Transcript tips for teaching listening

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
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PROCESS
ROLES
LEADERSHIP
COHESION
FUNCTIONS OF THE
DISCUSSION LEADER
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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
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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
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POSITIVE INTERDEPENDENCE
FACE-TO-FACE INTERACTION
INDIVIDUAL ACCOUNTABILITY
DEVELOPMENT OF SOCIAL SKILLS
GROUP EVALUATION
KEYS TO COOPERATIVE
LEARNING
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TEACHER PLANNING
STUDENT ENGAGEMENT
ASSESSMENT
QUALITY WORK
CONSTANT STUDENT MONITORING
TIME REQUIREMENTS ESTABLISHED
TRUST, COHESIVENESS, AND
RESPONSIBILITY MUST BE PROMOTED
KEY SOCIAL SKILLS
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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