Design every moment lecture insights
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This document consists of a slideshow presentation by Lawrie Hunter at Kochi University of Technology. The presentation covers several key lessons and discoveries from Hunter's career in education, including that grammar is less important than pattern recognition and readability in language learning, argument structure is easier to map than write as text, and authentic tasks that help learners forget they are learning are most effective. Hunter also shares examples of presentation and writing exercises designed to improve learning. The overall message is gratitude to students for the insights they provided into how to design every moment for optimal learning.
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Design every moment lecture insights
- 1. Design every moment Final lecture Lawrie Hunter Kochi University of Technology
- 4. No need to take notes (:^0) All materials can be downloaded from Hunter’s SlideShare: http://slideshare.net/rolenzo/
- 5. What can we learn from life? Mothers know
- 6. Reading level < intellectual level until age 10! Mothers know
- 7. We have much to learn from children. Children know Mathematics teacher training, St. Pauls College, Vunakanau Rabaul, Papua New Guinea 1986
- 8. We have much to learn from children. Locals know Mathematics teacher training, Gaulim College, East New Britain Papua New Guinea 1985
- 9. What can we learn from life? Koshida sensei knew
- 11. We made a UNIVERSITY! We made a UNIVERSITY!
- 15. Don’t become too Japanese, eh? Don’t become too Japanese, eh? ええ え？ ええ え？
- 18. What I learned at UBC Deutsch 1 year Español 1 year Italiano 1 year Mathematics 6 years
- 19. What I learned at UBC
- 20. What I learned at UBC
- 21. What I learned in 1973 Mirror 14 racing dinghy
- 22. What I learned at KUT
- 23. What I learned at KUT
- 24. What I learned at KUT: Always design Make a thing as good as it can be. Ask: is this the best way? And what does ‘best’ mean?
- 25. Sandbox: a safe place to experiment
- 26. KUT, my sandbox KUT Press, 1999 Asahi Press, 2002
- 27. KUT, my sandbox KUT Press 2004 Cengage Press 2007 KUT Press 2005 KUT Press 2006
- 28. KUT, my sandbox KUT Press 2004 Cengage Press 2007 KUT Press 2005 KUT Press 2006 南の風社の細迫社長、 ありがとうございます。 Thanks so much to Mr. Hososako of Minaminokazesha
- 29. KUT, my sandbox KUT Press 2008 2013 KUT Press 2010 2012 *SSP program started in 2003, bringing PhD students from all over Asia.
- 30. Hunter: French learner 1959-1965 -grammar translation -good reader -fear of speaking KUT students: English learners 1997~ -grammar translation -OK reader/writers -fear of speaking
- 31. My lovely students 2002 微妙 びみょう bimyō = subtle
- 32. My lovely students 2002 微妙 びみょう = “I don’t want to speak.”
- 33. Language learning is often delayed 1959-1965: LH study French very HARD 1965-1999: LH afraid to speak French
- 34. 1959-1965: LH study French very HARD 1965-1999: LH afraid to speak French 1999: LH and Kyoko go to Luang Prabang, Laos.
- 35. Language learning is often delayed 1959-1965: LH study French very HARD 1965-1999: LH afraid to speak French 1999: LH and Kyoko go to Luang Prabang, Laos.
- 36. Language learning is often delayed How can we test language learning?
- 37. The teacher is the servant of the learner Learn from our students Shouldn’t that be true?
- 38. The learner is the client of the teacher Learn from our students The learner pays the teacher, right?
- 39. The teacher should do what? Help the learner to feel he’s learning. Learn from our students
- 40. The teacher should do what? Help the learner to forget she’s learning. Learn from our students
- 41. KUT English curriculum* 1st and 2nd year students Re-motivation Use current knowledge Get experience *Hunter’s design
- 42. KUT English curriculum Learning something is easy: -if you are ready for it -if you laugh when doing it
- 43. KUT English Task cycle Thinking in English course: textbook, Asahi, 2002 1 Input1 Input 2 Usage practice2 Usage practice 3 Authentic task3 Authentic task 4 Expression4 Expression
- 46. Authentic tasks INFERENCE Information structures: -Sequence -Probability What’s the hidden agenda*? * 意図
- 47. Authentic tasks INFERENCE Information structures: -Sequence -Probability What’s the hidden agenda? Help the learner to forget she’s learning.
- 48. Authentic tasks INFERENCE Information structures: -Sequence -Probability What’s the hidden agenda? Help the learner to forget she’s speaking English.
