Reading Circle 1: Spider Web
Appendix 4.2.5b Working for the Same Goal! (For Step 1)
As speakers, getting the planned messages across effectively is our ultimate goal. A presentation feedback questionnaire can be helpful in gauging the effectiveness of a presentation in disseminating information. Study and evaluate the following presentation feedback questionnaire. Refine/re-design it to suit the purposes of it.
Original Design of the Questionnaire
1. How effectively did the speaker communicate to you during the presentation?
2. How would you rate the speaker’s understanding of the presentation topic?
3. Did the presentation meet your expectations?
4. How would you rate the relevance and usefulness of information given to the topic from the presentation?
5. How would you rate the organisation of the presentation?
6. How would you rate the quality of the presentation?
7. What was the most enjoyable part of the presentation?
8. What was the most boring part of the presentation?
10. What would you suggest for improvement?
My evaluation ...
Purposes of this feedback questionnaire:
The design of questionnaire:
Questionnaire (Copy A) (For Step 2)
In this group work, you will study a questionnaire about customer satisfaction of a restaurant.
Working with your members, you will focus on:
evaluating the strengths and weaknesses of the questionnaire; and
making suggestions to improve its design.Discussion time: mins
Presentation time: mins / group
This is a suggested copy for high ability/gifted students.
Customer Satisfaction Questionnaire
Purpose:
A customer satisfaction questionnaire is a tool in evaluating the level of satisfaction of all customers. It provides employers with valuable feedback directly from customers. This encourages them to change, modify or improve the services or products they offer to earn customer satisfaction.
Can the questionnaire below achieve the purpose? If yes, in what way do you think it serves the purpose? If not, what is/are the problem(s)? How can the problem(s) be avoided or solved?
Name of customer:
Date:
Is this your first time dining at this restaurant?
If not, when was the last time you dined in this restaurant?
How did you find this restaurant?
Friends:
Family:
Others (please specify):
For the following couple of questions, answer with “excellent,” “good,” “average,” “poor,” or “very poor”:
How would you rate the ambience, design and feel of the restaurant?
How would you rate the quality, variety and taste of the food?
How would you describe the general service given by the staff?
How would you rate the general prices of the food?
Expensive: Fairly priced:
Questionnaire (Copy B) (For Step 2)
In this group work, you will study a questionnaire about customer satisfaction of a restaurant.
Working with your members, you will focus on:
analysing the purposes of each part and question; and
evaluating their effectivenessDiscussion time: mins
Presentation time: mins / group
Purpose:
A customer satisfaction questionnaire is an important tool in evaluating the level of satisfaction of all customers. A customer satisfaction questionnaire should allow the employer to get valuable feedback directly from his customers. This would then enable him to change, modify or improve different aspects about his establishment in order to have excellent customer satisfaction.
Can the questionnaire below achieve the purpose? If yes, in what way do you think it serves the purpose?
Name of customer:
Date:
Is this your first time dining at this restaurant?
If not, when was the last time you dined in this restaurant?
This is a suggested copy for average students.
Family:
Others (please specify):
For the following couple of questions, answer with “excellent,” “good,” “average,” “poor,” or “very poor”:
How would you rate the ambience, design and feel of the restaurant?
How would you rate the quality, variety and taste of the food?
How would you describe the service given by the staff?
How would you rate the prices of the food?
Expensive:
Fairly priced:
Questionnaire (Copy C) (For Step 2)
In this group work, you will study a questionnaire about customer satisfaction of a restaurant.
Working with your members, you will focus on:
identifying different parts and question types used in the questionnaire; and
evaluate them based on the tips on p.36 of the textbook.Discussion time: mins
Presentation time: mins / group
Customer Satisfaction Questionnaire Name of customer:
Date:
Is this your first time dining at this restaurant?
If not, when was the last time you dined in this restaurant?
How did you find this restaurant?
Friends:
Family:
Others (please specify):
For the following couple of questions, answer with “excellent,” “good,” “average,” “poor,” or “very poor”:
This is a suggested copy for less able students.
How would you rate the ambience, design and feel of the restaurant?
How would you rate the quality, variety and taste of the food?
How would you describe the service given by the staff?
