Aims:
thinking: to get the students to elaborate their HOW TO of doing a transformation task;

affective: to make the students wish to develop building on their success;

Materials: the second drafts of the transformation tasks done by the students before and revised by their peers and the teacher;

PROCEDURES:

 

Step 1 Mentioning the positive and reading out the best pieces of the students' works

When discussing their works I found a good thing in EVERY student's work (I can afford it - I
have only 7 students) - and read it out aloud and commented why I find this part so good.

Teacher's role: highlight the positive features of the students' second drafts -
e.g. the best preparation part (Ilona), sticking to the required  format (Ilona), the best conclusion (Marjans), the most successful integration of the new POV and keeping the  ideas (Luba), the best introduction + the clearest purpose (Sandra), the writer’s state of mind and the clearest purpose of writing (Inese)

This activity has created a positive atmosphere and readiness to discuss the problems they had with doing transformation tasks

Step 2 Reflection on the transformation tasks

Students receive their works and review the teacher's questions on what can be elaborate

Teacher's role:  to elicit from the students and focus on the problems with transformation tasks:

Here is the outcome of the discussion on the basis on their reflection - questions to think about and work on in the future:

Content: how much of the original text should be left? how to keep facts from an original text without distorting them? which of them can be omitted and what it depends on?
Addressee: how to make the text specifically focused as to the audience e.g. form R. Bach's 'How WE Judge People':Will Leslie say the same words in the same key to young would-be actresses as she spoke to Richard? which parameters of a text should be changed and which remain unchanged for a specific addressee?
Format: what is the difference between a script for a play and that for a film? a diary and an e-diary? Is ‘dear diary’ a necessary addition ?
Organisation: Should a presentation have introduction and conclusion to be qualified as such?

Purpose: it may not be formulated in the task - but it must always be considered by the author

Step 3

At home the students are supposed to  consider their HOW TO of doing a transformation task considering the above.

Reflections:

the achievement of the aims: affective - step one has created a beneficial effect; thinking: the students were motivated to think on the improvement of their tasks HOW TO;  they have collected the questions to consider; when doing a transformation task they will hopefully find the answers; the students who have considered a preparation part unimportant have started to consider it more seriously once the aspects of a transformation task have been highlighted by

Thinking task framework - step 3: the students have been discussing when and why the algorithm did not help to achieve a good quality and will consider how to improve it