- 49. Simple ideas can be very useful. Educational design discoveries
- 50. Thinking in English: Grammar is not the key. Design discovery #1
- 51. Thinking in English: Grammar is not the key. Design discovery #1
- 52. Thinking in English: Pattern recognition is the key Design discovery #1
- 53. Pattern recognition Design discovery #1 I think we should get a new car, because our car is getting old. I don’t agree. Our car is running fine. That’s true, but the tires are bald and the paint is faded. It looks bad. You’re right, but we can get new tires and a paint job, cheaply. I guess you’re right. We should save money and get a new car when we need one. Thinking in English, info structure 6: pro-con ( 賛成ー反対 )
- 54. Pattern recognition Design discovery #1 new car getting old running fine tires bald paint faded new tires paint job, cheaply save money get when we need
- 55. PhD writing: Grammar is not the key. Design discovery #2
- 56. PhD writing: Readability is the key. Design discovery #2
- 57. PhD writing: Uncoded grammar feedback. -no learning Design discovery #2 Editor marks
- 58. PhD writing: Coded readability feedback. -big learning Design discovery #2 agr mistake with subject-verb agreement awk A phrase or sentence is awkward (awkward = not smooth) cas This language is casual, not formal. comb Combine sentences. conj This is a conjunction (don’t start a sentence with it). gr grammar mistake non-std this phrasing is not standard par mistake with parallel structure red redundant (some information has been repeated, e.g. The temperature was also recorded as well. ref pronoun reference problem (what is the reference? is it correct form?) rep repetitive rephr Rephrase this. run-on This is a run-on sentence; it's too long to be readable. sp spelling mistake S-V The subject and verb in a sentence do not agree in some way. tense You have used the wrong verb tense (past/present/future) e.g. Yesterday I am going to Tokushima. vag This phrasing is vague or ambiguous. voice Change from the passive voice to active voice, or vice versa. e.g. The ball was hit by the batter. ('voice' means change to “The batter hit the ball.”) windy This writing is run-on, it could and should be much shorter. word Find a better word for your meaning. Add something here (often an article). verb Add a verb here. Mentor marks
- 59. Coded readability feedback. Big learning! Design discovery #2 Hunter’s 2-page system
- 60. PhD presentation: Powerpoint is not the key. Design discovery #3
- 61. PhD presentation: Argument is the key. Design discovery #3
- 62. PhD presentation: Argument is difficult to write. Design discovery #3
- 63. For mapping approaches to summarizing and argument, graphics software and mapping software in general are preferable to pencil and paper because of ease of revision and restructuring. Among those software, Cmap Tools freeware has the further distinct advantage that it forces the user to specify the relations between links and thus reveals rhetorical structure or orchestration (or their absence) that is not visually apparent in text. What structure can you see? Argument is easy to map.
- 64. Argument is easy to map. This PhD student makes maps before writing.
- 65. See the trees: Concept mapping for text analysis Lawrie Hunter Kochi University of Technology http://www.core.kochi-tech.ac.jp/hunter 5th Symposium on Writing Centers in Asia April 20, 2013
- 69. Language is a disguise for information
- 70. Many ways to show information Graphic: thank you Bret Victor
- 71. What does language show us about information? Information structures -are signaled in language
- 72. What does language show us about information? Information structures -are signaled in language Vancouver is bigger than Kochi. Then I peeled it and ate it. It melted because it was hot. A buntan is a kind of citrus.
- 73. Structures that do not vary across languages Classification Cause-effect Value Description Sequence Choice Mohan, B.A. (1986) Language and Content. Addison and Wesley. Mohan's 'knowledge structures' Argument structures Information organization Knowledge structures Syntax structures Grammar structures
- 74. 1999 Information Systems Hunter’s first seminar on ISmapping.
- 78. ISmaps: information structure mapping Thinking in English course: textbook, Cengage, 2007
- 79. Unique signs for plural utterances: alleviating doubt in the language learner Lawrie Hunter Kochi University of Technology, Japan http://lawriehunter.com lawrie@ace.ocn.ne.jp
- 80. PhD presentation: Powerpoint is not the key. Design discovery #4
- 81. Design example 1: Pechakucha presentation style What is it?
- 84. Design example 1: Pechakucha presentation style What is it? 20 slides x 20 seconds No words No control http://www.pechakucha.org/
- 85. Design example 1: Pechakucha presentation style Hunter’s pechakucha: 7 slides x 15 seconds 6 slides x 20 seconds No words No control!
- 86. Design example 1: Pechakucha presentation style Hunter’s pechakucha 7 slides x 15 seconds 6 slides x 20 seconds No words No control!
- 87. Design example 1: Pechakucha presentation style Show us, Hunter!
- 88. Design example 1: Pechakucha presentation style http://www.pechakucha.org/ What’s the hidden agenda?
- 89. Design example 2: Rewriting to perfection The only way to become a master Learner takes control of her learning
- 90. Design example 2: Rewriting to perfection L studies a writing skill L writes HW Teacher marks the errors Learner sees her errors
- 91. Design example 2: Rewriting to perfection L studies a Writing skill L writes HW Teacher marks the errors (coded) Learner rewrites Teacher marks the errors (coded) Learner rewrites Teacher marks the errors (coded) …again and again until perfect.
- 92. Design example 2: Rewriting to perfection
- 93. Design example 2: Rewriting to perfection L studies a Writing skill L writes HW Teacher marks the errors (coded) Learner rewrites Teacher marks the errors (coded) Learner rewrites Teacher marks the errors (coded) …again and again until perfect. What’s the hidden agenda?
- 94. Design example 3: Video of learner performance Learners perform a drama that they have written Teacher watches, evaluates, AND makes a VIDEO! What’s the hidden agenda?
- 95. My lovely students Thank you so much. You made my life rich. I will never forget you. Please don’t forget me! lawriehunter@gmail.com
- 96. My lovely students What about your life?
- 97. 97 Dimensions of Media Object Compehensibility Lawrie Hunter Kochi University of Technology http://www.core.kochi-tech.ac.jp/hunter/ KUT Island of Shikoku
- 99. わからん My lovely students 1999
- 100. My lovely students 1999 Anti-fascist slogan, Madrid, 1937. Spanish Civil War.
- 101. Why does Hunter read ?
- 102. Why does Hunter read ? BECAUSE every country’s news is biased.
- 103. Junior high Senior high KUT years 1-4 The rest of your life Advanced Intermediate Beginner Plan your English future (Think Big!) English is your door to the world. Go through the door!
- 104. Future Hunter? Contemporary art gallery tirnanogtokyo.com
- 105. Future Hunter? Setagaya Writing Center lawriehunter.com