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Didactic Cinquain
The first line is one word which is the title of the poem.
The second line contains two words which are adjectives that describe the title.
The third line has three words that tell the reader more about the subject of the poem or shows action. Many times these words are gerunds that end with “ing.”
The fourth line has four words that show emotions about the subject of the poem and may be individual words or a phrase.
The fifth line is one word that is a synonym of the title or is very similar to it.
Snow
Snow
Lovely, white
Falling, dancing, drifting Covering everything it touches Blanket
CLUSTER. Clustering helps students organize concepts and understand any academic subject. Clustering is a great study strategy, and is especially helpful for visual learners who like to look Clustering can help all students organize their thoughts and make useful connections.
VENN DIAGRAMS also help students to develop higher order thinking skills.They can be completed in the student’s first language as well as English and they may be completed collaboratively. Venn diagrams can be used: before, during or after a learning activity or
topic; for 42rganizati and sorting information, concepts, or vocabulary; to help students think about and use text types and patterns, particularly
The JIGSAW classroom is a research-based cooperative learning technique invented and developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Since 1971, thousands of classrooms have used jigsaw with great success.
Teachers should introduce the technique and the topic to be studied. Assign each student to a “home group” of 3-5 students who reflect a range of reading abilities. Determine a set of reading selections and assign one selection to each student. Create “expert groups” that consist of students across “home groups” who will read the same selection. Give all students a framework for managing their time on the various parts of the jigsaw task. Provide key questions to help the “expert groups” gather information in their particular area. Provide materials and resources necessary for all students to learn about their topics and become “experts”. Discuss the rules for reconvening into “home groups” and provide guidelines as each “expert” reports the information learned. Prepare a summary chart or graphic organizer for each “home group” as a guide for organizing the experts’ information report. Remind students that “home group” members are responsible to learn all content from one another. Jigsaw is a strategy that emphasizes cooperative learning by providing students an opportunity to actively help each other build comprehension. Use this technique to assign students to reading groups composed of varying skill levels. Each group member is responsible for becoming an “expert” on one section of the assigned material and then “teaching” it to the other members of the team.
Benefits Jigsaw is a well-established method for encouraging group sharing and learning of specific content. This technique can be used as an instructional activity across several days and is best to use when there is a large amount of content to teach. Jigsaw helps students learn cooperation as group members share responsibility for each other’s learning by using critical thinking and social skills to complete an assignment. Subsequently, this strategy helps to improve listening, communication, and problem-solving skills. Monitoring each student’s participation within the groups provides teachers with information about how much the students already know about the topic. This allows teachers to tailor instruction accordingly.
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This method is used on stage of content cognition.
I — interactive N—noting S—system E—effective R—reading
T — thinking
It ‘s marking reading text by special symbols “ V” — knew
“-”— think in another way
“+”— new
“?” — don’t understand & have questions
«!» - want to know
During reading marks are pointed on the margin Fill in the table where symbols are names of the graphs. Information from the text is inserted into the table briefly.
AQUARIUM — it’s a role play for 2-3 participants the rest learners are observers. Participants act out situation observers analyze and go through the situation. Advantages of the method — it’s effective in the time deficiency situation where it’s necessary to demonstrate skills, emotions, conditions; learners may be experts and analysts; it stimulates learners to work practically.
TESTING
What is interactive method?
What is the procedure of brainstorming, cinquain, cluster, jigsaw1/2, venn diagrams? What is the procedure of brainstorming?
What is the procedure of cinquain? What is the procedure of cluster? What is the procedure ofjigsawl/2?
What is the procedure of venn diagrams?
What other interactive methods are useful for developing communicative competence?
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This method is used on stage of content cognition.
I — interactive — интерактивная
N — noting — размечающая
S — system — системадля
E — effective — эффективного
R — reading and — чтенияи
T — thinking — размышления
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AMERICAN CINQUAIN FORM
Originally, Crapsey created the form for the American cinquain with five lines. Stresses Per Line
The first line hits one stress, which \i‹is usu‹tlly ianibic meter with the first sy11‹tlale unstressed and the second stressed.
Line two has two stresses. Line three Ii‹is three stresses. Line four has four stresses. Line five h‹is ‹inc stress.
Syllables Per Line
Following the invention of this form, Criipsey n4acle cliiingcs to the form iincl incliidctl a
certain niiinl er o1 syllaloles per line.
Line rine 1i‹itl two sy11‹tlales. Line two html four syllables. Line three hitl six syllablcs. 1.inc four la int ciglat svllables. Line fin e hitl two s llables.
Even though in mimic feet were tvpically used in these cinqua ins, it was not a requirement of
the structure.
CLUSTERING PROCEDURE
The first step is to review class materials and identify what is important.
The second step is to make preliminary clusters. Suggest that the students create one cluster for the topic.
Third, students should go back to the
topic and self-check the information in their clusters.
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