This is the Presentation used in the PRIME Art of Facilitating Language Learning workshop. The course resource book of the same name can be found here on slideshare. It can and should be extended over multiple sessions.
First in a series of courses that comprise the PRIME Teacher Training Program. This course looks at the nature of learning and begins looking at the features of a productive relationship between teacher and student. The book is a course reference compilation of articles to support the PRIME Approach.
An Introduction to the role Practicality, Relevance, and Active Learning play in the PRIME Approach to Facilitating the Acquisition of a Foreign Language.
Fourth in the series of courses that comprise the PRIME Teacher Training Program. This course reveals the principles of Active Learning and how Project Based Learning is an ideal way to incorporate these principles in facilitating learning.
The document provides instructions for creating a PowerPoint presentation on child labour in a selected country. Students must research and define child labour, select a country to focus on, and include details about the economic situation, types of child labour, statistics, and a case study from the country. Presentations should be approximately 10 minutes and include references. Students will have 3 class periods to work and presentations will be graded using provided rubrics on content, writing conventions, and presentation skills.
The document provides guidance on writing a policy statement, including its key parts and how to organize them into paragraphs. It discusses the five parts of a policy statement: defining the issue, summarizing recent international actions, referring to key documents, stating the country's position, and making suggestions. It recommends organizing these parts into three paragraphs that provide background on the issue, the country's stance, and an action plan. Examples of paragraphs are provided and evaluated based on idea development and word choice.
The document provides an overview of revisions made to the AP Spanish Language and Culture course. Key changes include a greater focus on integrating language, content, and culture; emphasizing practical language usage and communication; and assessing students' performance through the three modes of communication: interpersonal, interpretive, and presentational. The course also takes a thematic approach and places greater emphasis on cultural products, practices, and perspectives.
This document provides a planning and development timeline for an interactive storybook application called "The thief and Felfeli's chicken" aimed at teaching English vocabulary to Iranian children ages 7-9. It outlines objectives to help users learn vocabulary, comprehend sentences, and enjoy the story. The 12-week project timeline is divided into segments for analysis, proposal, storyline, character design, and other phases. The application will have a fun, colorful interface to engage kids in learning while reading along. It aims to be accessible for average English comprehension levels.
First in a series of courses that comprise the PRIME Teacher Training Program. This course looks at the nature of learning and begins looking at the features of a productive relationship between teacher and student. The book is a course reference compilation of articles to support the PRIME Approach.
An Introduction to the role Practicality, Relevance, and Active Learning play in the PRIME Approach to Facilitating the Acquisition of a Foreign Language.
Fourth in the series of courses that comprise the PRIME Teacher Training Program. This course reveals the principles of Active Learning and how Project Based Learning is an ideal way to incorporate these principles in facilitating learning.
The document provides instructions for creating a PowerPoint presentation on child labour in a selected country. Students must research and define child labour, select a country to focus on, and include details about the economic situation, types of child labour, statistics, and a case study from the country. Presentations should be approximately 10 minutes and include references. Students will have 3 class periods to work and presentations will be graded using provided rubrics on content, writing conventions, and presentation skills.
The document provides guidance on writing a policy statement, including its key parts and how to organize them into paragraphs. It discusses the five parts of a policy statement: defining the issue, summarizing recent international actions, referring to key documents, stating the country's position, and making suggestions. It recommends organizing these parts into three paragraphs that provide background on the issue, the country's stance, and an action plan. Examples of paragraphs are provided and evaluated based on idea development and word choice.
The document provides an overview of revisions made to the AP Spanish Language and Culture course. Key changes include a greater focus on integrating language, content, and culture; emphasizing practical language usage and communication; and assessing students' performance through the three modes of communication: interpersonal, interpretive, and presentational. The course also takes a thematic approach and places greater emphasis on cultural products, practices, and perspectives.
This document provides a planning and development timeline for an interactive storybook application called "The thief and Felfeli's chicken" aimed at teaching English vocabulary to Iranian children ages 7-9. It outlines objectives to help users learn vocabulary, comprehend sentences, and enjoy the story. The 12-week project timeline is divided into segments for analysis, proposal, storyline, character design, and other phases. The application will have a fun, colorful interface to engage kids in learning while reading along. It aims to be accessible for average English comprehension levels.
This module aims to develop students' communicative competence in English through integrated skills. It will focus on identifying grammar structures, vocabulary, and language functions to describe various situations. Students will practice applying their English skills through tasks based on real-life contexts like business services, social events, and service quality. Learning activities will include listening, speaking, group work and problem-based learning to develop students' language abilities and collaborative skills. Assessment will evaluate students' ability to communicate effectively in English.
Most teachers differentiate support for students on a daily basis, which is informal differentiation. Formal Differentiated Instruction happens during the planning process in anticipation of students needs. Here is a powerpoint I use as part of coaching teachers on deepening their practice.
Fluency instruction over 4 weeks improved several measures of speech fluency in an experimental group of EAP students. Measures like mean length of runs, speech rate, and articulation rate significantly increased from pre-to-post tests in monologues, indicating faster, more coherent speech. Speed and repair fluency improved more than pausing. The study suggests focused instruction can enhance L2 fluency even over a short period, through awareness raising and practice in the target language context.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Visual Aids".
This document provides guidance for running a workshop on pitching and friendraising. It includes exercises where participants practice pitching their ideas to others in short time frames.
The first exercise is an icebreaker where one person is secretly given a "password" and must find others in the group who can provide value. If they receive a valuable idea or introduction, they can share the password. This demonstrates how to quickly provide and receive value from others.
The document then explains the four types of capital needed for raising resources: social capital through introductions, intellectual capital as insights, financial capital as investments, and human capital as time.
Participants are then instructed to practice pitching their ideas to partners in either three minutes or 45 seconds
Rubric oral presentation (4 point scale)Karen Yang
This rubric evaluates oral presentations across several categories:
- Organization: Presentations should have a clear introduction and conclusion with main points identified and supported. Transitions between points should be used.
- Nonverbal communication: Eye contact, gestures, and posture should be appropriate. Visual aids, if used, should enhance the presentation without errors.
- Verbal delivery: Speakers should be confident with controlled volume, pace and tone. Language should be clear without distracting filler words. Pronunciation of terms should be understandable.
- Documentation: All sources should be properly cited both orally and in writing.
This document provides information about an EAL learner, including their country of birth, migrant status, language skills, and a quote from the learner about feeling they don't have a strong language. It also includes models of language development, strategies for supporting EAL learners, and the importance of scaffolding language and building on prior experience to make learning accessible.
The document introduces both hard skills like programming and design skills as well as soft skills needed by engineers, discussing categories of soft skills including corporate skills, employability skills, and life skills. It then provides details on developing key soft skills like communication, presentation, and language skills through practices like reading, writing, speaking, listening, and incorporating visual elements into presentations.
Multicultural awareness action plan core proposition 1LesiaAlford
This document outlines a multicultural awareness action plan for undergraduate college students. The plan aims to educate a diverse group of learners using multiple intelligences, metacognition, and technology. It provides goals and objectives for helping students learn about sublime imagery. The plan details how lessons will be implemented using various teaching methods tailored to different learning styles. Students will be assessed through assignments, essays, and a final project to evaluate their understanding of sublime imagery and how the teaching approach affected their learning.
