually and to record in their charts. Then, demonstrate on the hypothetic sample
how to compute the final mark, which means arithmetic mean. Ask them to compute all
three and to find out which one has got the best mark.
Finally, ask participants to make connection between this activity and classroom-based
assessment. If someone initiated a question about criteria for assessment during the
activating background knowledge activity, it could be your starting point for discussing
this aspect of assessment process. Introduce the concept of rubrics and illustrate it with
a checkpoint scale from Appendix. Give participants some time to look at the sample
and give comments. You may ask: Do rubrics heighten the level of objectivity when
assessing students' essays? How? Point out how important is students to now in
advance what and at what level be expected from them to accomplish to get particular
mark. Ask them why it is important for students to get feedback from their teacher in
narrative way.
Evaluating and applying information
After the discussion about rubrics, participants are prepared for the next activity. Tell them
to sit in groups divided according to their subject areas. Afterwards, give them assignment:
Now, you will try to create rubrics for assessment of students' knowledge and
understanding of subject content that you teach. While creating rubrics, use your
experience from activity with cookies, as well as model that I gave you to go through.
25

But, be aware that the rubrics you are going to produce should be adjusted for your
subject and have to contain elements that are specific for it. You may revert on lesson
plans you have developed during Demonstration activity 4 and design rubric for that
particular lesson. Give them 45 minutes to accomplish this assignment.
After the designed time, invite volunteers to share their rubrics. Give them some time to
reflect on several questions: What do you think, do rubrics improve the quality of
assessment and how do students benefit from them? Are rubric applicable only to essays
or they might be used while assessing answers to open-ended questions? In what way?
Reviewing the Activity
Lead participants to review activities they have experienced during Demonstration Activity
5. As they recall that first of all they had to share their present experience with assessment
process, you may ask: Why I ask you to generate questions about assessment? Why we
grouped them up in categories? Was it difficult for you to answer the questions?
Remind them on the activity with cookies and ask: Do you find this "sweet" strategy as
useful analogy for designing rubrics? Why yes/no? Then, spend some time in analyzing
the process of creating rubrics. How do you feel as designer of rubric for your subject
area? Is it difficult and time-consuming to design a rubric?
Guided Practice
Let participants work in their previous groups. Give each member of each group a copy of
authentic student essay (Appendix ) on a topic selected from adequate subject area. Ask
each participant individually to assess according to rubrics that were set during the
session. Allow 15 minutes for this activity. After that, ask them within the groups to share
their reasons for giving particular mark. Do they evaluate the essay in a similar way? What
is the reason for their eventual disagreement? (10 minutes). Invite few participants to
share their comments with the whole group and try to develop group discussion on the
issue.

26

Appendix A Activity 1
Resource: INA (Macedonian weekly magazine), 23.12.2003, No 14, pp 37 (about 350
words in Macedonian language)
Nutrition and Heart diseases
Cardio-vascular diseases are the main causes for mortality in our country. Coroner
diseases occur as result of narrow coroner arteries that provide week nurture of the heart
muscle.
The most frequent causes for coroner diseases are: arteriosclerosis (fetty deposits
on the walls of arteries), constitutional infirmity or narrow arteries. There are two coroner
diseases: angina pectoris (when arteries become narrow) and infarct (necrosis of a part of
the heart muscle as a result of a week blood flow through coroner arteries).
Symptoms: The patient usually suffer from pain behind the chest bone that sometimes
expand toward left arm and neck. The pain usually occurs after hard work, excitation,
exposure to a low temperature without period of adaptation or as combination of several
factors. The patient is pale, frightened and sweated.
Nutrition: Nutrition is the crucial factor that determines the level of damage in arteries.
People who don't suffer from cardio-vascular diseases use food-stuff listed below:
Fish reach with Omega-3. The risk for cardio-vascular diseases decreases for 3050% if eating fish 30 g. daily or several portions weekly.
Nations who traditionally use garlic in their menu, show lowest rate of heart
suffering. Garlic contains about 15 antioxidants.

