Individual Response- Sakeena

Interactionism
Interactionism works on the key principle that language and cognitive development takes place within key contexts of interaction. Here, the classroom, where collaboration occurs between pupils, serve as the context for the interaction. During the pre activity, the teacher asks the question “What other ‘myths’ have you heard about being a good reader?” which promotes class sharing. Pupils listen to one another can are given the opportunity to ask questions and learn from experiences.
Working in pairs allow pupils to once again interact with one another and check for each other’s understanding.
The teacher is also a rich source of output as she is required to teach the concept first before students attempt the activities.

Innatism
Innatism states that all humans are “wired” to learn language and exposure to language triggers this development. When the teacher explicitly teaches that before a full stop or exclamation mark, syllables have a fall tone, and before a comma or question mark, syllables have a rise tone, she assumes that pupils will be able to process and store this information.

Strengths & Weaknesses:

Towndrow (2007) states that “The roles of the student must complement and support what is displayed by the teacher” for a truly effective lesson. I believe that this is displayed in the lesson. For example, when students are sharing their answers with each other, the teacher is listening carefully (to provide feedback later), when the teacher is reinforcing important concepts, students are required to listen. This promotes a conducive and non-threatening environment for students to learn from each other and the teacher.

One of the strengths of this lesson would be the instant and explicit evaluation that is obtained for both the teacher and the learner via the use of the IFS gadget. The teacher will be able to identify those who need further remediation and those who have already grasped the concepts taught. Also, students can take note of their own learning process and track their progress. According to Chapelle & Jamieson (2008), this motivates learners to speak with attention directed to the quality of their language. Displaying answers on the board will also encourage individual accountability and ensures that students take their work seriously.

At the pre-activity stage of the lesson, the teacher is required to ask questions that not only elicits student’s prior knowledge but also encourages discussion. Towndrow (2007) states that “debate is required before modification can occur” therefore, by asking pupils to discuss what they think good readers are allows them to come to a conclusion themselves that they need to be able to read with varied pitch and tone for expressiveness, practice appropriate pace and volume and pauses.
I would say that it is commendable for the teacher to look for a humorous video to tune pupils into the lesson however I would see it as a little inappropriate for the level… how many P5 pupils would be able to relate to Friends? Finding something more suitable for their experiences might excite them and actually encourage them to learn.

Getting students to work in pairs allows them to work collaboratively and learn form one another. Yet again, this encourages students to play an active role in the classroom and make them accountable for their own learning. However, according to Towndrow (2007), one of the important features for student centered learning, which is absent here, would be allowing pupils to choose learning materials according to their interest and needs which in turn could prepare them for real audiences.