Transcript Understanding the Power of Vocal Communication

Hello
@Jennifer Barnett, 2005
Class !
Curriculum Methods
Understanding the
Power of Vocal
Communication
Voice

Tone


Clarity


Tone can be defined as the tenor, quality, manner or
ambience the teacher’s voice portrays
Voice clarity refers to precision, clearness, and accuracy
in the message
Modulation

Modulation refers to the intonation, inflection, and pulse
of the voice.
Spoken Language

Quality

Enunciation

Level
Questioning

Phrasing



Are you saying what you really mean to say?
Do you repeat yourself? Are sentences disjointed?
Level

Refer to Bloom’s Taxonomy – what level are you using?
How many higher order questions are you posing?

Wait Time

Acceptance of Student Responses
Pacing


Rate of delivery
Rate of speech
Interactions with Students



Quality
Degree of Interaction
Distribution of Attention
Sensitivity to individual differences

Gender


Culture



heritage
regional and community cultural understandings (terminology,
gender roles, religion, sexual orientation), family culture, group
culture (i.e., deaf culture)
Special Needs



terms; equality of terms; statements; selection in class
How do you respond to special needs students?
Do you verify understanding by consolidating for special needs
students?
Other
Consolidation


Take out audiotape assignment
Make notes
EXPECTATIONS:
The pre-service teacher will:
1) analyze his/her communication practices (including voice,
spoken language, questioning, pacing, interaction with students
and sensitivity to individual differences).
2) create an action plan which addresses communication strengths
and areas for growth.
Procedure

*Please note:
a) The calibre of the lesson is not being
evaluated but the lesson must be an
interactive lesson that includes questioning
and teacher/student verbal interactions.

b) Enclose your tape and written report in a large, sturdy
envelope with your name and section on the outside.
Please have the tape set at the beginning of the analyzed
segment

c) You are responsible for organizing your method of
recording the lesson.
Early during the week of your placement session, tape one of your lessons (whole class or small
group).
Tape and analyze a teaching/interactive segment of the lesson (10-15 minutes).
Analysis (Complete this section after the in-class lessons on questioning)

Evaluate your tape using the criteria listed below. To present your assignment in a
professional manner, use the electronic template provided.
Use specific examples from the tape to support your statements for each of the following criteria:

i) Voice - tone, clarity, modulation

ii) Spoken language - quality, enunciation, level

iii) Questioning - phrasing, level, wait time, acceptance of student responses

iv) Pacing rate of delivery, rate of speech

v) Interaction with students - quality, degree of, distribution of attention

vi) Sensitivity to individual differences (gender, culture, special needs...)
Summary of Strengths, Areas for Growth, Next Steps

i) Identify strengths in communication

ii) Identify for areas for growth in communication

iii) Referring back to your areas for growth:

List in order of importance the communication practices that need improvement

Include concrete actions that will change each area of growth to a communication strength
Find this part on the Communication handout – make notes
ANALYSIS
This is where
your actual
analysis goes.
For example,
under the word
tone type in a
detailed
analysis of your
tone during the
10-15 minutes
you analysed
A) Voice:
1.
Tone
2.
Clarity
3.
Modulation
B) Spoken Language:
1.
Quality
2.
Enunciation
3.
Level
C) Questioning:
1.
Phrasing
2.
Level
3.
Wait time
4.
Acceptance of student
responses
SPECIFIC SUPPORTING
EVIDENCE FROM
TAPED LESSON
PROFESSOR’S FEEDBACK
Find this part on the Communication handout – make notes
ANALYSIS
This is where
you put specific
evidence to
support your
statements in
the previous
analysis.
Place the
specific
example across
from the
analysis you
are evidencing
A) Voice:
1.Tone
2.Clarity
3.Modulation
B) Spoken Language:
1.Quality
2.Enunciation
3.Level
C) Questioning:
1.Phrasing
2.Level
3.Wait time
4.Acceptance of student responses
SPECIFIC SUPPORTING
EVIDENCE FROM TAPED
LESSON
Use exact
quotes and
identify the
location of
the quote in
the 10-15
minute
segment
PROFESSOR’S FEEDBACK
Communication Assignment Sample:
2) Spoken Language:
(a) Quality:
2) Spoken Language:
(a) Quality:
•
As I listened to the tape I began to get
annoyed with myself for saying “k?” and
“okay”. I think it was a nervous speech
action, but perhaps I say it when I am not
teaching as well. I will have to look out for
that!
•
7.00: “get out your books k?”
7.10: “okay, now we are going
to…”
7.15: “read this section carefully
k”
9.20: “k, make sure you hand
this in okay”
•
I also used other slang terms such as “like”
and “you’re gonna”.
•
6.32: “Now we are gonna study
Egypt like all month”
3.15: “You’re gonna have to pay
attention.”
•
I have a tendency to call the students “guys” •
even though I am aware that this is
incorrect! Although I didn’t let it happen too
often, I know I will have to try hard to work
on this.
5.45: “okay guys, let’s get ready
to go”
G) Summary of Strengths (Minimum of 5):
5 Strengths
F) Areas for Growth (Minimum of 5):
5 Areas for Growth
H) A Prioritized Plan of Action:
1. …
2. …
3. …
What is the most important area to work on?
How are you going to work on it? Details
details details – plan plan plan …..
What is the second most important area to
work on? How……
What is the third most important area to work
on? How……
Details !Specifics! Actions!
A) KNOWLEDGE &
UNDERSTANDING
1) Completeness
(1.0)
(.75)
(.50)
(.25)
Detailed and in-depth responses
to all criteria
Complete responses to
all criteria
Some responses to
criteria
Limited responses to
criteria
2) Organization
Competently and consistently
organized
Organized
Some evidence of
organization
Little evidence of
organization
3) Presentation
Professionally presented
No errors
Competently presented.
A few minor errors
Some errors that
affect readability and
presentation
Numerous errors that
affect readability and
presentation
B) COMMUNICATION
(i.e., readability,
cohesiveness,
grammar, spelling)
C) THINKING
(4.0)
(3.0)
(2.0)
(1.0)
4)
Analysis
Detailed and in-depth analysis of
all criteria
All criteria competently
analyzed
Some criteria
competently analyzed
Few criteria
competently analyzed
5)
Summary of
Strengths &
Areas for
Growth
Explains in detail and depth
significant aspects of
communication strengths and
areas for growth
Describes many
significant aspects of
communication
strengths and areas for
growth
Identifies some
significant aspects of
communication
strengths and areas for
growth
States few significant
aspects of
communication
strengths and areas
for growth
(2.0)
(1.0)
D) APPLICATION
6) Documentation
(Specific supporting
evidence)
(4.0)
Well documented and specific
evidence for all criteria
(4 - 5)
7)
A Prioritized
Plan
of Action
Explains in detail a logical plan
of action for growth which
includes a rationale and concrete
strategies for improvement with
a high degree of effectiveness
(3.0)
Evidence included for
all criteria
(3.0)
Outlines a logical plan
of action for growth
which includes a
rationale and some
strategies for
improvement
Some evidence
provided for
some criteria
Minimal evidence for
a few criteria
(2.0)
(1.0)
Identifies a
satisfactory plan
of action for growth;
Reasons for
prioritization lack
critical analysis.
States a plan of action
for growth with
limited effectiveness;
Little evidence of
reasons for
prioritization
Application



Don’t open the pieces of paper
Now open the pieces – All teachers to the hall. I will
be with you shortly.
I should have the people who are going to role play
the students here. Discuss your
roles with the others in your
group.