How would you rate the prices of the food?
Expensive:
Fairly priced:
Suggestions for Trying Things Out:
Design similar jigsaw tasks based on the study focuses suggested in Appendix 4.2.5b to guide your students to inquire about the complexity of your selected text type.
Checkpoint:
Core Subjects:
• English Language
• Arts
21st Century Cross-Disciplinary Themes
• Global Awareness
Learning and Innovation Skills
• Creativity
• Critical Thinking and Problem Solving
• Communication and Collaboration
Life and Career Skills
• Flexibility and Adaptability
• Initiative and Self-Direction
This exemplar will offer you quick ideas of:
• how to increase students’ sense of contribution as they seach for answers in homogeneous* and heterogeneous groups though Tomlinson’s Equalizer. (*Note:
“Homogeneous grouping” refers to similar grouping whereas “Heterogeneous grouping” refers to mixed ability grouping.)
Exemplar 10
Focused Differentiation Strategy: Flexible Grouping and Tomlinson’s Equalizer Core Objectives (for all students):
By the end of the lessons, students will be able to:
• analyse and present the causes, effects and solutions from survey reports.
Extended Objectives (for high ability/gifted students):
By the end of the lessons, the high ability/gifted students will be able to:
• critique and refine the use of techniques used in survey reports.
Steps:
1. To pre-assess students’ prior knowledge and levels of interest:
• Have students talk about survey reports to assess their prior knowledge of the text type. Suggested questions are:
a. Why do we write survey reports? Why are they needed?
b. Who read survey reports?
c. What makes it different from presentation of findings in form of tables or charts?
d. What are the differences between a survey report and an article? (Suggested leads-in:
the writer’s stance in any text types, not exceptional in survey reports, is about the writer’s tone, attitudes and intentions, e.g. how the writer uses or manipulates findings, and how the presentation of the findings is determined by the writer’s intentions.) 2. To engage students in inquiry-based collaborative tasks:
i) Discussion Round 1 (Homogenous grouping)
• High ability/gifted groups read and discuss a survey report on the same or similar topic to that of an article studied by the average and less able groups for comparison and verification purposes. Students are responsible for inferring the writer’s stance, views, attitudes and intentions from the available information.
• High ability/gifted groups should get prepared to provide elaborate interpretations, arguments and viewpoints to the questions from the other ability groups about the writer’s stance conveyed in the article after this round of discussion. See Appendix 4.2.5c for ideas to design tiered guiding tasksheets for your students where appropriate.
• Less able and average groups study and discuss the article only. The length and complexity of the article for these students can vary, depending on the variation in their readiness in the groups. Students are responsible for recognising the writer’s views on an issue, based on the hints from you where appropriate, and listing questions about anything they find unclear in the article.
ii) Discussion Round 2 (Heterogeneous grouping)
• Assign students to sit in groups with different members, one of which must be from the survey report groups, i.e. the high ability/gifted groups.
• Brief students and facilitate students to do the following:
- Students takes turns to share what they have found important from the texts, e.g.
the issues they recognised, the writer’s stance and intentions, their acceptance or refusal to accept the writer’s conclusions.
- Students who studied the article only report first, i.e. those from the less able and average groups in the first round of discussion. Those who worked on the survey report, namely the high ability/gifted groups, follow.
- Suggest each group that they prioritise and organise the questions they collated, their views on the writer’s stance, and the reasons why they accept or reject the conclusions of the texts. Report the discussion results to the class.
- Groups share. Students make notes on what is missing in the arguments they made in their groups as they listen to presentations. Prepare some note sheets in advance for your students to learn and apply note taking skills, if appropriate.
- Guide students to revisit the questions raised in Step 1 and consolidate the thoughts after the two rounds of discussion.
Checkpoint:
Tomlinson’s Equalizer
Fewer facets (for AVE/LAS) ßà more facets (for HAS)
Checkpoint:
Tomlinson’s Equalizer
Smaller leaps (for AVE/LAS) ßà greater leaps (for HAS)
The students were striving to contribute their views, pose questions, seeking answers and insights from one another as
The students learnt the essence of
language use through their study of survey reports and questionnaires: accuracy and appropriacy (above and right).