111130 caritas staff dev programme 111209Annita Mau
This document provides details of a staff development day event organized by Caritas Community and Higher Education Services. The event aims to discuss effective communication and will include a presentation on "The Road Towards Effective Communication", group discussions, role-playing demonstrations and a debriefing session. Staff from different departments will be divided into discussion groups to explore topics like asking questions, listening, reframing and negotiation techniques through role-playing scenarios and group activities. The event aims to enhance interpersonal and communication skills among staff.
Communication skill (micro-teaching) for B.Ed students, teachers and for lead...manoj goswami
The document discusses communication skills and effective listening. It defines communication and its importance. There are different types of communication including verbal, non-verbal, and written. Effective listening involves hearing, understanding, remembering, interpreting, evaluating, and responding. Barriers to communication are also outlined. Key aspects of communication include listening skills, speaking skills, reading skills, and writing skills. Listening is the most important communication skill and involves concentration to understand meanings. Hearing is simply perceiving sounds while listening requires understanding. The document provides steps and strategies for effective listening.
This rubric provides a scoring guide for a midterm presentation with categories including visual organization, opening, conclusion, transitions, analysis/coherence, focus on topic, language, originality of topic choice, delivery elements like eye contact and voice, and use of filler words. Presentations are scored on a scale of 1 to 4, with 4 being expert-level achievement of the criteria in the category. The rubric also includes space for self-evaluation and peer evaluation scores.
The document summarizes a forum discussion on what topics students would like to learn about in their CALL II class and how they would prefer to learn. Most students expressed interest in learning about managing technology and human language technologies. They preferred a practical class that allows practicing technology skills, discussing topics, and working in teams in an interesting, dynamic way. Based on this feedback and course readings, the proposal recommends focusing on technological tools that develop language skills while keeping learners motivated, such as tools that facilitate communication and familiarize users with technology.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: MS. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Segundo
The document discusses innovative approaches to teaching foreign languages, including the communicative approach, cultural approach, competence-based approach, and problem-based teaching approach. The communicative approach focuses on using communication to teach language in a positive environment. The cultural approach incorporates speech activities and modeling intercultural communication situations. The competence-based approach selects competencies based on learner needs and evaluates performance. The problem-based teaching approach creates problematic situations to motivate thinking. Information technologies that can be used include educational software programs and Web 2.0 tools.
1) The document provides guidance on how to plan and deliver an effective presentation. It discusses selecting an appropriate topic, researching the topic thoroughly, analyzing the audience, determining clear goals and objectives, planning the presentation structure and content, choosing an engaging presentation style, and tips for delivery.
2) Key aspects that are recommended include capturing the audience's attention early, establishing credibility, using a clear structure with a beginning, middle and end, and repeating important points for memorability. The document also provides guidance on appearance, body language, use of visual aids, storytelling techniques, and inviting questions.
3) Overall, the document emphasizes thorough preparation, understanding the audience, having a well-structured presentation with a clear message, and
+Fifth semester group criteria proposal+Oscar Morones
The team analyzed a forum discussion on topics and methods for learning in CALL II. They found that the most popular topic was managing technology (50%), followed by human language technologies (21%). The most preferred method of learning was practice (48%), followed by discussion (14%). Based on this, the team proposes focusing on technology and human language technologies, as these align with the student interests and are important for language teaching. They justify this by citing sources that discuss how technology can motivate learners and how computational linguistics aids language acquisition. The summary includes the key findings from the forum analysis and provides a concise overview of the team's proposal and justification.
Workshop from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
All of us need to communicate socially through our day – and it makes up a large part of what we do. We tell stories, chat, gossip and listen as others tell us about their weekends. Social communication is often estimated to be more than 50% of our daily conversation.
Many students who use AAC or students who have difficulties with communication have trouble with social communication. This often isolates them from others and creates difficulties with building social closeness.
This presentation will talk about some strategies for improving social communication, including visual scene displays, photo based storytelling and sequenced social scripts. The importance of small talk and using partner directed questions will be discussed – and research showing how crucial this is for people with disabilities to build their social networks will be covered. Use of technology, including speech generating devices and iPads to support students in this area will also be addressed.
Come along and have fun – and learn about helping students with complex communication needs to develop their social communication skills so that they can tell you about their day and tell everyone else all your gossip!
The document appears to be a presentation on effective communication made by a group of students to their professor. It includes sections on introduction to communication, what is effective communication, the 7 C's of effective communication, barriers to effective communication, listening, and techniques for effective listening. The overall purpose is to educate the audience on the importance of effective communication skills.
The document provides a rubric for evaluating student presentations. It lists five criteria for evaluation: presentation content, verbal presentation, presentation slides, self-image/posture/professionalism, and response to Q&A session. Each criterion is scored out of 10 points for a total possible score of 40 points. Descriptors are provided for performance levels ranging from barely acceptable to excellent.
This document outlines the agenda and topics for a week 3 class on fluency, intelligibility, and spoken language. The goals are to review concepts from previous classes and introduce the nature of oracy and spoken language. The agenda includes reviewing key terms and concepts from previous classes like fluency types, Levelt's model of speech production, and factors that can cause dysfluencies. It also covers intelligibility research methods and criticisms of that research. The document discusses distinguishing features of spoken versus written language and implications for language teaching, including the importance of starting from spoken language norms.
Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
This module aims to develop students' communicative competence in English through integrated skills. It will focus on identifying grammar structures, vocabulary, and language functions to describe various situations. Students will practice applying their English skills through tasks based on real-life contexts like business services, social events, and service quality. Learning activities will include listening, speaking, group work and problem-based learning to develop students' language abilities and collaborative skills. Assessment will evaluate students' ability to communicate effectively in English.
Most teachers differentiate support for students on a daily basis, which is informal differentiation. Formal Differentiated Instruction happens during the planning process in anticipation of students needs. Here is a powerpoint I use as part of coaching teachers on deepening their practice.
Fluency instruction over 4 weeks improved several measures of speech fluency in an experimental group of EAP students. Measures like mean length of runs, speech rate, and articulation rate significantly increased from pre-to-post tests in monologues, indicating faster, more coherent speech. Speed and repair fluency improved more than pausing. The study suggests focused instruction can enhance L2 fluency even over a short period, through awareness raising and practice in the target language context.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Visual Aids".
This document provides guidance for running a workshop on pitching and friendraising. It includes exercises where participants practice pitching their ideas to others in short time frames.
The first exercise is an icebreaker where one person is secretly given a "password" and must find others in the group who can provide value. If they receive a valuable idea or introduction, they can share the password. This demonstrates how to quickly provide and receive value from others.
The document then explains the four types of capital needed for raising resources: social capital through introductions, intellectual capital as insights, financial capital as investments, and human capital as time.
Participants are then instructed to practice pitching their ideas to partners in either three minutes or 45 seconds
Rubric oral presentation (4 point scale)Karen Yang
This rubric evaluates oral presentations across several categories:
- Organization: Presentations should have a clear introduction and conclusion with main points identified and supported. Transitions between points should be used.
- Nonverbal communication: Eye contact, gestures, and posture should be appropriate. Visual aids, if used, should enhance the presentation without errors.
- Verbal delivery: Speakers should be confident with controlled volume, pace and tone. Language should be clear without distracting filler words. Pronunciation of terms should be understandable.
