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A Creative Approach to Integrated Case Studies in Teaching Business English  Daniela Munca, PhD ASEM University Lecturer E...
Problem   <ul><li>Project / case study </li></ul><ul><li>Voice, images, text </li></ul><ul><li>Research </li></ul><ul><li>...
 
Students Sample Projects <ul><li>Elena  Effective Advertising  </li></ul><ul><li>Marina  Nokia versus Apple </li></ul><ul>...
VoiceThread
What is Voicethread?  <ul><li>group conversations are collected and shared in  one online place  from anywhere in the worl...
 
 
 
 
 
 
Project Planning <ul><li>1) Chose a Case Study </li></ul><ul><li>2) Research on the topic </li></ul><ul><li>3) Select rele...
Collaborative Space
<ul><li>A good teacher makes you think even when you don’t want to. </li></ul><ul><li>(Fisher, 1998,  Teaching Thinking ) ...
Key word:  <ul><li>CREATIVITY !!! </li></ul>
VoiceThread for Language Teachers <ul><li>A complex “project” appealing to all 4 skills </li></ul><ul><li>Challenging and ...
Why Voicethread for Case Studies? <ul><li>Combine essay writing skills and visuals </li></ul><ul><li>Challenge students to...
Ideas for VoiceThread Projects   <ul><li>Why Toyota had to recall its cars from  </li></ul><ul><li>the US market?  </li></...
Pedagogical Implications  <ul><li>He who learns but does not think is lost </li></ul><ul><li>(Chinese Proverb) </li></ul>
Reference to Bloom’s Revised Taxonomy  <ul><li>a classification of learning objectives within education </li></ul><ul><li>...
Teaching EFL involves : <ul><li>Drilling </li></ul><ul><li>Memorization </li></ul><ul><li>Dictations </li></ul><ul><li>Lea...
What is Higher-order thinking? <ul><li>“  A guide to Productive Pedagogies: Classroom reflection manual”  </li></ul><ul><l...
The Teacher’s Task:   <ul><li>help students become producers of knowledge </li></ul><ul><li>create activities or environme...
Taxonomy of Cognitive Objectives <ul><li>1950s- developed by Benjamin Bloom </li></ul><ul><li>expressing qualitatively dif...
Initial Taxonomy
1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy
Original Terms  New Terms <ul><li>Evaluation </li></ul><ul><li>Synthesis </li></ul><ul><li>Analysis </li></ul><ul><li>Appl...
BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, plann...
Applying  <ul><li>Translate </li></ul><ul><li>Manipulate </li></ul><ul><li>Exhibit </li></ul><ul><li>Illustrate </li></ul>...
Classroom Roles for Applying  <ul><li>Teacher roles </li></ul><ul><li>Shows </li></ul><ul><li>Facilitates </li></ul><ul><l...
Applying:  Potential Activities and Products <ul><li>Practise a play and perform it for the class </li></ul><ul><li>Make a...
Analysing <ul><li>The learner breaks learned information into its parts to best understand that information. </li></ul><ul...
Analyzing:  Potential Activities and Products <ul><li>Use a Venn Diagram to show how two topics are the same and different...
Evaluating <ul><li>The learner makes decisions based on in-depth reflection, criticism and assessment. </li></ul><ul><ul><...
Evaluating cont’ <ul><li>Judge </li></ul><ul><li>Rate </li></ul><ul><li>Validate </li></ul><ul><li>Predict </li></ul><ul><...
Classroom Roles for Creating <ul><li>Teacher roles </li></ul><ul><li>Facilitates </li></ul><ul><li>Extends  </li></ul><ul>...
Creating a VoiceThread Project  Remembering Understanding Applying Analyzing Evaluating Creating
Creating VoiceThread Project Remembering What are the four Ps of the marketing mix?  Which advertising strategies did Puma...
