Thursday, March 13, 2008
Teaching Speaking
Today's assignment was teaching speaking to graduate and postgraduate level students. I began the class with ice breaking and introduction session by dividing the class into groups of two and asked one member of the group to interview the other member and then present the report and the vice versa. Then I gave them an exercise of decision making by dividing the class into different groups. The exercise given was of a Naval Ship stranded and the students were asked to discuss the priorities of evacuation among the group and report. In the end key was given enabling students to evaluate their performance. It enabled the students to arrive at a decision by reaching at some unanimous opinion through discussion
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2 comments:
Praise
Great choice of speaking activity! Your directions were very specific and clear, as observed by Ss’ performance. And your unobtrusive style really encouraged a student-centered environment. Finally, I appreciate your effective use of the board to summarize and set your objectives.
Questions
Thank you for specifying, in writing, your objectives. Did they include all the ABCDs? Admittedly, the Cs are somewhat implicit, and therefore commonly optional. Audience (A), and especially Degree (D), however, can be extremely useful in measuring performance. Finally, what was the relation, if any, between your interview and your decision-making activity?
Polish
Consider warming up and lesson like this with two additional elements: Purpose and model. Explaining to Ss the purpose of learning such a skill as this can be motivating. Indeed, you did in fact do this at the end of your activity. Modeling an interview for them in advance of their doing it can also help set them at ease when it’s their turn. It has the additional benefit of offering them direction on your expectations of them.
Praise-You were able to create an informal, congenial environment in the class with a very good brainstorming activity. she was abke to get students active participation and able to elicit answers from the students.
Question- Although objectives of your lesson were quite clear as the class progressed and towards the end yet objectives were not mentioned in the beginning of the class.
Polish- Giving the objectives in accordance with audience, behaviour, condition and degree could have made your lecture more specific and you could have easily gauged the degree or level of accomplishment of the students.
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