- Documentation: All sources should be properly cited both orally and in writing.
This document provides information about an EAL learner, including their country of birth, migrant status, language skills, and a quote from the learner about feeling they don't have a strong language. It also includes models of language development, strategies for supporting EAL learners, and the importance of scaffolding language and building on prior experience to make learning accessible.
The document introduces both hard skills like programming and design skills as well as soft skills needed by engineers, discussing categories of soft skills including corporate skills, employability skills, and life skills. It then provides details on developing key soft skills like communication, presentation, and language skills through practices like reading, writing, speaking, listening, and incorporating visual elements into presentations.
Multicultural awareness action plan core proposition 1LesiaAlford
This document outlines a multicultural awareness action plan for undergraduate college students. The plan aims to educate a diverse group of learners using multiple intelligences, metacognition, and technology. It provides goals and objectives for helping students learn about sublime imagery. The plan details how lessons will be implemented using various teaching methods tailored to different learning styles. Students will be assessed through assignments, essays, and a final project to evaluate their understanding of sublime imagery and how the teaching approach affected their learning.
111130 caritas staff dev programme 111209Annita Mau
This document provides details of a staff development day event organized by Caritas Community and Higher Education Services. The event aims to discuss effective communication and will include a presentation on "The Road Towards Effective Communication", group discussions, role-playing demonstrations and a debriefing session. Staff from different departments will be divided into discussion groups to explore topics like asking questions, listening, reframing and negotiation techniques through role-playing scenarios and group activities. The event aims to enhance interpersonal and communication skills among staff.
Communication skill (micro-teaching) for B.Ed students, teachers and for lead...manoj goswami
The document discusses communication skills and effective listening. It defines communication and its importance. There are different types of communication including verbal, non-verbal, and written. Effective listening involves hearing, understanding, remembering, interpreting, evaluating, and responding. Barriers to communication are also outlined. Key aspects of communication include listening skills, speaking skills, reading skills, and writing skills. Listening is the most important communication skill and involves concentration to understand meanings. Hearing is simply perceiving sounds while listening requires understanding. The document provides steps and strategies for effective listening.
This rubric provides a scoring guide for a midterm presentation with categories including visual organization, opening, conclusion, transitions, analysis/coherence, focus on topic, language, originality of topic choice, delivery elements like eye contact and voice, and use of filler words. Presentations are scored on a scale of 1 to 4, with 4 being expert-level achievement of the criteria in the category. The rubric also includes space for self-evaluation and peer evaluation scores.
The document summarizes a forum discussion on what topics students would like to learn about in their CALL II class and how they would prefer to learn. Most students expressed interest in learning about managing technology and human language technologies. They preferred a practical class that allows practicing technology skills, discussing topics, and working in teams in an interesting, dynamic way. Based on this feedback and course readings, the proposal recommends focusing on technological tools that develop language skills while keeping learners motivated, such as tools that facilitate communication and familiarize users with technology.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: MS. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Segundo
The document discusses innovative approaches to teaching foreign languages, including the communicative approach, cultural approach, competence-based approach, and problem-based teaching approach. The communicative approach focuses on using communication to teach language in a positive environment. The cultural approach incorporates speech activities and modeling intercultural communication situations. The competence-based approach selects competencies based on learner needs and evaluates performance. The problem-based teaching approach creates problematic situations to motivate thinking. Information technologies that can be used include educational software programs and Web 2.0 tools.
1) The document provides guidance on how to plan and deliver an effective presentation. It discusses selecting an appropriate topic, researching the topic thoroughly, analyzing the audience, determining clear goals and objectives, planning the presentation structure and content, choosing an engaging presentation style, and tips for delivery.
2) Key aspects that are recommended include capturing the audience's attention early, establishing credibility, using a clear structure with a beginning, middle and end, and repeating important points for memorability. The document also provides guidance on appearance, body language, use of visual aids, storytelling techniques, and inviting questions.
3) Overall, the document emphasizes thorough preparation, understanding the audience, having a well-structured presentation with a clear message, and
+Fifth semester group criteria proposal+Oscar Morones
The team analyzed a forum discussion on topics and methods for learning in CALL II. They found that the most popular topic was managing technology (50%), followed by human language technologies (21%). The most preferred method of learning was practice (48%), followed by discussion (14%). Based on this, the team proposes focusing on technology and human language technologies, as these align with the student interests and are important for language teaching. They justify this by citing sources that discuss how technology can motivate learners and how computational linguistics aids language acquisition. The summary includes the key findings from the forum analysis and provides a concise overview of the team's proposal and justification.
Workshop from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
All of us need to communicate socially through our day – and it makes up a large part of what we do. We tell stories, chat, gossip and listen as others tell us about their weekends. Social communication is often estimated to be more than 50% of our daily conversation.
Many students who use AAC or students who have difficulties with communication have trouble with social communication. This often isolates them from others and creates difficulties with building social closeness.
This presentation will talk about some strategies for improving social communication, including visual scene displays, photo based storytelling and sequenced social scripts. The importance of small talk and using partner directed questions will be discussed – and research showing how crucial this is for people with disabilities to build their social networks will be covered. Use of technology, including speech generating devices and iPads to support students in this area will also be addressed.
Come along and have fun – and learn about helping students with complex communication needs to develop their social communication skills so that they can tell you about their day and tell everyone else all your gossip!
The document appears to be a presentation on effective communication made by a group of students to their professor. It includes sections on introduction to communication, what is effective communication, the 7 C's of effective communication, barriers to effective communication, listening, and techniques for effective listening. The overall purpose is to educate the audience on the importance of effective communication skills.
The document provides a rubric for evaluating student presentations. It lists five criteria for evaluation: presentation content, verbal presentation, presentation slides, self-image/posture/professionalism, and response to Q&A session. Each criterion is scored out of 10 points for a total possible score of 40 points. Descriptors are provided for performance levels ranging from barely acceptable to excellent.
This document outlines the agenda and topics for a week 3 class on fluency, intelligibility, and spoken language. The goals are to review concepts from previous classes and introduce the nature of oracy and spoken language. The agenda includes reviewing key terms and concepts from previous classes like fluency types, Levelt's model of speech production, and factors that can cause dysfluencies. It also covers intelligibility research methods and criticisms of that research. The document discusses distinguishing features of spoken versus written language and implications for language teaching, including the importance of starting from spoken language norms.
Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
This document discusses the key components of rhetoric, which is the art of persuasion. It defines and explains the five canons of rhetoric: invention, arrangement, style, memory, and delivery. Invention refers to coming up with ideas to present to an audience. Arrangement is about organizing a communication strategically. Style impacts audience emotions through word choice and devices. Memory originally meant memorizing a speech but now means knowing a topic well. Delivery is about how a communication is presented through elements like eye contact and body language. The document also discusses additional rhetorical techniques like definition, division, comparison, and testimony. It concludes that understanding the five canons can help people develop lifelong skills for effective writing and speaking.
The document describes a young boy named Juan in a Peruvian tribe who wants to join his brothers in an upcoming battle but lacks the strength and fighting skills. His older brother Bruno tries to teach him sword fighting but Juan struggles due to his weak body. The tribe's chief advises Juan that to fight well he needs to stand firmly, use his hands strongly, keep his back straight, and watch his opponent's eyes to understand their intentions.