27

Nuts are reach in fiber, monounsaturated fat, vitamin E, selen, which prevent
arteries from damages caused by cholesterol. Because of high calorie value, optimal
daily dose is 30-50 g., depending on the personal weight.

It is recommended to diminish eating food with animal origin, especially fats. This
food should be replaced by corn, fruits and vegetables.
Many studies have shown that people who use quercetin (?) and flavonoides (?) in
their nutrition, are prevented from heart diseases.

Appendix B Activity 1
Discussion Web
Classroom discussions are an important way of encouraging students to think. But
sometimes teacher fails to provoke passionate discussion on an relevant issue. It happens
few students to be willing to contribute while the rest of the class sits passively. To avoid
teacher-dominated or few students-monopolized discussion, Donna Alvermann (1991)
recommends Discussion Web strategy.
Description
Discussion Web is a classroom strategy that helps teacher to activate all students
and to stimulate them to think critically on an issue. It uses a graphic organizer to
orchestrate a complex lesson. It has advantage of having people work from pairs to
quarters, to share their ideas and to build communication skills.
Procedure
When using Discussion Web strategy, teacher would follow these steps:
1. Prepare students for discussion by activating relevant background knowledge.
2. Assign students to read the text from their textbooks or use other resource
(reading an article, watching the video, listening to the lecture). Choose a
selection that develops opposing viewpoints.
3. Introduce the Discussion Web and a binary question that goes to the heart of the
issue.
4. Ask students to work in pairs while discussing both points of view. The partners
should take turns in writing down their reasons in two opposite columns. Remind
students to set the strongest possible arguments on both sides.
5. Group each pair with another pair and ask them to work toward a consensus on
the question. Ask them to write groups conclusion at the bottom of the Web.
28

Advantages
Teacher can reach several objectives toward active learning process by using Discussion
Web in the classroom:
All students participate actively in discussion.
Teacher encourage an atmosphere of collaborative inquiry.
Students practice four language skills: reading, writing, speaking and listening.
Students think critically by evaluating both sides of an issue and are encouraged to
process opposing evidence before asserting their viewpoints.
Students have visual representation of the thinking process they go through during
the discussion.
Working in pairs and in groups of fours students refine their thinking, acknowledge
alternative ideas and develop cooperative learning skills.
Students can get credit for good thinking
Application and Illustration
The strategy works best in literature and social studies classes, but with some
modification it is applicable in all subjects. Math teacher might use it to help students to
consider relevant and irrelevant information when solving story problems. In that case,
teacher will pose relevant and irrelevant instead "yes" and "no" position to an issue.
In the Figure 1 there is an illustration of Discussion Web for the Industrial Revolution.
YES
Machines now did most of
the heavy work.
The Industrial Revolution
provided jobs for many
people, especially
immigrants.
More products were now
affordable for the common
people.
The costs of living dropped,
which helped working
people.
Labor-saving devices
became available and were
used in factories and homes.

Did the Industrial

Revolution help working
people?

Many people had a tough

existence under an
agricultural economy.
Conclusions

NO
Workers received very low
pay, and could barely make a
living.
Mass production work in a
factory dehumanized the
worker, who was just a cog
in a machine.
Working conditions were
often unhealthy or
dangerous.
Workers had to work long
hours, with very little time
off for their families.
Workers were no longer
skilled laborers and could
not look forward to owning
their business.
Workers had less control
over their working
conditions.
Workers were crowded into
29

cities and lived in tenements

Figure 1. Discussion Web for the Industrial Revolution. (adapted from Alvermann,1991)

Appendix C Activity 1
Debate
Students learn and remember best when they participate in the dialog about class
topic. Teacher can choose debate as productive classroom strategy when there is a topic
that allows students to take different viewpoints.
Description
Debate is a cooperative learning strategy that enables students to argue ideas with
each other, to create arguments and counterarguments, trying to persuade opponents. Its
goal is to encourage and orchestrate discussions that result in more student-student
interaction patters rather than student-teacher patterns. It can be used after reading a text,
watching video, listening a lecture or simply following a topic prompt for students to
consider.
The role of the teacher in this strategy is to orchestrate the discussion, and to intervene in
order to keep it on track. The teacher can ask questions to keep the debate moving
productively.
Procedure
1.
2.
3.
4.
5.
6.
7.

