PART ONE – REPORT

INTRODUCTION

The study of English is central to the overall development of all young Australians.  In accordance with the writing assessment outcomes of the students, it has been analysed that there were several strengths and abilities which were associated with the work developed by learners (Sun, & Wang, (2020).

1. Summaries your group’s writing strengths and abilities, referring to the data in your appendices, to the Victorian/Australian Curriculum, and to the textbook

Being an educator, I have identified that some learners were able to focus on the core elements of writing including theme, coherence, correctness, character, clarity and purpose and few of them were unable to incorporate their work in accordance with the elements. The strengths and abilities of all six members of the group are described below:

• Strengths and abilities of Ashton’s writing: As per the writing details of Ashton, it has been identified that all the content included accurate information in relation to the selected topic. Learners have the ability to write in a proper manner by adopting proper guidance and support from a tutor.
• Strengths and abilities of Rhyce writing: Learners made proper use of creativity skills in their work by adding images related to the subject topic and focusing on arranging the natural language in a properly structured manner. Also, learners have the ability to explore new creative ways to present the content to readers.
• Strengths and abilities of Jayden’s writing:  As per the writing document of Jayden, it has been analysed that learners have good knowledge related to the different elements of writing. Learners were able to make proper use of grammar, creativity, vocabulary, and persuasiveness and conducted good research (Bracewell, (2020).
• Strengths and abilities of Nick’s writing: The work developed by Nick included a good amount of information in accordance with the purpose of the writing. Also, it has been analysed that learners have the ability to arrange the developed content in a structured way with the help of proper guidance and support from tutors.
• Strengths and abilities of Cameron’s writing: All work generated by Cameron contained accurate and reliable information in relation to their selected topic. The learner had a good level of understanding about the proper use of grammar, creativity, vocabulary, persuasiveness and other components of grammar.
• Strengths and abilities of Chris writing: It has been evaluated from the writing work of Chris that he had learning and knowledge related to his selected topic and had the ability to include key information related to the chosen subject.

• Discusses the group’s identified focus need, referring to data, curriculum, and textbook

From the writing documents of all five learners, it has been analysed that it is essential for all of them to focus on some areas for better writing outcomes in their academic journey. In relation to the writing outcomes of learner Ashton, it has been analysed that it is essential for learners to focus on gaining better knowledge about the different elements of writing including grammar, creativity, vocabulary, persuasiveness and conducting good research. The writing document of Chris indicates that it is important for the students to emphasise improving their writing style in order to communicate their thoughts and ideas effectively and clearly. As per the writing document of Cameron, students need to cut unnecessary words and review spelling and grammar basics. A lot of grammar and spelling errors in the work reduced the quality of the work due to which leaner unable to present the quality of work.  Taking account of Rhyce’s writing work, it has been examined that the learner needs to arrange the sentences in a well-structured manner for better clarity of work. Also, the learner needs to focus on developing strong proofreading skills to eliminate the scope of spelling and grammatical errors from the work. In accordance with the writing work developed by Nick, it has been analysed that he needs to make proper use of active voice, and grammar, read what he wants to write and develop a good writing process for better quality work. In addition to this, the work developed by Jayden needs to contribute his efforts to the structure of the work, sentence length, editing, sentence construction and reviewing spelling and grammar basics for generating quality content. Therefore, it can be concluded that all five learners need good actions to overcome their areas for improvement including grammar, vocabulary, writing, technical drawing, spelling, editing, structure, sentence construction and reading. Improving this area can be helpful in presenting quality of work to the professionals and improving the quality of their English learning.  