Discovering Personal Challenges
Content Standards:The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.
Pattern Objects: Making Patterns Visible in Everyday Life (COINs16) by Ayaka ...Takashi Iba
The presentation slides of Ayaka Yoshikawa, a member of Iba Lab, for Collaborative Innovation Networks conference (COINs16), Rome, Italy. 8. Jun - 11. Jun 2016
Takashi Iba, Ayaka Yoshikawa, Tomoki Kaneko, Norihiko Kimura, and Tetsurou Kubota, “Pattern Objects: Making Patterns Visible in Everyday Life,” Collaborative Innovation Networks conference (COINs16), Rome, Italy, 2016
Web site: http://patternobject.sfc.keio.ac.jp
The document discusses the key principles and techniques of communicative language teaching (CLT). It emphasizes that CLT focuses on developing students' communicative competence through meaningful, authentic activities that require real communication. CLT aims to engage students in using language functions for different purposes and considers fluency and accuracy equally important goals. Errors are viewed as a natural part of the learning process.
Discourse is a set of utterances that constitute a recognizable speech event such as a conversation, joke, sermon, or interview. Discourse analysis attempts to discover linguistic regularities in discourse using grammatical, phonological, and semantic criteria to interpret what a speaker or writer intends to convey within a social context. There are various tools and devices used for discourse analysis, including cohesion, coherence, parallelism, speech events, background knowledge, and conversational interaction principles.
The document discusses tools for effective oral communication. It identifies language, stance, and behavior as key tools and explains their functions. Specifically, it discusses the characteristics of effective oral language, examples of body language and gestures that convey meaning, and different communication situations like giving instructions, explanations, and narrating events. Activities are included to identify symbols used in a cartoon conversation and determine the meanings implied by various body postures. The goal is to familiarize learners with using these tools appropriately in oral communication situations.
The document outlines principles and methodologies related to teaching English as a foreign language. It discusses several key approaches:
[1] Neuro-Linguistic Programming (NLP) which focuses on how language shapes thinking and experiences. NLP aims to help students achieve goals through positive thinking and communication patterns.
[2] Communicative Language Teaching (CLT) which emphasizes using language functionally through meaningful tasks and developing students' communicative competence. Classroom activities aim to engage students in authentic communication.
[3] Competency-Based Language Teaching (CBLT) which is built around competencies like life skills that enable students to function effectively in society. Instruction focuses on demonstrating mastery of specific
Ma tesol e609 approaches to discourse analysis lecture 6Khalda Mohammed
The document discusses context and discourse analysis. It explains that context is reflexive, meaning that speakers both draw from and shape context through their language use. Speakers can manipulate how listeners perceive context. The document then introduces seven "building tasks" of language, such as building significance, identities, relationships, and systems of knowledge. It presents tools for analyzing how speakers accomplish these building tasks through their language and discourse.
Twins Are Sometimes Observed To Make Up Their Own LanguagesSheila Guy
This summary discusses George Orwell's view on the relationship between thought and language as expressed in his essay "Politics and the English Language".
1. Orwell believed that thought and language influence each other - corrupt or unclear thought can corrupt language, and corrupt or unclear language can corrupt thought.
2. He saw issues emerging in modern English language use, such as dead metaphors, pretentious diction, and meaningless words. Orwell argued these things negatively impacted political language and discourse.
3. For Orwell, clear and honest political thought needed to be expressed through straightforward language using clear meanings and without nonsense phrases. He felt improving writing standards could help clarity in political life.
The document discusses the communicative language teaching (CLT) approach. Some key points include:
- CLT focuses on providing learners with opportunities to use language for meaningful purposes rather than just studying its structure.
- Developing both fluency and accuracy in a language is important. Errors are seen as a natural part of the learning process.
- Classroom activities should involve real-world tasks and communication to promote language use.
- The goals are for learners to develop communicative competence, understanding how to use language appropriately in different contexts and for various functions.
This document provides an introduction to discourse analysis. It defines discourse as focusing on naturally spoken language found in conversations and speeches. The goal of discourse analysis is to make explicit what is normally taken for granted and show how talking accomplishes things in people's lives. Examples are given of discourse types like argument, narration, description, and exposition. Discourse devices that can be analyzed include ambiguity, malapropisms, and discourse particles. The document instructs students to analyze the "Mock Turtle" excerpt using questions about discourse type, characters, context, meaning, and style.
Discourse analysis focuses on analyzing both written and spoken communication beyond the sentence level. It examines how people interact and make meaning based on context clues, background knowledge, and social purpose. Some key aspects of discourse analysis include examining cohesion between statements, coherence, speech events, conversational interactions, and Grice's cooperation principle which outlines assumptions speakers make. The goal is to interpret the intended meaning, not just the surface level meaning of words.
Learning about Language by Observing and ListeningThe real.docxfestockton
Learning about Language by Observing and Listening
The real voyage of discovery consists not in seeking
new landscapes, but in having new eyes. Marcel Proust
The UCSD experience encompasses academic as well as social learning. Therefore, we learn not only from our courses, but from the people we meet on campus and the experiences we have with them. Life is a journey of self-discovery. As individuals, we are constantly seeking to determine who we are and where we belong in the world. Throughout this process, language is both a bridge and a barrier to communication and human growth.
The general subject matter for this essay is language or language communities. The source of your information will be what you observe and hear by listening to others. The goal is to do a project based on what our own minds can comprehend from diligent observation, note-taking, and reasoning. You should arrive at a reasoned (not emotional) conclusion. The conclusion/result of your experiment is your thesis and should be presented in the opening paragraph in one sentence. Secondary material should not be brought into this essay. Thus, this is not an essay that needs to be the result of academic texts or online sources. The research is what you see and how you interpret what you see and hear. It will be up to you to determine what particular focus your essay will take and wahat meaning you wish to convey to your reader. Do the exploratory writing activities on pages 73-76. These activities will guide you through an analysis of some of the reflections you completed in the first part of your book. Once you determine your focus, you will use the information you have already gathered and additional information you will research to clarify your ideas and provide evidence for the points you wish to make.
If you prefer a more direct prompt, the suggested topics listed below might be helpful to you. Choose one of the following topics to establish a focus and direction.
1) From your observations and conversations, what assumptions and stereotypes do we make about people based on language and behavior? What did you learn from the experiment?
2) You may examine body language as well as verbal language. Explore nonverbal communication in a group. What conclusions can you come to regarding the group based on nonverbal behavior?
3) Did you observe language differences between men and women here at UCSD Notice the ways in which men and women treat one another. Observe the language you hear on campus.
How do women greet one another? How do men greet each other? Do not just note the similarities or differences. Explain and interpret the information.
4) Observe and identify a code language on campus, on your job, or in your personal arena. How is language used? Is it effective? Analyze.
5) Have you become keenly aware of code switching? Who utilizes this language? In your observations and conversations, did you find code switching to be an acceptable form of lang.
Learning about Language by Observing and ListeningThe real voy.docxfestockton
Learning about Language by Observing and Listening
The real voyage of discovery consists not in seeking
new landscapes, but in having new eyes. Marcel Proust
The UCSD experience encompasses academic as well as social learning. Therefore, we learn not only from our courses, but from the people we meet on campus and the experiences we have with them. Life is a journey of self-discovery. As individuals, we are constantly seeking to determine who we are and where we belong in the world. Throughout this process, language is both a bridge and a barrier to communication and human growth.