When using Debate, teacher would follow these steps:

Assign an issue and determine positions that students can take.
Ask students to take personal stand on the issue and to write arguments in support of
their position.
Point out 3 locations in the classroom where students will move according to their
position on the issue (yes, no, undecided).
Ask students within the groups to review the reasons for their positions.
Call for the debate by inviting one spokesperson from each group to present major
reasons that support their view. Before starting, set rules for debating.
Encourage other group members to participate in the debate with extra arguments.
Allow students who have changed their minds by arguments from other groups to join
the group they agree with.

30

8. Ask groups to summarize their positions and one representative from each group to
make final statement.
Advantages

This strategy is valuable in several ways:

It combines individual and group work.
It enables students to make in-depth exploration of a topic.
Students listen carefully to others and learn to respect other people's viewpoints.
Students use group processes to create arguments.
Students learn to make decision on the basis of well-constructed arguments.
Being encouraged to change their minds publicly, students understand that thinking is
continuous process that can lead to different conclusions. Changing opinions is natural
process and does not mean unstable personality.
Students learn to articulate their thoughts in ways that are meaningful and clear to
others.
By encouraging students to defend their opinions and beliefs in public, they understand
that they are responsible for them.

Application and Illustration

This strategy is applicable in all teaching subjects, especially in literature and social
sciences. It doesn't work on topics that ask for exact knowledge. ( For example, you can't
ask students to consider whether 2+2 =4 or whether Paris is capital of France.)

31

Appendix D - Activity 2
1. For the Demonstration Activity was used:
1.1. Text book Anatomy and physiognomy from groups of biology societies,
publisher in Skopje, 1997, this is the book for I-st grade secondary school.
1.2. Table with 4 column for Phase 1:Activate background Knowledge.
1.3. Examples of RAFT Assignments for Phase 2: Constructing meaning.
1.4.Role Definition Matrix for Phase 3: Evaluate&Apply.
Appendices E
2. For the RAFT strategies:
2.1 William G. Brozo & Michele L. Simpson: Readers, Teachers, Learners,
(2003),Merrill Prentice Hall, Upper Saddle River, New Jersey, Columbus,
Ohio.
2.2 Doug Buehl: Classroom Strategies for Interactive Learning(2003)
Seventh Printing, Publisher: International Reading Association, Madison,
Wisconsin, USA.
2.3 Karen D. Wood: Literacy Strategies Across the Subject Areas, (2001),
University of North Carolina, Charlotte, USA.
Description
RAFT strategies is ones of techniques that attempts teachers concern with
student writing. This strategies stimulate the students to learn how to infuse not
only imagination, creativity and motivation into a writing assignment, but also
how to be an independent and critical learner. RAFT strategies involves writing
from viewpoint other than that of students, to an audience other than the
teachers, and in a form other than a standard theme or written answers to
questions.

32

Procedure
1. Phase 1 Activate Background Knowledge
-

Ask the participants to think and work individually about the theme;
Compare their (participants) responses about the theme.

2. Phase 2 Constructing meaning Using the RAFT strategy

-

Individually think and chose one role of the writer. Or split

in the groups of 4 or 6 members.
- Write RAFT on the chalkboard and list the role, audience, format and topic.
- Complete the RAFT table on the chalkboard with whole group.
- Assign reading a lesson from biology subject textbook or from other sources.
- According to topic Non-infectious diseases each will decide about the role,
audience and format for writing.
- Each can find different issues from the textbook or from other resources.
- They individually will write using RAFT and have the Role, Audience, Format
at top of their paper.
- Help the participants to develop a deeper understanding of the roles, audience,
format and topic.
- Each will write their thoughts of own role (individually or in their groups) in
provided three-column matrix.
- Participants share and compare their writing.
3. Phase 3 Evaluate & Apply
- They will discuss about the role, audience and format influenced in their writing
at topic Non-infectious diseases.

