Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity

Сентябрь 4, 2022

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Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity

Содержание

2. Session 1: Types of listening comprehension skill development within the curriculum
3. Questions relating to issues in this session What do effective listeners do? What type of listening
4. Effective listeners: connect: make connections with people, places, situations, and ideas they know find meaning: determine
5. Listening skills taxonomy Direct meaning comprehension Listen for gist Listening for main idea(s) or important information;
6. Listening skills taxonomy Understanding phonological features Understanding grammatical notions such as comparison, cause, result, degree. Understanding
7. Useful further reading: http://www2.warwick.ac.uk/fac/soc/al/degrees/ma/practitioner_corner/formative_assessment/formative_assessment_booklet_final.pdf Formative Assessment of Listening: Look at Hand-out 3 and discuss with another
8. Returning to our question What types of task best help target Listening sub-skill focuses? Make a
9. Session 2: Micro-stages of listening lessons and integrated listening outcomes
10. Questions relating to issues in this session How can we compensate for ‘context’ deficiency in listening
11. Micro-stages in listening Lead in Pre-teach Gist question(s) Listening to part of the text First listening
12. Watch this extract from the series: ‘The human planet’ Video Extract : ‘Catching Auks’ from the
13. Reasons for supporting listening through video Expand learner experiences beyond the classroom (context) Accommodate different learning
14. Video techniques to promote listening skills sound on/sound off dubbing subtitles media adaptation karaoke function back
15. Returning to our question How can we compensate for ‘context’ deficiency in listening tasks? With another
16. Session 3: Range and type of group, and whole class curriculum speaking activities
17. Questions related to issues in this session How can we characterise/label different forms of speaking activity
18. What types of speaking/oral assessment activities are suggested by these verbs of speech ?
19. Speaking activity focuses Active listening Patterns of interaction Skills and strategies Spoken language Turns
20. Assessing Speaking What might we assess? Write a list of terms that you think might feature
21. Which of these terms do your terms relate to? Grammar and vocabulary Discourse management Pronunciation Interactive
22. Returning to our Question Does all speaking activity need to have a specific skills focus? List
23. Session 4: Classroom management, monitoring and feedback of speaking activities
24. Questions relating to issues in this session What skills does a teacher need to develop to
25. Video viewing In a table write down phases of this speaking / language input lesson that
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Session 1: Types of listening comprehension skill development within the curriculum

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Questions relating to issues in this session
What do effective listeners do?
What

type of listening sub-skills are targeted in the curriculum?
What types of task best help target sub-skill focuses?
What range of listening tasks might we typically use for Formative Assessment?

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Effective listeners:
connect: make connections with people, places, situations, and ideas they

know
find meaning: determine what the speaker is saying about people, places, and ideas
question: pay attention to those words and ideas that are unclear
make and confirm predictions: try to determine what will be said next
make inferences: determine speaker's intent by inferring what the speaker means but does not actually say
reflect and evaluate: respond to what has been heard and pass judgement.

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Listening skills taxonomy
Direct meaning comprehension
Listen for gist
Listening for main

idea(s) or important information; and distinguishing that from supporting detail or examples
Listening for specifics, including recall of important details
Determining a speakers’ attitude or intention towards a listener or a topic
Inferred meaning comprehension
Making inferences and deductions
Relating utterances to their social and situational context
Recognising the communicative function of utterances
Deducing meaning of unfamiliar lexical items from context
Contributory meaning comprehension.

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Listening skills taxonomy
Understanding phonological features
Understanding grammatical notions such as comparison,

cause, result, degree.
Understanding discourse markers
Understanding the main syntactic structure of clauses or idea units
Understanding cohesion, especially reference
Understanding lexical cohesion, especially lexical set membership and collocations
Understanding use of lexis in context
Listening and taking notes
Ability to extract salient points to summarise the text
Ability to select relevant key points.

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Useful further reading:
http://www2.warwick.ac.uk/fac/soc/al/degrees/ma/practitioner_corner/formative_assessment/formative_assessment_booklet_final.pdf
Formative Assessment of Listening:
Look at Hand-out 3 and

discuss with another teacher how you might deliver/stage this task to meet the conditions in the left-hand box.