The general subject matter for this essay is language or language communities. The source of your information will be what you observe and hear by listening to others. The goal is to do a project based on what our own minds can comprehend from diligent observation, note-taking, and reasoning. You should arrive at a reasoned (not emotional) conclusion. The conclusion/result of your experiment is your thesis and should be presented in the opening paragraph in one sentence. Secondary material should not be brought into this essay. Thus, this is not an essay that needs to be the result of academic texts or online sources. The research is what you see and how you interpret what you see and hear. It will be up to you to determine what particular focus your essay will take and wahat meaning you wish to convey to your reader. Do the exploratory writing activities on pages 73-76. These activities will guide you through an analysis of some of the reflections you completed in the first part of your book. Once you determine your focus, you will use the information you have already gathered and additional information you will research to clarify your ideas and provide evidence for the points you wish to make.
If you prefer a more direct prompt, the suggested topics listed below might be helpful to you. Choose one of the following topics to establish a focus and direction.
1) From your observations and conversations, what assumptions and stereotypes do we make about people based on language and behavior? What did you learn from the experiment?
2) You may examine body language as well as verbal language. Explore nonverbal communication in a group. What conclusions can you come to regarding the group based on nonverbal behavior?
3) Did you observe language differences between men and women here at UCSD Notice the ways in which men and women treat one another. Observe the language you hear on campus.
How do women greet one another? How do men greet each other? Do not just note the similarities or differences. Explain and interpret the information.
4) Observe and identify a code language on campus, on your job, or in your personal arena. How is language used? Is it effective? Analyze.
5) Have you become keenly aware of code switching? Who utilizes this language? In your observations and conversations, did you find code switching to be an accepta.
Pragmatics and Discourse , context & speech actsNaeemIqbal88
Pragmatics and Discourse
What is pragmatics?
An approach within DA which concentrates on the way language
acquires meaning in use. It has developed from the tradition of the
philosophy of language known as pragmatics.
Focus: The study of contextualised meaning and is concerned with
describing the principles that underlie how we interpret the meaning
behind words: how we get from what we say to what we mean.
Pragmatic approaches tend to be interested in the 'big picture': trying
to formulate generalisable principles about how people produce and
interpret discourse (eg’ the use of humour in business meetings’).
Context
Context is an important concept in DA. Language does not take place in a vacuum and we
need to consider the context in which it occurs in order to understand it.
However, this seemingly unproblematic statement masks the issues and debates that are
ongoing in discourse analysis around the concept of context and its significance.
Two types of context
The 'intrinsic' or 'linguistic' context which refers to information that can be found
within the text that surrounds the language that is being analysed at a particular
moment. It is generally agreed that this type of context is not only useful but essential.
The more problematic type of context lies outside the actual text: what is sometimes
called 'extrinsic' (Schegloff 1997) or 'experiential' context.
This refers to all sorts of information about setting, situation, social circumstances of the
participants such as age, gender, ethnicity and possibly also about the shared
background knowledge and assumptions of the participants.
So, in the example:
'Later, an item about vasectomy and the results of the do-it-yourself competition'
(from Cameron 2001:12)
 The issue with extrinsic context is moving from description to interpretation in
research. Along with describing 'what' is happening in the discourse , it is also
important to interpret 'why' it is happening.
 Extrinsic contextual evidence can be potentially very useful in discussing why
participants say a particular thing in a particular way at a particular time,
however, there is also a danger of 'reading too much into the text' and of
judging which out of many possible interpretations is the 'right' one.
For instance, if the analyst is aware of gender, age or ethic difference among
discourse participants, these variables may well appear to influence the
discourse but how do we know which of these particular variables are
important to the participants in an particular communicative event.
 This is not to say that we should ignore extrinsic context but to suggest that we
need to be cautious about what we select as significant and rigorous about how
we incorporate it into our analyses. Schegloff (1997) advises that the best
option is to use only what can be shown to be relevant to participants.
 Can you imagine a meaningful context for this text?
a. Which of you was the prawns?
The document discusses the differences between semantics and pragmatics. Semantics is concerned with the literal meaning of words and phrases, while pragmatics examines how meaning depends on context and the intentions of speakers and listeners. It also provides examples of semantic versus pragmatic meaning in sentences and explores how meaning is attributed to words through definitions, mental images, reference, language use, and truth conditions.
The document discusses the differences between semantics and pragmatics. Semantics is concerned with the literal meaning of words and phrases, while pragmatics examines how meaning depends on context and the intentions of speakers and listeners. It also provides examples of semantic versus pragmatic meaning in sentences and explores how meaning is attributed to words through definitions, mental images, reference, language use, and truth conditions.
Similar to Art of Facilitating Language Learning Presentation (20)
Mr. William Morley Tweedie is recommended for a position. He worked at Benemerita Universidad Autonoma de Puebla from 2002-present as a recruiter and professor. He taught various English courses at both the undergraduate and graduate level, as well as extension courses for students aged 12-40. He also provided training to other English teachers on modern teaching methodologies. All of his students and the teachers he trained provided positive feedback on his dedication, enthusiasm, and effectiveness as an educator. The coordinator of seasonal courses highly recommends him as an organized, well-prepared, and positive addition to any organization.
For facilitators of learning to help their students understand how we are each capable of seeing the world from unique and valid perspectives that need to be respected and valued by others.
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A new concept in Learning, Theme Weaving addresses all the best aspects of Active Learning and Project Based Learning. Student are given more control over content of learning while teachers guide them in learning what they need to in order to make their understanding and communication of what they have learned more effective.
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Comprising the 5th, 6th, and 7th areas of study this course in the PRIME Teacher Training Program examines the aspects of facilitating reading development in students who have achieved the basics of phonemic awareness and the alphabetic principle. Comprehension, Vocabulary and the relationship between Listening and Reading are examined in separate courses.
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An introduction to critically important elements foreign English language teachers should know in helping students become 'literate' in English. The .pptx presentation here does not include the many sound and video files used to support the concepts, nor does it include the many handouts and other material developed for the course. Intended for teachers of young learners, the program upon which this course is based has also been adapted for young adult English language learners. Contact the author for further information. (Contact email is given at the end of the presentation.)
Feedback is encouraged and welcome!
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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Remote Sensing and Geographic Information Systems
9
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How to Make a Field Mandatory in Odoo 17Celine George
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Art of Facilitating Language Learning Presentation
1. Please complete the first task
as the attendance sheet is being passed around:
Answer the question “What is English?”
on the small piece of paper in front of you.
Limit your answer to one sentence.
2. You are joining hundreds of teachers who
have embarked on the exciting journey of
rediscovering “English Teaching”.
Your active participation will ensure we all
take giant steps towards better
understanding this wonderful process.
Thank you for coming!
3. Course Goals and Objectives
Goals – Think and Act
1. To encourage reflective practice and questioning in teaching.
2. To work as a team.
3. To provide some practical tools for classroom practice.
Objectives: Understanding Theory thru Practice
1. To provide new insight into the nature of language
and how it is acquired through an examination of,
why and how English is used.
2. To conduct model activities, i.e., Thinking and
writing, Brainstorming, Categorizing, Small group
work, & others
3. To demonstrate some teaching techniques
4. English
Is
A
Means
Of
Communication!
