Case study group work

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This is a group case study presentation that I did with two of my classmates, Jeanne and Wael for our ETAP501 course. Our presentation got 9.8/10 by professor Wilcox's evaluation.

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  • Can you make “what is exactly survivor?”, “What is “Survivor game?” and “what’s the use of survivor game?” come out one after another rather than coming out together? Thanks!
  • Can you make “what is exactly survivor?”, “What is “Survivor game?” and “what’s the use of survivor game?” come out one after another rather than coming out together? Thanks!
  • Can you make “what is exactly survivor?”, “What is “Survivor game?” and “what’s the use of survivor game?” come out one after another rather than coming out together? Thanks!
  • Can you please make the four examples come out one after another, rather than coming out together? Thanks!
  • Can you please make the four examples come out one after another, rather than coming out together? Thanks!
  • Can you please make the four examples come out one after another, rather than coming out together? Thanks!
  • Can you please make the four examples come out one after another, rather than coming out together? Thanks!
  • Case study group work

    1. 1. Interpersonal Communication&the Game<br />B<br />Y<br />Jeanne Anna<br />Wael<br />
    2. 2. AGENDA<br />Interpersonal Communications (Nature + teaching strategies)<br />Survival Game (Description)<br />Survival Game (activity)<br />Poster Contest (Collecting Points)<br />Class Discussion (Collecting Points)<br />Wrap-up and Debrief <br />Survivor Game Rewards<br />
    3. 3. Oral Interpersonal Communication<br />Two-Way<br />Face- to- Face<br />Communicative<br />reasons<br />Natural Discourse<br />Gestures<br />Negotiation of Meaning<br />body language<br />
    4. 4. Oral Communication Teaching Strategies<br />(1)<br />Turns-at-talk<br />Teachers should encourage <br />Students to be / …<br />Interactive<br />Spontaneous<br />Expressive<br />Encouraging<br />Tolerate Silence <br />
    5. 5. Oral Communication Teaching Strategies<br />(2)<br />Routines<br />Teachers should encourage <br />Students to use<br />Gambits<br />
    6. 6. Oral Communication Teaching Strategies<br />(3)<br />Gestures<br />Teachers should encourage <br />Students to use<br />Iconic Gestures<br />Metaphoric Gestures<br />Illustrative Gestures<br />Deictic Gestures<br />
    7. 7. Willingness to Communicate (WTC)<br />Communication Behavior<br />Behavioral Intention <br />Situated Antecedents<br />MotivationalPropensities<br />Affective-CognitiveContext<br />Social & Individual Context<br />Figure 8.6 - The Pyramid Model of Willingness to Communicate<br />Shrum, J. L. & Glisan, E.W. (2010). Teacher’s handbook: Contextualized language instruction (4th ed.). Boston: Heinle.<br />
    8. 8. Willingness to Communicate (WTC)<br />WTC is influenced by<br />Situational Influences<br />Enduring Influences<br />
    9. 9. GAME<br />
    10. 10. What is exactly “Survivor”<br />“Survivor” is a methodology used to enforce a target language only atmosphere. <br />
    11. 11. What is “Survivor game” <br />The “Survivor game” was designed by two Spanish teachers who use Spanish close to 100% of the time in their classroom. <br />
    12. 12. Real Experiences<br />Teachers: Kevin and Tammy Lyons<br />Kevin is a professor at Indiana University in Pennsylvania and a HS Spanish teacher who has used Survivor for many years.<br />Greensburg Salem School District<br />http://losleones.webs.com/<br />
    13. 13. What’s the use of the Game<br />To get all levels of students and teachers to only use L2 every day for the entire class. <br />
    14. 14. Teacher’s responsibility in<br /> “Survivor game”<br /><ul><li>To communicate ENTIRELY in the target language.
    15. 15. Negotiate meaning with the students to ensure comprehension. </li></li></ul><li>SEQUENCE OF THE GAME<br />
    16. 16. Sequence of The Game <br />Rule example:<br /><ul><li>Speak only in the Target Language.
    17. 17. You must ask the teacher for permission in the TL to speak English.</li></li></ul><li>Sequence of The Game <br />Reward example:<br /><ul><li>Pesos will be put in the student’s bank for each participation in TL.
    18. 18. The amount gathered will be used for the participation grade.</li></li></ul><li>Sequence of The Game <br />Elimination example:<br /><ul><li> You may not under any circumstance use what is considered "Spanglish"; if it is not Spanish you will be eliminated.  </li></li></ul><li>Sequence of The Game <br />Punishment example:<br /><ul><li>After you have been eliminated from the island, you will not be eligible for certain games.</li></li></ul><li>              <br />Keys to Survive<br />Keep your participation up <br />  Don't speak English<br />ENGLISH<br />
    19. 19. TeamTribe Work<br />
    20. 20. TribalGroups and Topic<br />
    21. 21. TribeTasksChallenges<br />
    22. 22.
    23. 23. Gain Points (Time Contest) <br />
    24. 24. Each group (In sequence)<br />
    25. 25. Final Questions<br />
    26. 26. <ul><li>By answering these questions, each group member can add 1 coconut for their group.
    27. 27. The group with the highest points in the end will get rewards for their enthusiastic participation.</li></li></ul><li>Interpersonal Communication<br />Question<br /><ul><li>One of the Survivor game beliefs is to avoid translations, so students are then discouraged from using dictionaries and translation tools, will this be beneficial or detrimental?</li></li></ul><li>Effective Motivators<br />Question<br /><ul><li>Do you think elimination and punishment are effective motivators? Would this discourage students were eliminated?
    28. 28. Consider: Willingness to communicate
    29. 29. Self-fulfilling prophecy
    30. 30. Feedback</li></li></ul><li>Imagine<br />Question<br /><ul><li>What difficulties as a teacher jump out at you if you were to take this approach to teaching?
    31. 31. Consider: Assessment, Facilitation, Feedback.</li></li></ul><li>More challenges!<br />Question<br /><ul><li>As a teacher preparing to implement the Survivor game for the first time, what challenges might you face (e.g. from students, parents, fellow teachers, administrators, etc.)?</li></li></ul><li>Wrapping it Up <br />Today we covered:<br />
    32. 32. Reward Time<br /><ul><li>The winner group, you are the SURVIVORS.
    33. 33. GO and get your reward from the head of the tribe. </li></li></ul><li>References<br />Lyons, K. & Lyons, T. (2009). Los Leones. Retrieved from http://losleones.webs.com/<br />Shrum, J. L. & Glisan, E.W. (2010). Teacher’s handbook: Contextualized language instruction (4th ed.). Boston: Heinle. <br />
    34. 34. Thanks for participating!<br />Any questions?<br />Please don’t hesitate to ask<br />Anna, Jeanne, or Wael, about Interpersonal Communication and the Survivor Game<br />The Lyons’s Website: losleones.webs.com <br />Email: <br />tlyons@wiu.k12.pa.us – Tammy Lyons<br />klyons@wiu.k12.pa.us – Kevin Lyons<br />

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