Olya Sergeeva and I compared our notes about the tasks, and we thought it is better to share them now (than never),...
Olya Sergeeva and I compared our notes about the tasks, and we thought it is better to share them now (than never), before the course officially ends. Grateful to those of you who will be reading and responding!
Question 1 (3 transcripts, conversation outside the classroom)
Notes and thoughts about the specific context in the transcripts
- the relationships are close enough (teacher, friends, colleagues), so the style is very informal (and cursing occurs) > > students may need a lot wider range of context(s) to be able to communicate in
- the activity is about doing something specific (whereas in class we are sometimes having a conversation on a more abstract level) > > so recording a conference presentation or negotiations in English would bring a different level of language
Question 2 (3 videos)
Small changes made in video 3 and 4 we noticed: asking Ss to read the same passage in the mirror shape; students experience 'read and look up' technique (with a break from a text, having time to process what they read); I can also see them looking at each other, talking to each other; the teacher (Brian) is sitting closer; they seem to take turns by themselves, as opposed to being nominated by John in video 2.
I can see how the small changes brought enthusiasm and liveliness to the students. They seem to be enjoying the process of doing the task (smiling, looking at each other)
I can't think of anything 'less useful' in making these changes at the moment, however, I can offer a couple of ideas why NOT making the changes might still be a good idea. I guess a lot depends on the lesson objective, and activity aim/purpose on the way to that objective (are they reading for content? for pronunciation practice? another aim?)
1) students reading aloud and practicing pronunciation/intonation patterns sentence stress? (e.g. training for a presentation, a micro skill in public speaking?)
2) students may have had a task to help each other with the pronunciation inaccuracies while listening to each other.
I guess the piece is too small to have a profound discussion (it looks like a super small class of 3 Ss, so a lesson with them may have a stage where they read aloud, and do other activities with the text? Just a thought...
Question 3, video #8, Self-Reliance.
To me, this illustrates the power of learning by doing, or experiential learning (when learners are active and are trying things out instead of being told, shown, explained, etc.) It is in line with what I believe and practice. The title of the video is a great summary for this idea (a lot of times, it is about learning, not being taught)
What have I missed or forgotten, Olya Sergeeva?
Question 1 (3 transcripts, conversation outside the classroom)
Notes and thoughts about the specific context in the transcripts
- the relationships are close enough (teacher, friends, colleagues), so the style is very informal (and cursing occurs) > > students may need a lot wider range of context(s) to be able to communicate in
- the activity is about doing something specific (whereas in class we are sometimes having a conversation on a more abstract level) > > so recording a conference presentation or negotiations in English would bring a different level of language
Question 2 (3 videos)
Small changes made in video 3 and 4 we noticed: asking Ss to read the same passage in the mirror shape; students experience 'read and look up' technique (with a break from a text, having time to process what they read); I can also see them looking at each other, talking to each other; the teacher (Brian) is sitting closer; they seem to take turns by themselves, as opposed to being nominated by John in video 2.
I can see how the small changes brought enthusiasm and liveliness to the students. They seem to be enjoying the process of doing the task (smiling, looking at each other)
I can't think of anything 'less useful' in making these changes at the moment, however, I can offer a couple of ideas why NOT making the changes might still be a good idea. I guess a lot depends on the lesson objective, and activity aim/purpose on the way to that objective (are they reading for content? for pronunciation practice? another aim?)
1) students reading aloud and practicing pronunciation/intonation patterns sentence stress? (e.g. training for a presentation, a micro skill in public speaking?)
2) students may have had a task to help each other with the pronunciation inaccuracies while listening to each other.
I guess the piece is too small to have a profound discussion (it looks like a super small class of 3 Ss, so a lesson with them may have a stage where they read aloud, and do other activities with the text? Just a thought...
Question 3, video #8, Self-Reliance.
To me, this illustrates the power of learning by doing, or experiential learning (when learners are active and are trying things out instead of being told, shown, explained, etc.) It is in line with what I believe and practice. The title of the video is a great summary for this idea (a lot of times, it is about learning, not being taught)
What have I missed or forgotten, Olya Sergeeva?
I'm so glad you decided to post (both of) your thoughts today! It gives me a new reason to look back and think more about the tasks. One thing that you wrote that really struck me is "students may need a lot wider range of context(s) to be able to communicate in". Maybe it seems obvious, but it was a reminder I needed today.
ReplyDeleteI also like the elegance of "a lot of times, it is about learning, not being taught". It reminded me of times when I feel that a class is really a struggle, and I realize later that it's because I'm pushing my own agenda too much and ignoring the learning that's actually happening.
Thank you Anne Hendler for reading with your attentive and caring eyes, and your comment. Have a very 'fresh' example of 'being taught' versus experiencing an 'aha moment' in my very first lessons with ski instructors. One would often repeat 'I have just told you not to do [that]' but I knew it would take me just some more time to really do [it] correctly.
ReplyDeleteI am now going to re-read the others' posts, too. Thank you Anne for the inspiration to keep reflecting!
Zhenya
Dear Z and O,
ReplyDeleteRead and look up is an activity that enables students to process language---the integration of grammar and vocabulary. Over time the language in the texts moves from the pate to their eyes to their brains and out of their mouths. And then when they write what they say and compare a recording of what they way with what they write and the text they can begin to see to what degree they have mastered the language in the text. (If you look at video 12 you will see these next stages.)
Pronunciation is not dealt with partly because many of the words in the texts students are not likely to ever have to say. Rhythm, pausing is part of this at the end of sense groups and intonation are important as they show to what extent learners are understanding what they are reading.
Other activities with the text can be to say the sense groups as if they are bored, excited, drunk, singing a song, etc.
Re the small class, if you have a chance to look at video 1 I discuss this issue. I and many other teachers have had students to read and look up in classes of from 40 upward. The pair of students in video 12 were in a class of around 20,
Before I forget, you thinking of a couple of reasons why the alternative might not be a good idea is a crucial step in our analysis of what we do. We have to ask how what we think is useful might not be and how what we think is not useful might be. YOU ARE SO FAR THE ONLY ONES THAT HAVE STARTED TO ASK THESE QUESTIONS; THEY ARE CRUCIAL!!!
Back to other activities with the text, one is to have students write yes/no, either/or and question word questions about the text dealing with facts, experience and inferences and write responses--again to manipulate the language--integrating vocabulary and grammar and all 4 skills.
Anne yes, yes, and yes again for your comments.
J
John Fanselow Thank you for the reply John: indeed, a lot to think about in your 'Small Changes, Big Results' book (reading it bit by bit and savoring the videos as I progress).
ReplyDeleteI like the point about skill integration while working on a text, and by letting the student(s) do more work/plan with what they are reading. Another example of how learner independence is important.
And... the opposite may be true, too? :-) Just kidding! Thank you for the course!
Zhenya