Nothing More and Nothing Less
6. Collins Cobuild Advanced Dictionary defines Communication as:
VIf you communicate with someone, you
share or exchange information with them, for
example by speaking, writing, or using
equipment.
V If you communicate information, a feeling, or
an idea to someone, you let them know about
it.
V If one person communicates with another,
they successfully make each other aware of
their feelings and ideas.
7. THE HUMAN BRAIN:
→ about three pounds
→ seven distinct sections
→ largest are the CEREBRUM, handles
learning, communication, and voluntary movement
→ the CEREBELLUM, controls balance, posture, and
movement
→ the MEDULLA OBLONGATA controls automatic
actions such as breathing, heartbeat, and
swallowing. ...
8.
9. Emotions can be overpowering, but they
are also the driving force of life. It was
long thought that emotion and thought
were separate processes. Brain science
has begun to realize that the brain is not
an organ of thought, but that it is a
feeling organ that thinks.
http://neuroanthropology.net/2008/08/26/role-of-emotions-in-brain-function/
Consider the implications for learning in general
and language in particular.
10. N-VAR The practicalities of a situation
are the practical aspects of it, as opposed
to its theoretical aspects.
DOING! DOABLE!
11. N-COUNT A practical is an examination or
a lesson in which you make things or do
experiments rather than simply writing
answers to questions.
DOING DOABLE
12. Consider these concepts in terms of :
Preparation
Facilitating Learning – Class
Process of Learning (1 hour or a lifetime)
Assessment
Graduates’ lives
Non graduates’ lives
13. WHY DO WE
COMMUNICATE?
1. Alone, with a Partner, or in a small Group of
three (3) discuss why we use language, i.e.,
why we communicate.
(Monitor, Recorder, Reporter)
2. Do your best to categorize the different types
of language usages and record them.
3. Record at least three examples of each type
of usage you can think of.
14. Models of Language Use
Description of
Model Function the Language
Satisfying
“I want”
Instrumental material
“I need”
needs
15. Models of Language Use
Description of
Model Function the Language
“Do as I Regulating
Regulatory
tell you” behaviour
16. Models of Language Use
Description of
Model Function the Language
“You Establishing
Interactive and & defining
me” relationships
17. Models of Language Use
Description of
Model Function the Language
Shaping &
“Here I expressing
Personal
am” one’s
identity
18. Models of Language Use
Description of the
Model Function
Language
“I’ve Expressing
got to ideas,
tell explaining,
you” describing
19. Models of Language Use
Description of the
Model Function Language
“Tell Investigating
Heuristic me learning &
why” acquiring
20. Models of Language Use
Description of
Model Function the Language
Creating
“Let’s
Imaginative imaginative
pretend”
worlds
21. ADJ Something that is relevant to a
situation or person is important or
significant in that situation or to that
person.
ADJ The relevant thing of a particular kind
is the one that is appropriate.
22. Models of Language Use - Recap
Description of the
Model Function
Language
Instrumental “I want” “I need” Satisfying material needs
Regulatory “Do as I tell you” Regulating behaviour
Interactive “You and me” Establishing & defining
relationships
Personal “Here I am” Shaping and expressing
one’s identity
Heuristic “Tell me why” Investigating, learning, &
acquiring
Imaginative “Let’s pretend” Creating imaginative
worlds
Representational “I’ve got to tell Expressing ideas,
you” explaining/describing
23. Session 2 – The HOW of Communication
1. Warm – up - Echo Technique
2. Review of Session 1.
3. Discovery /Exploration of the Means of
Communication
4. Break
5. Practice in the Means of Communication
6. Application of the Means of
Communication
24. 1. Think and list the different aspects of oral
communication.
2. Think of a common mistake many of your students
make with each aspect. (Secondary?)(Primary?)
3. Demonstration and practice
Notes: Works most effectively when students are aware
you are using it.
Remind them AS A CLASS (not individually & especially
not when you have just used it).
25. Advantages:
1. Avoids Embarrassment
2. Avoids Direct Instruction
3. Takes Minimal Class Time
Disadvantages:
1.Must be used consistently
2.Sometimes a challenge to be authentic.
26. Review of Session 1
1. What is English?
2. What is the most significant distinction between human
communication (language) and communication between
other species?
3. What is the Primary purpose of communication?
4. What are the specific Models of Human Communication?
5. Which of these is most particular to humans?
6. How is Language Significantly different than any other
‘subject ‘ taught in schools.
7. How might this knowledge affect your teaching?
Collect Homework.
27. HOW DO WE
COMMUNICATE?
1. Alone, With a Partner, or in a small group of
three (3) think of as many ways as possible that
humans communicate.
2. Do your best to categorize the different means
of communication and record them.
3. Record or demonstrate at least one example of
each means of communication. (15 minutes)
28. 7. Pictographs
8. Mime
6. Realia Drama
Experience
1.Responding
Speaking
5. The Other Vocal
Senses
SSSTT
4. Gesture
3. Reading
Body
Writing
language
29. VOCAL SOUND COMMUNICATION
NON WORD:
1. GRUNT 10. SMACK
2. GROAN 11. T (TUT)
3. SIGH 12. TT (TUT TUT)
4. WHINE 13. KISS
5. SCREAM 14. LICK
6. HISS 15. POP
7. HMMM 16. AH HA
8. HUMMM 17. OOPS
9. HUM 18. OOOOO
30. WORD COMMUNICATION
Types of Discourse
SMALL TALK FIGHT PRESENTATION
TALK SELF-TALK DEMO
DISCUSSION SHOUTING MASS
CONVERSATION YELLING SERVICE
DEBATE SCREAMING TOAST
DIALOGUE COMMAND RECITATION
SPEECH QUESTION READING
LECTURE (reply/no reply) CONFESSION
MONOLOGUE SOLILOQUY PRAYER
ORATION EULOGY INVOCATION
ARGUMENT SERMON ???????
32. INBORN, GENETIC, LEARNED AND
CULTURAL SIGNALS
1.Territories/Zones 5.Arm Barriers
2.Palm Gestures 6.Eye Gaze
3.Hand and Arm 7.Leg Barriers
4.Hand-to-Face 8.Eye Signals
Gestures 9.Others?
33. A Communication Challenge
Follow the Facilitator’s
instructions for your table
group activity.
Have Fun!
34. Write the
Levels of Engagement
introduced and discussed so far.
Hint: The first questions I asked before beginning each session.
35. Active Learning
1. Warm – up - Echo Technique Review
2. Review of Sessions 1 & 2.
3. What is Active Learning?
4. A Model of Active Learning
Application of the Model
36. Review
1. What are the Practical Purposes of
Human Communication?
(The WHY question?)
2. What are the general categories of
HOW we communicate?
3. How can these concepts help in FEFLA?
38. A Model of Active Learning
By L. Dee Fink, Reprinted with permission of the University of Oklahoma Instructional Development Program, July 19, 1999
39. All learning activities involve:
1.some kind of dialogue or
2.some kind of experience
1.The two main kinds of dialogue are
A. Dialogue with Self and
B. Dialogue with Others.
2. The two main kinds of experience are
A. Observing and
B. Doing.
40. Dialogue with Self:
Learner thinks reflectively about a topic,
Addresses a broader array of questions than
cognitive concerns only.
