Transcript PowerPoint Presentation - The statement of the problems

Activity: Conditions of
Learning
Sean (EDER 673)
February 13, 2003
Desired Learning Outcome:
For the purpose of preparing themselves for
conversations with coworkers in the
workplace, the students will be able to give
spoken answers to several questions containing various verb tenses - with
grammatically accurate statements.
Learned Capability Types:
Intellectual skill: students use various verb tenses, which
they have previously practiced in oral and written form, to
construct new sentences
Verbal information: students make their sayings in oral form
Attitude: to the degree that answering a question about their
preferred hobbies, activities, destinations, etc. indicates a
willingness to share, the students behave in a way that is
conducive to friendly conversation
Primary Type of Learning:
Verbal information. Both internal and external
conditions play important roles.
Previous learnings of verb tenses have to be
recalled; however, a new and larger context has to
be presented for the verbal skill – namely, the
conversational context.
Learning Outcome Expected:
The students will be able to give spoken answers to
several questions - containing various verb tenses with statements that are grammatical accurate in their
verb usage.
Essential Prerequisite:
Students will have practiced skills of identifying the
time frames of various verb tenses, and conjugating
many verbs accurately in these tenses
Supportive Prerequisite:
Students should reflect on various aspects of their
work and leisure time, in order to give the kinds of
answers that truly reflect their lives
Instructional Events Utilized:
“Presenting the stimulus material” and “eliciting
performance”
Students will receive an instructor-made sheet
containing seven single panels of “comic-strip” type
illustrations. Each of these will contain a pair of
goofy-looking carpenters talking to each other, while
they build furniture or munch on their Alberta beef
sandwiches! Each panel will also feature a question
that one carpenter ask the other; for example, “What
activities have you done for fun while living in
Calgary?” Students will then split up into pairs,
imagine themselves to be the characters in each
panel, and complete the dialogue initiated by each
question.
Why are these appropriate steps?
Because the humour that is (hopefully) provided by
the silly-looking carpenters, and the visual
background of a carpentry environment, will provide
a strong enough stimulus to elicit enthusiastic
attitudes. In turn, the students will achieve greater
verbal skills.