Advantages
With the RAFT techniques the participants have the opportunity to be
motivated and to learn independently not only the new but also the familiar think about the
topics. During the RAFT strategies the participants are in the different positions and make
the different viewpoints what is a biggest advantage of the same strategies. Also sharing
and comparing the knowledge, thoughts, experiences, etc., from the pedagogy and
psychology viewpoint is very important point in educational process.
Application and Illustration

33

RAFT strategies have best application and demonstration in the languishes subjects
(mother tongue, foreign languishes), social sciences ( pedagogy, psychology, philosophy,
history, etc) but also with a few modifications and adaptations it may be application in the
natural sciences like example in biology, chemistry, etc.
Illustration example from chemistry subject.
EXAMPLES OF RAFT ASSIGNMENTS
Role

Format

Topic

Chemistry
Readers,
scientist
(or Students,
from
specific TV public
chemistry areas)

Scientists books,
Reports,
Instruction,
Memo

Chemistry
organic or nonorganic reactions
(in general or
particular)

Chemistry
specialist
of
organic or nonorganic
reactions areas

.............

..............

..............

Journalist

..............

..............
.

..............

Business people

..............
.

Business
company

Audience

..............
..............
.
..............

..............
.

..............
.

34

Appendices F
1. For the Demonstration Activity was used:
1.1. Text an article entitled: A copying machine for living beings from Tijdschrift
van de Eenhoom Educatief, Brussels Onderwijs Punt, March 1997.
Appendices G
2. For the SQPL strategies:
2.4 William G. Brozo & Michele L. Simpson: Readers, Teachers, Learners,
(2003),Merrill Prentice Hall, Upper Saddle River, New Jersey, USA.
Description
SQPL strategies are ones of techniques that gives participants a stake in the
learning, which will improve their attitudes and increase their attention. This
strategy stimulates the students to learn how to infuse not only creativity and
motivation into a making questions and answering, but also how to be an
independent and critical learner. SQPL strategies helps students make
investments and in the learning process. Also SQPL is adaptable for many
information sources: reading materials, lecture, discussion, video and the
Internet.

Procedure
1. Phase 1 Activate Background Knowledge
- Makes provoking statement and presenting it to participants.
- Write the statement in the chalkboard/flipchart.
2. Phase 2 Constructing meaning Using the RAFT strategy
- Split the participants on the pair and allow their brainstorm questions that they
would like to have answered based on the written statement.

35

- Elicit the participants questions and writing them on the chalkboard. Also gather
a variety of questions making sure each participant pair contributes at least one
of their questions.
- Questions asked more then one pair of participants may become the whole group
participants consensus questions. Or you can consolidate the questions by
combining similar ones.
- Participants are ready for the presentation of the information, and they may used
any kind of information resources: reading materials (text books, articles,
lectures, video, Internet, discussions, etc.
- Provide the each participants the article entitled: A copying machine for living
beings?.
- Throughout the reading of the article stop the participants periodically to discuss
the piece in general and answer their questions in particular.
3. Phase 3 Evaluation and Apply
3
- The participants generated readiness questions should not be the only perspectives
that they have of the content.
- Participants continue with list of the donned questions and answers, also they can
inserted more familiar, for the theme important, correspondence and propriety
questions.
- Make sure that the participants questions to not fail to cover critical information.
- Always take's a care about the participants questions and answers. They should be
corresponding and be property with a theme.
- Ensure all-important aspects of the topic to have been considered by participant.
- The participants become collectors of information based on their own inquiry.
- Participants will develop the short but higher purposeful discussion about the
given theme.
Advantages
With the SQPL techniques the participants have the opportunity to be
motivated and to learn independently not only the new but also the familiar thinks about
the topics. During the SQPL strategies the participants are in the positions to makes the
different questions and tray to answer them for and from different but important, propriety
aspects of the theme, which are biggest advantages of the same strategies. Work in pairs
event from the beginning of lesson, enable sharing, comparing and recompense the existed,
and new approved knowledge about the given theme. SQPL strategies give the
participants a stake in the learning, which will improve their attitudes and increase their
attention. Also helps participants to make investment in the learning process. SQPL
strategies are adaptable for many information sources: reading materials, lecture,
discussion, video and the Internet. On another way sharing and comparing the knowledge,
thoughts, experiences, feelings, etc., from the pedagogy and psychology viewpoint is very
important point in educational process.
36