Should be formally recorded.
what they are learning,
how they are learning (Is it Practical?),
what role this knowledge or learning
plays in their own life (Is it Relevant?),
how this makes them feel, etc.
41. Dialogue with Others:
• Can and does come in many forms.
• In traditional teaching,
•students read a textbook or listen to a lecture,
•no back-and-forth exchange
Is this Dialogue?
What would be forms of real, active dialogue?
With/Between/Among whom?
Be creative in thinking of ways to involve students in dialogue
situations with people other than students (e.g., practitioners,
experts), either in class or outside of class. Whoever the
dialogue is with, it might be done live, in writing, or by email.
42. Observing:
When do students OBSERVE?
The act of observing may be
"direct" / experiential or
"vicarious“ / second hand
Which do you think is best for FEFLA?
What kind of observing do your
students do?
43. Doing:
When do students “do”?.
Again, "Doing" may be
direct or vicarious.
Think of some examples.
Which do you think is best for FEFLA?
What kind of doing do your students do in
other disciplines?
44. Implementing
This Model of Active Learning
Do you think it possible to implement
Implementing This Model of Active Learning
such a model for FEFLA or other
disciplines?
What constraints do you anticipate?
45. Expand the Kinds of Learning
Experiences You Create.
What would be some more dynamic forms of
1. Dialogue with Others?
2. Dialogue with Self?
3. Observing?
4. Doing?
Keep Practicality and Relevance in mind
46. Power of Interaction
More than additive or cumulative interactivity multiplies the impact.
Dialogue
with self
Dialogue Dialogue
with with
others others
Dialogue Observing
with self
Doing
47. Refinement of the Interaction Principle:
Create Dialectic Between
Experience and Dialogue.
Creative Dialectic of Learning Activities
Students move back and forth
between rich new experiences and
engaging in deep, meaningful dialogue =
Learners experience significant and meaningful
learning.”
48. Integrate the Model of Active
Learning with the Following
Model of “Teaching”.
50. MEANINGFUL
and in Language Teaching also
MEANING-CENTERED
&
ENRICHING
to Self (all individuals in the process) and Society
(Communities at all levels from Village to Globe)
51. Thank YOU!
For your Practical, Relevant,
Integrated,
Meaningful, And Enriching
Active Participation
Please contact me at:
william.tweedie@yahoo.ca
for more information.
Editor's Notes
If I asked you: “What is Biology?” would you answer, “it’s a science.”? You might but I would be very disappointed, so please don’t tell me English is a language. So, the question really is “What is Language?” Thanks.
Circulate Attendance record. Let’s examine this question “What is English?” or “What is language?” What are some of your ideas?Handout: Creativity in language.
Collect and discuss answers to the Prime question.
OK. That’s settled. Now, what is communication? In order to answer that we have to answer it as we would answer most questions, that is , by looking at it’s description and function;
History: 16 years - We’ll look at each aspect if we have time.
What is the purpose of communication: Satisfying needs and desires or wants. – Communication comes from our mental ability centred in the brain. Since I mentioned biology, lets look at the biological source of communication.
Being human means we have a brain; having a human brain means we are able to communicate in a special way.
Speech is the most distinguishing ability humans have, along with the ability to RECORD communications. Language is processed in the left temporal lobe just above the ear. Primary language centers of the brain, including Broca's and Wernicke's areas, are usually located here. Broca's area produces language and Wernicke's area specializes in understanding language.One of my favorite neurological conditions, Wernicke's aphasia (receptive aphasia), sometimes presents itself when there is damage to Wernicke's area (and nearby regions). A person with this disorder can speak with perfect syntax and rhythm while outputting random nonsense words instead of the ones they are trying to say. For example, someone with this condition might say:"I called my mother on the television and did not understand the door. It was too breakfast, but they came from far to near. My mother is not too old for me to be young.“Krashen and the “affective filter” – consider the role of emotion in language learning. It is more profound than even he may believe it to be.
My belief is that Language and Emotions are more intimately associated than is possible in any other combination of human attributes. Learning a Language does not equal any other academic endeavour.
OK, that’s a brief introduction to a very complex and developing science; an important one but beyond what I want to accomplish here which is UNcomplicating the whole idea of language and facilitating its acquisition. The PRIME Approach. Why is Communication first and foremost our greatest gift?
Consider these concepts in terms of 1. Facilitating – 2. Prep – 3. Process – 4. Assessment
Discuss briefly – we’re just raising issues at this point. Now let’s look at the WHY of communication with the groundwork that has been laid out. If you disagree, of course, just IMAGINE agreeing!
What are the purposes/uses of language?
Can you associate this Function with specific language i.e. grammar, lexis, concepts, contexts….
Discuss in terms of Learning in General and Language Learning in particular.
Sequencing And Ranking Practical Purposes In Terms Of Relevance:Small Group And Group Reporting ActivityRank the Relevance of the Models according to Preschool, Elementary, Secondary, University, and Adult Learners. Give an example of the type of lesson you would conduct for each.
1. Physical - How is everybody?2. Social - Are you comfortable with your table group?3. Psychological – Are you confident you can learn and do what it will take to learn?4. Emotional – are you in a good mood?
Circle of Knowledge activity. 1. Communication, 2. encoding and decoding meaning in a systematic way through exterior, relatively complex symbols, 3. fulfilling PRACTICAL needs and desires, 4. Instrumental, Regulatory, Representational, Interactive, Personal, 5. Heuristic, and Imaginative (I RRIP HI) 6. Its relationship to emotions (Emotional Intelligence) as evidenced through scientific inquiry and common sense.
(Monitor, Recorder, Reporter)
Make a list of all the Non-word types of vocal or sound communication.
Warming – up to be more ACTIVE. Practise these sounds. What words can be associated with the sounds? Make as comprehensive a list as you can of vocabulary these sounds can support. (pushing, homework, relief, but honey, ghost, anger, wondering, peaceful, delicious, (reverse t) frustration, disapproval, calling, anticipation, mimicry, realization, mistake, wonder.
Now make a list of as many types of Non-Verbal Communication in discourse, etc. as you can. Verbs that relate? Words have no meaning without action.
Facial expressions are responsible for a huge proportion of nonverbal communication. Consider how much information can be conveyed with a smile or a frown. While nonverbal communication and behavior can vary dramatically between cultures, the facial expressions for happiness, sadness, anger, and fear are similar throughout the world.Deliberate movements and signals are an important way to communicate meaning without words. Common gestures include waving, pointing, and using fingers to indicate number amounts. Other gestures are arbitrary and related to culture.Paralinguistics refers to vocal communication that is separate from actual language. This includes factors such as tone of voice, loudness, inflection, and pitch. Consider the powerful effect that tone of voice can have on the meaning of a sentence. When said in a strong tone of voice, listeners might interpret approval and enthusiasm. The same words said in a hesitant tone of voice might convey disapproval and a lack of interest. Paralinguistics is generally inseparable from aspects of non-verbal communication.Posture and movement can also convey a great deal on information. Research on body language has grown significantly since the 1970’s, but popular media have focused on the over-interpretation of defensive postures, arm-crossing, and leg-crossing, especially after the publication of Julius Fast’s book Body Language. While these nonverbal behaviors can indicate feelings and attitudes, research suggests that body language is far more subtle and less definitive that previously believed. People often refer to their need for “personal space,” which is also an important type of nonverbal communication. The amount of distance we need and the amount of space we perceive as belonging to us is influenced by a number of factors including social norms, situational factors, personality characteristics, and level of familiarity. For example, the amount of personal space needed when having a casual conversation with another person usually varies between 18 inches to four feet. On the other hand, the personal distance needed when speaking to a crowd of people is around 10 to 12 feet.Looking, staring, and blinking can also be important nonverbal behaviors. When people encounter people or things that they like, the rate of blinking increases and pupils dilate. Looking at another person can indicate a range of emotions, including hostility, interest, and attraction. Communicating through touch is another important nonverbal behavior. There has been a substantial amount of research on the importance of touch in infancy and early childhood. Harry Harlow’s classic monkey study demonstrated how the deprivation of touch and contact impedes development. Baby monkeys raised by wire mothers experienced permanent deficits in behavior and social interaction.Our choice of color, clothing, hairstyles, and other factors affecting appearance are also considered a means of nonverbal communication. Appearance can also alter physiological reactions, judgment, and interpretations. Research on color psychology has demonstrated that different colors can invoke different moods.
