Integrating Group Work into Lesson and Unit Plans

Abstract

In this final chapter, a practical application is proposed for planning in the second language curriculum. Through introducing a teaching/learning cycle, an argument is developed for thorough integration of group work into the curriculum. A specific form of assessment, similar to formative assessment, is introduced. Dynamic assessment is fundamentally different, however, in that it requires the teacher to be following the principles of semiotic mediation presented throughout the book. Without this informed, theoretically rich and robust pedagogic approach, assessment runs the risk of being random acts when teachers are not tuned into creating zones of proximal development for their learners.

Keywords

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