Transcript COMPLETING THE AUDIO RECORDING ASSIGNMENT

Hello
Class !
Curriculum Methods
Understanding the Power of
Vocal Communication
COMPLETING THE AUDIO
RECORDING ASSIGNMENT
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
COMPLETING THE AUDIO
RECORDING ASSIGNMENT
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
COMPLETING THE AUDIO
RECORDING ASSIGNMENT
Procedure:
a) Audio Recording
EARLY DURING THE WEEK OF
NOVEMBER 10-14, 2008 PRACTICE
TEACHING SESSION, TAPE ONE OF
YOUR LESSONS (WHOLE CLASS OR
SMALL GROUP).
Record and analyze a
teaching/interactive segment of the
lesson:(10-15 minutes).
COMPLETING THE AUDIO
RECORDING ASSIGNMENT
 b) Analysis (Complete this section after the in-class lessons
on questioning in BLOCK 2)
 Evaluate your tape using the criteria below. To present your
assignment in a professional manner, use the 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, sexual
orientation, class, race, geographical location, language
and culture, differentiation, special needs &
exceptionalities.
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.

Voice



tone – how does your voice sound with respect to
attitude, is it pleasant, positive, gruff, angry, calm
clarity – are you speaking in a way so that
students can hear you at the back of the class, or
too loudly in certain situations where a quieter
voice would have been more appropriate
modulation – is the variety in your voice with
respect to pitch, or is it always the same
Activity One

I am 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

Spoken Language



quality – did you use slang, abbreviations
enunciation – did you speak so that all words
could be understood by the students, or did you
slur
level – was the level of language appropriate for
the grade 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
COMPLETING THE AUDIO
RECORDING ASSIGNMENT

Questioning




phrasing – were all questions stated so that they
were no double-barreled questions, names were
at the end of the questions, yes/no questions etc
level – look at how many lower level questions
you used versus higher level questions
wait time – did you use wait time I or II
acceptance of student responses – providing
positive feedback
Pacing


Rate of delivery
Rate of speech
Interactions with Students



Quality
Degree of Interaction
Distribution of Attention

Pacing


rate of delivery – was the whole lesson well timed
rate of speech – how fast or slow was your speech

Interaction with Students



quality – engaging the students positively during
the lesson
degree – how many questions did you ask during
the lesson, was it enough to engage them
distribution of attention – did you always ask the
same students, which ones were they
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

Sensitivity to Individual Differences



gender – how many boys and girls did you ask
questions of
culture – were you inclusive of all students
special needs – did you include questions that all
students could answer
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!
CATEGORY
A) KNOWLEDGE & UNDERSTANDING
1)
Completeness
B) COMMUNICATION
2)
Organization
LEVEL 4
(1.0)
Detailed and in-depth
responses to all criteria
C) THINKING
4)
Analysis
Professionally presented;
No errors
(3.0)
Detailed and in-depth
analysis of all criteria
(3.0)
5) Documentation
(Specific supporting
evidence)
D) APPLICATION
6) Summary of Strengths & Areas for
Growth
Well documented and
specific evidence for all
criteria
(3.0)
Explains in detail and
depth significant aspects
of communication
strengths and areas for
growth
(3.0)
7)
A Prioritized Plan
of Action
(.75)
Complete responses to all
criteria
(1.0)
Competently and
consistently organized
(1.0)
3) Presentation
(i.e., readability, cohesiveness, grammar,
spelling)
LEVEL 3
States a logical plan of
action for growth with a
high degree of
effectiveness; Includes a
rationale and concrete
strategies for
improvement
(.75)
Organized
LEVEL 2
(.50)
Some responses to
criteria
(.50)
Some evidence of
organization
(.75)
Competently presented;
A few minor errors
(2.5)
Most criteria competently
analyzed
(2.5)
Evidence included for
most criteria
(.50)
Some errors that affect
readability and
presentation
(2.0)
Some criteria
competently analyzed
(2.0)
Some evidence provided
for some criteria
LEVEL 1
(.25)
Limited responses to
criteria
(.25)
Little evidence of
organization
(.25)
Numerous errors that
affect readability and
presentation
(1.75)
Few criteria competently
analyzed
(1.75)
Minimal evidence for a
few criteria
(2.5)
(2.0)
(1.75)
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
(2.5)
(2.0)
(1.75)
States a plan of action for
growth with some
effectiveness;
Reasons for prioritization
lack critical analysis
States a plan of action for
growth with limited
effectiveness;
Little evidence of reasons
for prioritization
States a logical plan of
action for growth with
effectiveness; Includes a
rationale and some
strategies for
improvement
Marks
TOTAL
/15