Слайд 8

Returning to our question
What types of task best help target Listening

sub-skill focuses?
Make a table with another teacher.

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Session 2: Micro-stages of listening lessons and integrated listening outcomes

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Questions relating to issues in this session
How can we compensate for

‘context’ deficiency in listening tasks?
What other work might we typically integrate listening/ viewing tasks with?
What do we mean by ‘metacognition’ in listening?
What phases of activity do teachers need to manage in and around ‘listening’ tasks ?

Слайд 11

Micro-stages in listening
Lead in
Pre-teach
Gist question(s)
Listening to part of the text
First listening
Check

answers to the gist question(s)
Look at the detailed comprehension questions
Listening for detailed comprehension
Check answers to the detailed comprehension questions
Language analysis and/or reaction to the text.

Слайд 12

Watch this extract from the series: ‘The human planet’
Video Extract

: ‘Catching Auks’ from the episode Life in the deep freeze.
This fits with cross-curricular objectives in Grade 11 relating to the preservation of food.
Think about micro-stages in Listening lessons and discuss with another teacher some of the things you might do in using this Listening input.

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Reasons for supporting listening through video
Expand learner experiences beyond the classroom

(context)
Accommodate different learning styles (medium)
Support curriculum with real world tie-ins (content)
Aid to retention and comprehension (media)
Encourage learner participation (interaction patterns)
Motivation and engagement (viewing techniques)

Слайд 14

Video techniques to promote listening skills
sound on/sound off
dubbing
subtitles
media adaptation
karaoke

function
back to screen
freeze frame

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Returning to our question
How can we compensate for ‘context’ deficiency in

listening tasks?
With another teacher, make a list of useful techniques.

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Session 3: Range and type of group, and whole class curriculum

speaking activities

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Questions related to issues in this session
How can we characterise/label different

forms of speaking activity in class?
Does all speaking activity need to have a specific skills focus?
What areas/genres of speaking might specific skill focuses target.
What do reliable speaking assessment criteria look like?

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What types of speaking/oral assessment activities are suggested by these verbs

of speech ?

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Speaking activity focuses
Active listening
Patterns of interaction
Skills and strategies
Spoken language
Turns

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Assessing Speaking
What might we assess?
Write a list of terms that you

think might feature in assessment criteria.

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Which of these terms do your terms relate to?
Grammar and vocabulary
Discourse

management
Pronunciation
Interactive communication

Слайд 22

Returning to our Question
Does all speaking activity need to have a

specific skills focus?
List activities for which the answer above would be no and types of activity for which the answer would be yes.

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Session 4: Classroom management, monitoring and feedback of speaking activities

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Questions relating to issues in this session
What skills does a teacher

need to develop to effectively manage speaking lesson focuses?
What are some of the ways that teachers can reduce TTT ?
Should correction and feedback always be immediate?
What strategies can teachers use to include more reticent speakers?

Слайд 25

Video viewing
In a table write down phases of this speaking /

language input lesson that seem to fit the classification.
T-S S-S S-T
https://www.youtube.com/watch?v=ue4-8y2MfQw

Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity

Содержание

Session 1: Types of listening comprehension skill development within the curriculum

Questions relating to issues in this sessionWhat do effective listeners do?What

Effective listeners:connect: make connections with people, places, situations, and ideas they

Listening skills taxonomyDirect meaning comprehension Listen for gist Listening for main

Listening skills taxonomyUnderstanding phonological features Understanding grammatical notions such as comparison,

Useful further reading:http://www2.warwick.ac.uk/fac/soc/al/degrees/ma/practitioner_corner/formative_assessment/formative_assessment_booklet_final.pdfFormative Assessment of Listening: Look at Hand-out 3 and

Returning to our questionWhat types of task best help target Listening

Session 2: Micro-stages of listening lessons and integrated listening outcomes

Questions relating to issues in this sessionHow can we compensate for

Micro-stages in listeningLead inPre-teachGist question(s)Listening to part of the textFirst listeningCheck

Watch this extract from the series: ‘The human planet’ Video Extract

Reasons for supporting listening through videoExpand learner experiences beyond the classroom

Video techniques to promote listening skillssound on/sound off dubbingsubtitlesmedia adaptation karaoke

Returning to our questionHow can we compensate for ‘context’ deficiency in