Courtship Gestures and Signals Cigars, Cigarettes, Pipes and Glasses Territorial and Ownership Gestures Carbon Copies /Mirror Images Body Lowering and Status
Reflect on your willingness and ability to take risks and consider ways of having your students meet and overcome similar challenges. Risk taking is an essential component of the Art of facilitating Language Learning – and FUN is always RELEVANT!
1. Physical - How is everybody?2. Social - Are you comfortable with your table group?3. Psychological – Are you confident you can learn and do what it will take to learn?4. Emotional – are you in a good mood?
1. Have one of the lecturers demonstrate the technique.
See previous slides. Practical, Relevant and Active Learning.
1. Physical - How is everybody? – Personal /Instrumental2. Social - Are you comfortable with your table group? – Interactive3. Psychological – Are you confident you can do what it will take to learn? – Personal 4. Emotional – are you in a good mood? – Instrumental 5. Active – Are you ready to learn? Heuristic/Imaginative – the 5th level of engagement.In order to learn one must be at level 5 of the 7 levels of engagement.
By L. Dee Fink, Reprinted with permission of the University of Oklahoma Instructional Development Program, July 19, 1999
By L. Dee Fink, Reprinted with permission of the University of Oklahoma Instructional Development Program, July 19, 1999
This is what happens when a learner thinks reflectively about a topic, i.e., they ask themselves what they think or should think, what they feel about the topic, etc. This is "thinking about my own thinking," but it addresses a broader array of questions than just cognitive concerns. A teacher can ask students, on a small scale, to keep a journal for a course, or, on a larger scale, to develop a learning portfolio. In either case, students could write about what they are learning, how they are learning (Is it Practical?), what role this knowledge or learning plays in their own life (Is it Relevant?), how this makes them feel, etc.
This can and does come in many forms. In traditional teaching, when students read a textbook or listen to a lecture, they are "listening to" another person (teacher, book author). This can perhaps be viewed as "partial dialogue" but it is limited because there is no back-and-forth exchange. A much more dynamic and active form of dialogue occurs when a teacher creates an intense small group discussion on a topic. Sometimes teachers can also find creative ways to involve students in dialogue situations with people other than students (e.g., practitioners, experts), either in class or outside of class. Whoever the dialogue is with, it might be done live, in writing, or by email. Refer to handouts. Collaborative web-sites…
This occurs whenever a learner watches or listens to someone else "Doing" something that is related to what they are learning about. This might be such things as observing one's teacher do something (e.g., "This is how I critique a novel."), listening to other professionals perform (e.g., musicians), or observing the phenomena being studied (natural, social, or cultural). The act of observing may be "direct" or "vicarious." A direct observation means the learner is observing the real action, directly; a vicarious observation is observing a simulation of the real action. For example, a direct observation of poverty might be for the learner to actually go to where low income people are living and working, and spend some time observing life there. A vicarious or indirect observation of the same topic might be to watch a movie involving poor people or to read stories written by or about them.
This refers to any learning activity where the learner actually does something: design a reservoir dam (engineering), conduct a high school band (music education), design and/or conduct an experiment (natural and social sciences), critique an argument or piece of writing (the humanities), investigate local historical resources(history), make an oral presentation (communication), etc. Again, "Doing" may be direct or vicarious. Case studies, role-playing and simulation activities offer ways of vicariously engaging students in the "Doing" process. To take one example mentioned above, if one is trying to learn how to conduct a high school band, direct "Doing" would be to actually go to a high school and direct the students there. A vicarious "Doing" for the same purpose would be to simulate this by having the student conduct a band composed of fellow college students who were acting like (i.e., role playing) high school students. Or, in business courses, doing case studies is, in essence, a simulation of the decision making process that many courses are aimed at teaching.
The most traditional teaching consists of little more than having students read a text and listen to a lecture, a very limited and limiting form of Dialogue with Others. Consider using more dynamic forms of Dialogue with Others and the other three modes of learning. For example: Create small groups of students and have them make a decision or answer a focused question periodically, Find ways for students to engage in authentic dialogue with people other than fellow classmates who know something about the subject (on the web, by email, or live), Have students keep a journal or build a "learning portfolio" about their own thoughts, learning, feelings, etc., Find ways of helping students observe (directly or vicariously) the subject or action they are trying to learn, and/or Find ways to allow students to actually do (directly, or vicariously with case studies, simulation or role play) that which they need to learn to do.
Each of the four modes of learning has its own value, and just using more of them should add variety and thereby be more interesting for the learner. However, when properly connected, the various learning activities can have an impact that is more than additive or cumulative; they can be interactive and thereby multiply the educational impact. For example, if students write their own thoughts on a topic (Dialogue with Self) before they engage in small group discussion (Dialogue with Others), the group discussion should be richer and more engaging. If they can do both of these and then observe the phenomena or action (Observation), the observation should be richer and again more engaging. Then, if this is followed by having the students engage in the action itself (Doing), they will have a better sense of what they need to do and what they need to learn during doing. Finally if, after Doing, the learners process this experience by writing about it (Dialogue with Self) and/or discussing it with others (Dialogue with Others), this will add further insight. Such a sequence of learning activities will give the teacher and learners the advantage of the Power of Interaction. Alternatively, advocates of Problem-Based Learning would suggest that a teacher start with "Doing" by posing a real problem for students to work on, and then having students consult with each other (Dialogue with Others) on how best to proceed in order to find a solution to the problem. The learners will likely use a variety of learning options, including Dialogue with Self and Observing.
One refinement of the Interaction Principle described above is simply to create dialectic between the two principle components of this Model of Active Learning: Experience and Dialogue. New experiences (whether of Doing or Observing) have the potential to give learners a new perspective on what is true (beliefs) and/or what is good (values) in the world. Dialogue (whether with Self or with Others) has the potential to help learners construct the many possible meanings of experience and the insights that come from them. A teacher who can creatively set up a dialectic of learning activities in which students move back and forth between having rich new experiences and engaging in deep, meaningful dialogue, can maximize the likelihood that the learners will experience significant and meaningful learning.
Use the lesson material you brought with you or will bring tomorrow and we will work on developing some Active Learning activities. Take a look at the handouts but use your imaginations and be Creative.