tips for teaching listening deliver a short, well organized lecture and have the class outline it...
TRANSCRIPT
TIPS FOR TEACHING LISTENING
• DELIVER A SHORT, WELL ORGANIZED LECTURE AND HAVE THE CLASS OUTLINE IT
• ASK A QUESTION AND HAVE THE STUDENTS REPHRASE THE QUESTION
• CONDUCT ORAL TESTS• LIMIT REPETITION OF DIRECTIONS• ALLOW RECITATIONS• HAVE STUDENTS SUMMARIZE TV PROGRAMS• LIST GOOD LISTENING HABITS ON THE BOARD
• POST BULLETIN BOARD ON LISTENING SKILLS
• APPOINT A CLASS RECORDER ROTATE RESPONSIBILITY
• APPOINT STUDENTS TO LISTEN FOR GRAMMATICAL ERRORS
• HAVE STUDENTS PARAPHRASE PREVIOUS RESPONSES
EXAMPLES OF LEARNING PROCESSES IN DISCUSSION
• KINDERGARTNERS HAVING A VERBAL SHARING TIME
• SECOND-GRADERS GROWING PLANTS• FOURTH-GRADERS MAKING A TIME LINE• SIXTH-GRADE TEAMS BRAINSTORMING
SOLUTIONS• EIGHTH-GRADERS SETTING UP RECYCLING
STATIONS• TENTH-GRADERS OBSERVING A COURT SESSION• TWELFTH-GRADERS EXPLORING DIFFERENT
WAYS TO APPLY MATH TO PHYSICS
APPLICATIONS FOR SMALL GROUP DISCUSSIONS
• STIMULATING STUDENTS’ INTEREST WHEN INTRODUCING A NEW TOPIC
• IDENTIFYING PROBLEMS OR ISSUES TO BE STUDIED OR ALTERNATIVE WAYS TO APPROACH A TOPIC ALREADY UNDER CONSIDERATION
• EXPLORING NEW WAYS TO SOLVE PROBLEMS• EVALUATION DATA, OPINIONS, AND
SOURCES OF INFORMATION• STRUCTURING CONCEPTS FOR FUTURE
STUDY
• ALLOWING STUDENTS TO DEMONSTRATE INDIVIDUAL STRENGTHS
• LEARNING AND IMPROVING LEADERSHIP, ORGANIZATION, AND RESEARCHING SKILLS
• LEARNING TEAMWORK• LEARNING TO DEFEND ONE’S IDEAS AND TO
RESPECT THE VIEWPOINTS OF OTHERS• LEARNING TO ACCEPT AND VALUE
VARIOUS ETHNIC AND CULTURAL BACKGROUNDS
CONCEPTS RELATED TO SMALL GROUPS
• PROCESS
• ROLES
• LEADERSHIP
• COHESION
FUNCTIONS OF THE DISCUSSION LEADER
• INITIATING
• REGULATING
• INFORMING
• SUPPORTING
• EVALUATING
LEARNER BENEFITS FROM DISCUSSION
• DEPTH OF UNDERSTANDING
• MOTIVATION AND INVOLVEMENT
• POSITIVE ATTITUDES TOWARD LATER USE OF MATERIAL
• PROBLEM-SOLVING SKILLS
• APPLICATION OF CONCEPT AND INFORMATION
SUMMARY OF DISCUSSION GROUPS
• ACTIVE LEARNING CAN BE INITIATED• ACHIEVING PROCESS OBJECTIVES REQUIRES
ACTIVE STUDENT INVOLVEMENT AND INTERACTION
• DISCUSSION ARE HIGHLY INTERACTIVE• DISCUSSION CANNOT BE USED FOR ANY
TOPIC• A POSITIVE CLASSROOM ENVIRONMENT IS
ESSENTIAL FOR COLLABORATIVE WORK• EVERYBODY IN A DISCUSSION GROUP IS
ASSIGNED SOME RESPONSIBILITY
TAXONOMY OF DISCUSSION GROUPS
• BRAINSTORMING
• TUTORIAL
• TASK GROUP
• ROLE PLAYING
• SIMULATION
• INQUIRY GROUP
RULES FOR BRAINSTORMING
• ALL IDEAS ACKNOWLEDGED• NO CRITICISM• MEMBERS SHOULD BUILD ON ONE
ANOTHER’S IDEAS• THE LEADER SHOULD SOLICIT IDEAS OR
OPINIONS FORM SILENT MEMBERS• QUALITY IS LESS IMPORTANT THAN
QUANTITY
GOALS OF SIMULATION
• DEVELOP CHANGES IN STUDENTS’ ATTITUDES• CHANCE SPECIFIC BEHAVIORS• PREPARE PARTICIPANTS FOR ASSUMING NEW
ROLES IN THE FUTURE• HELP INDIVIDUALS UNDERSTAND THEIR
CURRENT ROLES• INCREASE STUDENTS’ ABILITY TO APPLY
PRINCIPLES• REDUCE COMPLEX PROBLEMS OR SITUATIONS
TO MANAGEABLE ELEMENTS
• ILLUSTRATE ROLES THAT MAY AFFECT STUDENTS’ LIVES BUT THAT THEY MAY NEVER ASSUME
• MOTIVATE LEARNERS
• DEVELOP ANALYTICAL PROCESSES
• SENSITIZE INDIVIDUALS TO OTHER PERSONS’ LIFE ROLES
EXAMPLES OF SIMULATION
• COMPARING THE UNITED STATES AND EUROPE
• THE OREGON TRAIL
• THE STOCK-MARKET GAME
SELECTED TOPICS FOR INQUIRY GROUPS
• HOW ARE COMMERCIALS FRAMED?• WHAT MAJOR ISSUES OR TOPICS OCCUPY
HEADLINES?• HOW MUCH FOOD IS CONSUMED OR
WASTED IN THE SCHOOL LUNCH ROOM?• WHICH SCHOOL INTERSECTIONS CARRY
THE HEAVIEST TRAFFIC?• WHAT THEMES ARE MOST REPEATED BY
PERSONS SEEKING POLITICAL OFFICES?
FEATURES OF COOPERATIVE LEARNING
• POSITIVE INTERDEPENDENCE
• FACE-TO-FACE INTERACTION
• INDIVIDUAL ACCOUNTABILITY
• DEVELOPMENT OF SOCIAL SKILLS
• GROUP EVALUATION
KEYS TO COOPERATIVE LEARNING
• TEACHER PLANNING• STUDENT ENGAGEMENT• ASSESSMENT• QUALITY WORK• CONSTANT STUDENT MONITORING• TIME REQUIREMENTS ESTABLISHED• TRUST, COHESIVENESS, AND
RESPONSIBILITY MUST BE PROMOTED
KEY SOCIAL SKILLS
• ABILITY TO BRAINSTORM• EQUAL OPPORTUNITY TO PARTICIPATE• SOLVING PROBLEMS COOPERATIVELY• CHOOSING ROLES• KNOWING WHAT TO DO WHEN ONE
GROUP MEMBER FAILS TO CONTRIBUTE• KNOWING HOW TO HANDLE CONFLICT