<ul><li>Daniela Munca </li></ul><ul><li>[email_address]   </li></ul>
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Balkan Case Studies Seminar

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Transcript of "Balkan Case Studies Seminar"

  1. 1. A Creative Approach to Integrated Case Studies in Teaching Business English Daniela Munca, PhD ASEM University Lecturer English Language Instructor at ALC
  2. 2. Problem <ul><li>Project / case study </li></ul><ul><li>Voice, images, text </li></ul><ul><li>Research </li></ul><ul><li>Solution </li></ul><ul><li>Public – available to a larger group </li></ul><ul><li>Encourage collaboration </li></ul><ul><li>Publish / save </li></ul>
  3. 4. Students Sample Projects <ul><li>Elena Effective Advertising </li></ul><ul><li>Marina Nokia versus Apple </li></ul><ul><li>Cristina Toyota's Problems </li></ul><ul><li>Eugenia Cadbury- World's Chocolate Leader </li></ul><ul><li>Sabina Best Business Opportunities in 2009 </li></ul><ul><li>Cristina R. Top 10 Most Profitable Companies in USA </li></ul><ul><li>7) E-Banking ( by Anatoli) </li></ul><ul><li>8) The Most Powerful People of Moldova (by Anastasia ) </li></ul><ul><li>9) Corruption ( by Olga ) </li></ul><ul><li>10) How does the crisis affect SPORTS (by Stas) </li></ul><ul><li>11) Remittences (by Liza) </li></ul><ul><li>12) Sweatshops - How big brands violate the world (by Alex) </li></ul><ul><li>13) Corruption in Moldova (by Natalia) </li></ul><ul><li>14) Sweatshops (by Marina) </li></ul><ul><li>15) The End of the World (by Diana) </li></ul><ul><li>16) The Tale of Two Brothers: Adidas / Puma (by Iana) </li></ul><ul><li>17) Recycling in Moldova (by Aliona) </li></ul><ul><li>18) Women in Business (by Valeriu) </li></ul>
  4. 5. VoiceThread
  5. 6. What is Voicethread? <ul><li>group conversations are collected and shared in one online place from anywhere in the world </li></ul><ul><li>no software to install </li></ul><ul><li>a collaborative , multimedia slide show that holds images, documents, and videos and allows people to navigate pages </li></ul><ul><li>leave comments in 5 ways - using voice (with a mic or telephone), text, audio file, or video (via a webcam) </li></ul><ul><li>share a VoiceThread with friends , students, and colleagues for them to record comments too </li></ul><ul><li>can even be embedded to show and receive comments on other websites and exported to MP3 players or DVDs to play as archival movies. </li></ul>
  6. 13. Project Planning <ul><li>1) Chose a Case Study </li></ul><ul><li>2) Research on the topic </li></ul><ul><li>3) Select relevant info </li></ul><ul><li>4) Write a Project Plan </li></ul><ul><li>5) Come up with a CONCLUSION / SUGGESTION </li></ul><ul><li>6) Publish and Share </li></ul><ul><li>7) Collaborate – comment </li></ul><ul><li>8) Evaluate – group evaluation </li></ul>
  7. 14. Collaborative Space
  8. 15. <ul><li>A good teacher makes you think even when you don’t want to. </li></ul><ul><li>(Fisher, 1998, Teaching Thinking ) </li></ul>
  9. 16. Key word: <ul><li>CREATIVITY !!! </li></ul>
  10. 17. VoiceThread for Language Teachers <ul><li>A complex “project” appealing to all 4 skills </li></ul><ul><li>Challenging and motivating </li></ul><ul><li>Students work independently </li></ul><ul><li>Students are free to chose their topic of interest and the means of presenting it </li></ul><ul><li>Applies to Bloom’s Revised Taxonomy of Learning Domains </li></ul>
  11. 18. Why Voicethread for Case Studies? <ul><li>Combine essay writing skills and visuals </li></ul><ul><li>Challenge students to “think outside the box” </li></ul><ul><li>Give them an introduction to real world surviving skills </li></ul><ul><li>Offers teachers an opportunity to asses vocabulary, pronunciation, grammar, sentence structure, oratorical skills, etc </li></ul>
  12. 19. Ideas for VoiceThread Projects <ul><li>Why Toyota had to recall its cars from </li></ul><ul><li>the US market? </li></ul><ul><li>2) What are the most profitable </li></ul><ul><li>companies of 2009? </li></ul><ul><li>3) Who are the most powerful business people in Moldova? </li></ul><ul><li>4) Who won the advertising battle in the Pepsi – Cola wars? </li></ul><ul><li>5) Who is going to win the Nokia – Apple competition? </li></ul>
  13. 20. Pedagogical Implications <ul><li>He who learns but does not think is lost </li></ul><ul><li>(Chinese Proverb) </li></ul>
