2. Agenda
• Check out the group video on the course blog
+ review commenting assignment
• Introduction to leap chapter 2 (life long
learning)
• Lecture listening + note taking on Bloom’s
Taxonomy
• After-listening discussion
3. Group Speaking Task 1
• Blog
• Voicethread comments on group speaking task 1due 9/12, Friday, by 12:00
midnight
• Group Speaking Task 1 – Questions for Commenting
• Answer all of the following questions by video or voice comment (1-2
minutes) on the Group Speaking Task 1 video on the blog.
• 1) What did this group do well?
• 2) In completing leap chapter 1, we discussed effective presentation
strategies (attention getter in the introduction, signal phrases,
consideration of who the audience is, etc.) How did this group
demonstrate that they understood how to give an effective presentation?
• 3) What is one question that you have for this group?
4. Leap Chapter 2:
Life Long Learning
• What are you going to do with your life? How
can learning new things make that happen?
(pg.22)
5.
6. Chapter Goals
• Study and practice using vocabulary relevant to the fields of education,
psychology, and sociology
• Listen to lectures and take notes on topics related to the above-mentioned fields
• Study vocabulary terms and strategies for discussing and presenting data
10. While Listening
• Pg. 28 – writing definitions for the levels of
the taxonomy of cognitive objectives (what
does that mean again?!)
11. After Listening
• Use your notes and ideas to discuss the following questions. Feel free to consult the audio
script (in the back of the book) as needed.
Purpose Organization Basic
Comprehension
Reactions
1. Who is the speaker and
who is the intended
audience?
1. How did the speaker
organize his
information?
1. What two types of
memory are mentioned in
the lecture? (detail)
1. Did you learn anything
from the lecture? If so,
what was the most
interesting to you?
2. What do you think the
speaker’s goals were?
2. Which
transitions/sign posts
did he use?
2. According to Bloom’s
taxonomy, what does it
mean to “understand”
something?
2. Do you think the
taxonomy is important in
language learning? For
example, do you think
that tasks at the higher
levels require more
developed second
language skills?
(note: you will see many
of Bloom’s terms in your
course
objectives/learning
outcomes)
3. Is the speaker sharing
mostly facts or opinions?
Can you provide an example
of each?
3. According to Bloom’s
taxonomy, what is
“remembering”?
4. Do you think the speaker
achieved his intended
goals? Why/why not?
4. When you are asked to
“explain” something on a
exam question, what
does that mean?
12. HW
• Required: Complete pgs. 25-26 + prepare 1
conversation starter on the course blog.
• Optional: listen to the lecture on Bloom’s
Taxonomy until you are able to understand
most/all of what is said.
