Using Deliberate Practice and Low-Stakes Formative Assessment to Support Writing Accuracy in Entry 2 ESOL

Using Deliberate Practice and Low-Stakes Formative Assessment to Support Writing Accuracy in Entry 2 ESOL

JPD proposal

Joint Practice Development

Introduction

Methodology

Literature Review

References

Hypothesis

Discover the secrets of science

EXPLORE THE SCIENTIFIC WORLD

Acts as core of discoveries

Problem statement

Observation

Experimentation

Hypothesis formulation

Record and data analysis

Contextualize your topic with a subtitle.

Conclusions

We evaluate the data in relation to our initial hypothesis. We generalize the results and reflect on the impact of our discovery.

Discover the secrets of science

EXPLORE THE SCIENTIFIC WORLD

Problem statement

Observation

Hypothesis formulation

Write a subtitle that provides more information

Experiment design

Results analysis

Experimentation

Conclusions and communication of findings

Write a subtitle that provides more information

+20%

growth: with direct sunlight.

+10%

growth: under indirect light.

-15%

growth: in total darkness.

7. Conclusions and generalization of the results

+5%

photosynthesis: using artificial light.

1. Observación

Observamos el entorno y planteamos interrogantes sobre fenómenos naturales. Esta curiosidad es la chispa inicial de cualquier descubrimiento científico.

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This project is informed by key principles that support effective teaching and learning: • Deliberate practice supports accuracy by breaking complex writing skills into small, focused steps (Christodoulou, 2017). • Cognitive Load Theory highlights the need to reduce unnecessary cognitive demand for lower-level ESOL learners (Sweller, 1988). • Rosenshine’s Principles of Instruction (2012) emphasise modelling, guided practice, and frequent checking for understanding. • Formative assessment helps make learning visible and reduces anxiety when used in low-stakes ways (Wiliam, 2011). Much of this research is based in compulsory education; this project explores its application within an adult FE ESOL writing context.

Literature Review

4. Experimentation

We observe, record, and analyze data to obtain our answers.

We conduct controlled experiments to test our hypothesis.

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5. Experimentation

between phenomena, while analyzing the results enhances the understanding of the environment. Experimentation drives the advancement of scientific and technological knowledge.

Experimental practice in science is essential for observing direct effects and contrasting hypotheses with reality. Well-designed experiments reveal patterns and relationships.

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2. Problem Statement

We identify a specific phenomenon to investigate.

This way we can obtain clear and precise answers.

Formulating the problem is crucial to guide the scientific process.

5. Confrontation of data with the hypothesis

We meticulously document each observation, measurement, and result. This step is essential for correctly interpreting the data from the experiment.

1. Observation

We observe the environment and ask questions about natural phenomena. This curiosity is the initial spark of any scientific discovery.

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3. Formulation of the hypothesis

We propose a tentative explanation based on previous knowledge. It is a prediction that will guide the design of our experiments:

• Use clear and concise language.

• Specify the variables and their relationship.
• Define the variables operationally.
• Indicate the population or sample to which it applies.

Use an image and use this space to describe it. It is essential for a presentation to have a greater visual impact.

Introduction

Entry 2 ESOL learners are required to demonstrate sentence-level writing accuracy, including grammar, spelling, punctuation, and functional writing tasks. In practice, learners may complete written tasks but apply these features inconsistently. This Joint Practice Development (JPD) project focuses on refining everyday ESOL writing lessons to better support writing accuracy, while remaining embedded within normal classroom practice

Methodology

Data collection (minimum and low-risk): • Observations: Informal observation of learner engagement with sentence-level and functional writing tasks during lessons. Professional Dialogue: Scheduled post-lesson discussions with my mentor to analyze the "joint" impact of our instructional decisions. • Reflections: Regular reflective notes using Gibbs’ Reflective Cycle, focusing on instructional decisions and lesson design. • Practical resources: Adapted writing frames, deliberate practice sequences, and low-stakes formative checks (e.g. mini-whiteboards, proof-reading routines) already used within lessons.

This project adopts Joint Practice Development approach, focusing on my own teaching practice--collaboratively with my mentor--rather than researching learners.

2. Problem Statement

We identify a specific phenomenon to investigate.

Formulating the problem is crucial to guide the scientific process.

This way we can obtain clear and precise answers.

4. Confrontation of data with the hypothesis

Revealing Results:

• Indirect light favors growth.
• Artificial light less effective.

Clear Data:

• Direct sunlight: optimal growth.
• Total darkness: limited growth.

6. Results Analysis

Data analysis in science is key to turning observations into understanding. Comparing results with hypotheses allows us to validate or adjust our initial understanding.

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4. Experiment design

01. Draw the path of knowledge: Visual diagrams and schemes strengthen the understanding and retention of the scientific method. 02. Prepare your scientific scenario: Prepare your speech well and master the subject to achieve an exciting and natural presentation.

Utilize an image and use this space to describe it. It is essential for a presentation to have a greater visual impact.

+ info

+20%

growth: with direct sunlight.

+10%

growth: under indirect light.

-15%

growth: in total darkness.

6. Conclusions and generalization of the results

+5%

photosynthesis: using artificial light.

Christodoulou, D. (2017). Making Good Progress? Oxford: Oxford University Press. Rosenshine, B. (2012). Principles of Instruction. American Educator, 36(1), 12–19. Sweller, J. (1988). Cognitive Load During Problem Solving. Cognitive Science, 12(2), 257–285. Wiliam, D. (2011). Embedded Formative Assessment. Bloomington: Solution Tree.

Hypothesis

1. Deliberate practice will support more consistent application of writing features in Entry 2 ESOL writing. 2. Low-stakes formative assessment will reduce anxiety around written accuracy. 3. Teachers will gain clearer insight into learner progress beyond task completion.

3. Formulation of the hypothesis

We propose a tentative explanation based on previous knowledge. It is a prediction that will guide the design of our experiments:

• Use clear and concise language.

• Specify the variables and their relationship.
• Define the variables operationally.
• Indicate the population or sample to which it applies.

Use an image and use this space to describe it. It is essential for a presentation to have a greater visual impact.