  14. 21. Reference to Bloom’s Revised Taxonomy <ul><li>a classification of learning objectives within education </li></ul><ul><li>one of the best ways to differentiate the curriculum to meet student needs   </li></ul><ul><li>six levels of thinking </li></ul><ul><li>can provide a framework for planning units that incorporate low to high-level thinking activities </li></ul><ul><li>a planning framework encouraging student thinking at all levels </li></ul>
  15. 22. Teaching EFL involves : <ul><li>Drilling </li></ul><ul><li>Memorization </li></ul><ul><li>Dictations </li></ul><ul><li>Learning new vocabulary </li></ul><ul><li>Lower-thinking Skills </li></ul>
  16. 23. What is Higher-order thinking? <ul><li>“ A guide to Productive Pedagogies: Classroom reflection manual” </li></ul><ul><li>- involves the transformation of information and ideas </li></ul><ul><li>occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation </li></ul><ul><li>manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning </li></ul>
  17. 24. The Teacher’s Task: <ul><li>help students become producers of knowledge </li></ul><ul><li>create activities or environments that allow them opportunities to engage in higher-order thinking </li></ul>
  18. 25. Taxonomy of Cognitive Objectives <ul><li>1950s- developed by Benjamin Bloom </li></ul><ul><li>expressing qualitatively different kinds of thinking </li></ul><ul><li>adapted for classroom use as a planning tool </li></ul><ul><li>one of the most universally applied models </li></ul><ul><li>organizes thinking skills into six levels, from the most basic to the higher order levels of thinking </li></ul><ul><li>( Pohl, 2000, Learning to Think, Thinking to Learn , pp. 7-8 ) </li></ul>
  19. 26. Initial Taxonomy
  20. 27. 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy
  21. 28. Original Terms New Terms <ul><li>Evaluation </li></ul><ul><li>Synthesis </li></ul><ul><li>Analysis </li></ul><ul><li>Application </li></ul><ul><li>Comprehension </li></ul><ul><li>Knowledge </li></ul><ul><li>Creating </li></ul><ul><li>Evaluating </li></ul><ul><li>Analysing </li></ul><ul><li>Applying </li></ul><ul><li>Understanding </li></ul><ul><li>Remembering </li></ul>(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8 )
  22. 29. BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing.   Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging     Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding   Applying Using information in another familiar situation Implementing, carrying out, using, executing   Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining   Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding   Higher-order thinking
  23. 30. Applying <ul><li>Translate </li></ul><ul><li>Manipulate </li></ul><ul><li>Exhibit </li></ul><ul><li>Illustrate </li></ul><ul><li>Calculate </li></ul><ul><li>Interpret </li></ul><ul><li>Make </li></ul><ul><li>Practice </li></ul><ul><li>Apply </li></ul><ul><li>Operate </li></ul><ul><li>Interview </li></ul><ul><li>Paint </li></ul><ul><li>Change </li></ul><ul><li>Compute </li></ul><ul><li>Sequence </li></ul><ul><li>Show </li></ul><ul><li>Solve </li></ul><ul><li>Collect </li></ul><ul><li>Demonstrate </li></ul><ul><li>Dramatise </li></ul><ul><li>Construct </li></ul><ul><li>Use </li></ul><ul><li>Adapt </li></ul><ul><li>Draw </li></ul>Using strategies, concepts, principles and theories in new situations <ul><li>Products include : </li></ul><ul><li>Photograph </li></ul><ul><li>Illustration </li></ul><ul><li>Simulation </li></ul><ul><li>Sculpture </li></ul><ul><li>Demonstration </li></ul><ul><li>Presentation </li></ul><ul><li>Interview </li></ul><ul><li>Performance </li></ul><ul><li>Diary </li></ul><ul><li>Journal </li></ul>
  24. 31. Classroom Roles for Applying <ul><li>Teacher roles </li></ul><ul><li>Shows </li></ul><ul><li>Facilitates </li></ul><ul><li>Observes </li></ul><ul><li>Evaluates </li></ul><ul><li>Organises </li></ul><ul><li>Questions </li></ul><ul><li>Student roles </li></ul><ul><li>Solves problems </li></ul><ul><li>Demonstrates use of knowledge </li></ul><ul><li>Calculates </li></ul><ul><li>Compiles </li></ul><ul><li>Completes </li></ul><ul><li>Illustrates </li></ul><ul><li>Constructs </li></ul><ul><li>Active recipient </li></ul>
  25. 32. Applying: Potential Activities and Products <ul><li>Practise a play and perform it for the class </li></ul><ul><li>Make a diorama to illustrate an event </li></ul><ul><li>Write a diary entry </li></ul><ul><li>Make a scrapbook about the area of study. </li></ul><ul><li>Take and display a collection of photographs on a particular topic. </li></ul><ul><li>Make up a puzzle or a game about the topic. </li></ul><ul><li>Write an explanation about this topic for others. </li></ul><ul><li>Continue the story… </li></ul>
