Transcript Analyzingcommunicationpractices

Adapted from Jennifer Barnett, 2005
Curriculum Methods
Analysis of
Communication
Practices
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.
Activity One

I’m going to read a passage from a book.
I want you to listen, make notes on my
modulation, clarity and tone. Then
compare your answers with others at your
table.
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, sexual orientation, race-ethnicity


Class, race, geographical location, language and culture




Kids from all social classes, rural/urban, ‘wrong’ side of the tracks
Dialects, selection of materials
regional and community cultural understandings (terminology, gender
roles, religion, sexual orientation), family culture, group culture
Differentiation, special needs & exceptionalities



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 CD and written report in a
large, sturdy envelope with your name and
section on the outside.
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.
A) Voice:
1.
Tone
2.
Clarity
3.
Modulation
For example,
under the word
tone type in a
detailed
analysis of your
tone during the
10-15 minutes
you analysed
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
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
ANALYSIS
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!
Due date: last class week of December 1-5, 2008