Engaging Students Into a Reciprocal Communication

Essential Details: What the Teacher Needs to Know

• About the Students:
  • Grade: 6.
  • Level: B average.
  • Background Knowledge: Yes.
  • Engagement level: low.
• About the Lesson:
  • Subject: Comparative Literature.
  • Topic: The Definition of Poetry. Types of Poetry.
  • Goal: Show the students the versatility of forms of poetic expression. and teach them arguing constructively. Bottom line: there is no exact definition of what poetry is.
  • Objectives: teach the students to define the basic characteristics of poetry and prove their point.
  • Materials: PC, CamStudio, MS Word, PowerPoint, smartboards (interactive whiteboards (Betcher & Leicester, 2009)).

Media Integration for Critical Thinking Development

Media Type:

• Interactive matching game (learning the basic concepts).
• Group assignment (remembering the key elements in the process of communication).
• Individual assignment (using the acquired skills in practice).

Critical Thinking Skill

• Question at issue, or problem to be solved.
• Elements of reasoning.
• The empirical dimension of reasoning.
• The conceptual dimensions of reasoning.
• Implications and consequences.

Lesson Description. Part 1: Introduction

1. Introduction: discussion. “What is the first poem you’ve ever learned?”
2. Next question: “How did you know that it was a poem?”
3. Next question: “How do you define a poem?”
4. Next question: “What different types of poetry do you know?”
5. Final question: “Who is your favorite poet?”

Lesson Description. Part 2: The Activities

• A warm-up: types of poetry matching game (interactive; matching):
  • The given exercise will help the students learn to define the problem to be researched (Simonson, 2009).
  • A warm-up will get the students ready for the discussion of new concepts and a critical approach towards the poetry analysis.
• Poetry analysis key elements: a mini-lecture (using a Power{Point presentation and a CamStudio):
  • The given assignment will contribute to the development of frame of reference in students (Paul & Elder, 2002).
  • The students will be able to memorize the key elements of poetry with the help of visual and audio information.
• Individual assignment: analyzing a poem watched on YouTube:
  • The given task will help the students learn to learn about the dimensions of reasoning, as well as to develop their own style of reasoning (Mason, 2009).
  • The students will be able to apply the acquired skills and see the theoretical concepts in action.

Challenges and the Means to Overcome Them

• Challenge:
  • Not knowing where to start from;
  • Not being able to compare and contrast;
  • Having troubles with memorizing.
• Solution:
  • Offering a strategy of analysis;
  • Teaching to break the subject into elements;
  • Using interactive games and other memory techniques.

Grading Rubrics

Reference List

Betcher, C. & Leicester, M. (2009). The interactive whiteboard revolution: Teaching with IWBs. Victoria, AU: ACER Press.

Mason, M. (2009). Critical thinking and learning. New York, NY: Fabulous Printers, Ltd.

Paul, R. & Elder, L. (2002). Critical thinking: Tools for taking change of your professional and personal life. New York, NY: FT Press.

Simonson, M. (2009). Quarterly review of distance education, Vol. 7. North Miami Beach, FL: IAP.