following up on micro pds: listening in meb filefollowing up on micro pds 9 march 2015 2 outline 1....
TRANSCRIPT
9 March 2015 Following up on micro PDs 2
Outline
1. Introduction 2. Micro PD: A Diagnostic Approach
to Listening 3. The Lessons 4. Conclusion
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Teaching not Testing
Too often our classrooms are used as arenas in which learners practice, or are tested, on the skills of reading, listening or speaking. Not enough time is spent learning the skill.
Bottom up/Top down Processing
Top Down – Back-ground
knowledge – Situational or
contextual dependent – Activation of long term
knowledge
Bottom Up – Incoming data as
source information – Comprehension
involves decoding • Sounds
• Words
• Clauses
• Sentences
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Standard model for listening lesson
Pre-listening activity Listen for Gist Feedback Listen for Detail Feedback Post-listening
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Criticism of current models
Practice, but fails to teach the skill Testing not teaching No attention to the process Dependent on top-down processing
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Decoding Errors
Discrimination Segmentation Anticipation Reference Unfamiliar Language Processing Speed
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An alternative approach
Listen for the wrong answers Board the answers Replay until students fully decode
• Read from script to slow down if necessary
Diagnose Practice
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Example 1 – Wil Anderson
Does the ad make Wil happy? What does the man with the carrots say? What does Wil say after, “that ad makes me
...”
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Lesson 3:
Use sounds not context to identify new words – guess how to spell them
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Example 2 - Matthew O’Reilly
What does O’Reilly say in the opening two sentences?
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Example 3 – Inferencing - Jessi Arrington Why is she speaking at Ted? What does she want the audience to do?
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Did not work!!! Stories worked well The Ted talk was too difficult Students applied proportionality to find the main
idea, this talk is an exception to the rule I assumed that if students can inference whilst
reading they can also inference whilst listening BUT now can try the lesson again, with more
scaffolding or a different text
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