I find the cline to be an excellent resource to not only expand students’ vocabulary, but also to engage students in the metalanguage of superlatives of adjectives and adverbs. In English, there are rules that apply to some words that students can discover for themselves in their engagement with this task, for example, “slow”, “slower” and “slowest”. And the added benefit of this task is that synonyms for these words can be used instead of these words,which expands students’ vocabulary, and helps them get to know a multitude of words, which they can use in their writing and speaking to make their English more interesting.
What I find to be most beneficial about the cline activity is the conversation that results from students working together to decide upon the correct order of the terms/the image match.What is important here is that students use language to assist in justifying their opinions/thoughts which simultaneously assists students in developing conversational English whilst also exposing them to the specific vocabulary convention of the cline task. Overall an excellent activity!
I particularly like this activity as it gives students an opportunity to recognise the relationships between words. It is really useful as students can consider why the author of a novel chose to use e.g. ‘roared’ instead of ‘yelled’,or ‘slowly’ over ‘gradually’. I think critical discussion can occur during the task and after the task as students can consider the effects the author’s selection had on the text. This can be easily linked to writing outcomes in English k-6 syllabus. I would like to use this activity in the future and then afterwards allow students to select one of the words to incorporate in their writing.
During tutorials, I was particularly struck by the justification aspect of cline tasks. As the other posts have addressed, ordering images/terms along a spectrum promotes high calibre discussion. For example, debate about the meaning of the adverb ‘quite’ encouraged our tutorial group to examine and reflect upon on individual use of the word. In what contexts had we used the term? Could meaning be transferred to aid this task? Would we use it differently in future conversation/text?
By prompting active consideration of language use, cline tasks are an engaging learning task. The structure is open-ended, creatively lending itself to a variety of topics and using collaboration to interest students.
I think clines are a great activity as they give students the opportunity to explore how particular words are related to each other along a specific continuum. This activity promotes high order thinking and allows students to practise language which is specific to a particular topic as they work collaboratively to try and place the words/images on the continuum. Clines also encourage classroom talk as students put forward their ideas and justify their opinions.
I feel that clines do promote high order thinking, now that you mention it, Melinda! It not involves students putting forward their ideas, but I guess it also helps them to maintain an open mind because some things can’t be right but neither are they wrong, which I still have trouble accepting… So for students, although they may have the world at their fingertips, clines bring collaborative work and engagement in learning to life, which I would like to see in my own classroom.
This is one of the most interesting and intriguing activities that I learned in this unit. I believe that this activity can expand student’s vocabulary in a very intersting way. For example, regarding the degree of volume of speech, there are a wide range of words like whisper and shout that student can use in writing tasks. It’ll be good to have a few clines around the classroom for students to have a look while writing a creative piece.
Until quite recently, I realised that clines can be even more versatile that I thought they could be- (referring to the exercise that we had of creating our own clines to encompass different word and topic ranges.)
In creative arts units, clines can be used to help students expand their vocabulary of musical terms e.g. in dynamics- crescendo, diminuendo, loud, soft, pp etc. and drama where I had thought of using to describe the growth that students’ movements should reflect when hearing a certain piece of music. There are so many ways- many of which I haven’t come upon but hope to do so before going out to teach so I feel more resourceful… and prepared.