Application and Illustration

SQPL strategies have best application and demonstration in the social sciences
(pedagogy, psychology, philosophy, history, etc), but also with a few modifications and
adaptations it may be application in the natural sciences like example in biology, ecology,
geography, chemistry, etc., and in the languishes subjects (mother tongue, foreign
languishes). In the natural sciences, for example in biology you can use the statement
about meaning of photosynthesis in plant growth and reaction on whole plants existing.
In the process of plants growth photosynthesis its doesnt mean separate process from the
another natural factors (air, water, ground, sun, etc) and plants coexisting. Then from the
participants pair will have a lot of questions like example: Can the plants growth without
the photosynthesis?, or In which cases photosynthesis still influences on plant's growth
independent from water maters?, Which natural factors influence on the plants
photosynthesis process?, Can the people exchange the photosynthesis process in plants
growth?, etc.
Also on SQPL strategies usage the illustration arise from the subjects lessons or
themes. That means having a lot of illustration kinds, but because the quality and the level
weight it's necessary to makes real and good chose. During the whole phase 2
Constructing Meaning the participants can use not only the illustrations (statically on the
paper, etc) but an another kinds of audio-visual (non-statically resources).

Appendix H Activity 4

37

Sample text : " Taxes- the price that should be paid for 'civilized society'?"
Resource: Awake! 8 March 2004, pp 5-8 ( Macedonian language version available; for
English version consult : Awake!, c/o Watchtower, Wallkill, NY 12589)

Appendix I Activity 5
Authentic students' essays.

Checkpoint Scales
Your revised draft on Descriptive writing
"My room and what's in it"
received the following rating:

Name: Ryan
Date: February 14
Grade: 8

Organization (beginning, middle, and end)

_______________________________________________________________
1
2
3
4
X 4= 12
5
I had a lot of trouble following
You're on the right track, but
Great
organization.
your plan. Rethink your
it's still hard to follow your
I was
right with you.
outline and try to tighten this up.
plan.
Details (reasons, elaboration)
______________________________________________________________ X 4= 20
_________
1
2
3
4
5
You didn't give enough information. There are some good ideas
Good
vivid details.
Be more specific but stay away
here. You need to tell your
I get
the picture.
from lists.
reader a little more.
Mechanics (proofing)
______________________________________________________________ X 3= 6
_________

38

1
2
5
Can't tell what you're trying to say
What a proofreader!
with all the errors. Try again.
You really have an

A few errors got by you this

time. See if you can find them.

eye for that job.

Overall impression
______________________________________________________________ X 5= 20
_________
TOTAL=
1
2
3
4
58
5
You could do much more with
What a pleasure to
this assignment.Return to the
read.You composed
prewriting outline and start
fine piece of
again.
writing.

The potential is there. With a

little more effort you'll have it.
a

Comments
Ryan, you are such a creative thinker. I love your descriptions! Rework that
last paragraph. I had trouble following your ideas in the end. Also, be sure
to proofread (especially punctuations).After that, you'll have a great
composition.
Figure 2. Example of Teacher Assessment Checkpoint Scale (adapted from Wood, K.D. &
Harmon, J.M. Strategies for Integrating Reading & Writing in Middle and High School
Classrooms ,2003, pp11)

39

40