1. Identify and discuss appropriate methods of teaching this need, using literature

In accordance with the viewpoint of (Strauß, & Rummel, 2020), implementing collaborative learning activities and practices into online distance education courses and in-classroom sessions to involve students in interactive knowledge construction is essential. Here is a discussion about core teaching methods to improve the quality of writing skills of students:

• Collaborative learning method: The collaborative teaching method can be effective in encouraging regular readings within the classroom which students can be able to learn about different vocabulary styles of different students (Tiradentes Souto, & et al., (2020, July). Also, this type of strategy can be helpful in providing an opportunity for learners to read aloud and engage actively in cooperative writing.
• Inquiry-based teaching: The inquiry-based teaching method can allow students to ask questions and doubts in relation to the different writing components and ways to overcome them. This will help in encouraging students to focus on simplicity and clarity and seek feedback from tutors.
• Virtual learning environment method: The virtual learning environment can be effective in educating students about various elements which is essential for better writing with the help of videos, audio PPT, posters and many other types of resources to make the learning more engaging and supportive (Supriadi, & Guntara, (2020, October).
• Personalized learning: Under this type of teaching strategy, the lesson plan and resources are developed in accordance with the requirements of all five students in order to meet their different learning needs.

Conclusion

From the above report, it has been analysed that taking effective actions to improve the poor writing area of students is essential for delivering quality education and creating an inclusive learning environment for students.  Also, it has been discussed that it is essential for educators to make proper use of effective teaching strategies including personalized learning, inquiry-based teaching, collaboration and others for better learning and development of students.

PART TWO – EXPLICIT MINI – LESSON

Introduction

The lesson plan is designed with the aim of educating students about different core elements of writing. All teaching strategies and resources used in the lesson plan are planned and prepared in accordance with the learning needs and preferences of students (Contreras,  &  et al., (2020). The lesson plans consist of different teaching methods, resources, assessment approaches and opportunities for better learning and development of students in relation to the English subject.

Model new skills with think-aloud

The think-aloud strategy allows educators to verbalise aloud while reading a selection orally.  It can help learners learn to track their thinking as they read and enhance their comprehension. It can allow learners to monitor their understanding of a text and teach them to re-read a sentence.

Scaffold students

• Students with some disability issues will be provided with additional teaching efforts.
• All students will be treated equally and fairly in the classroom.
• Feedback will be given to students in relation to their performance.
• Individual and group activities will be organized within the classroom to make the learning process more engaging and interactive for students.
• Learners will be encouraged to explore different aspects and concepts related to the writing area.
  
  Pose questions
• ‘’what can you do to learn more effectively for better learning? do you think reviewing spelling errors and grammar is important? which elements of writing do you think are effective for your better writing, from the information given, create your own story and write in your own words.
  
  Opportunity for independent practice
• Note-taking practices, assignments, personalized learning and technology-based resources. Students will be encouraged to prepare notes on their own at the time of attending the session. The use of technology-based resources like PPT, Kahoot, Moodle and e-books can allow students to access the subject content on their own at any place.
  
  Review/recap
• Use of initial, diagnostic, formative and summative assessments to review the learning performance of students. The initial assessments will be used to assess soft skills and basic knowledge related to the English subject. The formative and diagnostic assessments will be considered after completing the session in order to examine the learning progress of students.

REFERENCES 

• Bracewell, R. J. (2020). Investigating the control of writing skills. In Reading Empirical Research Studies (pp. 436-463). Routledge.
• Contreras, K., Arredondo, C., Díaz, C., Inostroza, M. J., & Strickland, B. (2020). Examining differences between pre-and in-service teachers’ cognition when lesson planning. System, 91, 102240.
• Strauß, S. & Rummel, N., (2020). Promoting interaction in online distance education: designing, implementing and supporting collaborative learning. Information and learning sciences, 121(5/6), pp.251-260.
• Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, 102221.
• Supriadi, F., Helmiawan, M. A., Sofiyan, Y. Y., & Guntara, A. (2020, October). A model of virtual learning environments using micro-lecture, moodle, and sloodle. In 2020 8th International Conference on Cyber and IT Service Management (CITSM) (pp. 1-4). IEEE.
• Tiradentes Souto, V., Ramos Fragelli, R., & Henrique Veneziano, W. (2020, July). Designing an innovative collaborative learning application: the case of method 300. In International Conference on Human-Computer Interaction (pp. 552-565). Cham: Springer International Publishing.

APPENDICES