  26. 33. Analysing <ul><li>The learner breaks learned information into its parts to best understand that information. </li></ul><ul><ul><li>Comparing </li></ul></ul><ul><ul><li>Organising </li></ul></ul><ul><ul><li>Deconstructing </li></ul></ul><ul><ul><li>Attributing </li></ul></ul><ul><ul><li>Outlining </li></ul></ul><ul><ul><li>Finding </li></ul></ul><ul><ul><li>Structuring </li></ul></ul><ul><ul><li>Integrating </li></ul></ul><ul><li>  </li></ul><ul><li>Can you break information into parts to explore understandings and relationships? </li></ul>
  27. 34. Analyzing: Potential Activities and Products <ul><li>Use a Venn Diagram to show how two topics are the same and different </li></ul><ul><li>Design a questionnaire to gather information. </li></ul><ul><li>Survey classmates to find out what they think about a particular topic. Analyse the results. </li></ul><ul><li>Classify the actions of the characters in the book </li></ul><ul><li>Make a family tree showing relationships. </li></ul><ul><li>Write a biography of a person studied. </li></ul><ul><li>Prepare a report about the area of study. </li></ul>
  28. 35. Evaluating <ul><li>The learner makes decisions based on in-depth reflection, criticism and assessment. </li></ul><ul><ul><li>Checking </li></ul></ul><ul><ul><li>Hypothesising </li></ul></ul><ul><ul><li>Critiquing </li></ul></ul><ul><ul><li>Experimenting </li></ul></ul><ul><ul><li>Judging </li></ul></ul><ul><ul><li>Testing </li></ul></ul><ul><ul><li>Detecting </li></ul></ul><ul><ul><li>Monitoring </li></ul></ul><ul><li>   Can you justify a decision or course of action? </li></ul>
  29. 36. Evaluating cont’ <ul><li>Judge </li></ul><ul><li>Rate </li></ul><ul><li>Validate </li></ul><ul><li>Predict </li></ul><ul><li>Assess </li></ul><ul><li>Score </li></ul><ul><li>Revise </li></ul><ul><li>Infer </li></ul><ul><li>Determine </li></ul><ul><li>Prioritise </li></ul><ul><li>Tell why </li></ul><ul><li>Compare </li></ul><ul><li>Evaluate </li></ul><ul><li>Defend </li></ul><ul><li>Select </li></ul><ul><li>Measure </li></ul><ul><li>Choose </li></ul><ul><li>Conclude </li></ul><ul><li>Deduce </li></ul><ul><li>Debate </li></ul><ul><li>Justify </li></ul><ul><li>Recommend </li></ul><ul><li>Discriminate </li></ul><ul><li>Appraise </li></ul><ul><li>Value </li></ul><ul><li>Probe </li></ul><ul><li>Argue </li></ul><ul><li>Decide </li></ul><ul><li>Criticise </li></ul><ul><li>Rank </li></ul><ul><li>Reject </li></ul>Judging the value of ideas, materials and methods by developing and applying standards and criteria. <ul><li>Products include : </li></ul><ul><li>Debate </li></ul><ul><li>Panel </li></ul><ul><li>Report </li></ul><ul><li>Evaluation </li></ul><ul><li>Investigation </li></ul><ul><li>Verdict </li></ul><ul><li>Conclusion </li></ul><ul><li>Persuasive speech </li></ul>
  30. 37. Classroom Roles for Creating <ul><li>Teacher roles </li></ul><ul><li>Facilitates </li></ul><ul><li>Extends </li></ul><ul><li>Reflects </li></ul><ul><li>Analyses </li></ul><ul><li>Evaluates </li></ul><ul><li>Student roles </li></ul><ul><li>Designs </li></ul><ul><li>Formulates </li></ul><ul><li>Plans </li></ul><ul><li>Takes risks </li></ul><ul><li>Modifies </li></ul><ul><li>Creates </li></ul><ul><li>Proposes </li></ul><ul><li>Active participant </li></ul>
  31. 38. Creating a VoiceThread Project Remembering Understanding Applying Analyzing Evaluating Creating
  32. 39. Creating VoiceThread Project Remembering What are the four Ps of the marketing mix? Which advertising strategies did Puma use to protect its market share? Understanding How do successful advertising work? How do large companies compete on the market? What were the most successful business enterprises in 2009? Applying Explain the four Ps of the marketing mix using a case study- Nivea. Analyzing Who were the most successful business people in Moldova in 2009? Why did Toyota recall its cars from the US market? Evaluating Why did Toyota’s CEO decide to take such a risky decision? Why did Coca Cola change its marketing strategy? Creating Create a short VoiceThread to report on a Business case study: use text, pictures, graphs, scanned pictures, images, your own voice / music, etc.
  33. 40. <ul><li>Daniela Munca </li></ul><ul><li>[email_address] </li></ul>
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