TIPS FOR TEACHING LISTENING

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TIPS FOR TEACHING LISTENING

• DELIVER A SHORT, WELL ORGANIZED LECTURE AND HAVE
  THE CLASS OUTLINE IT
• ASK A QUESTION AND HAVE THE STUDENTS REPHRASE THE
  QUESTION
• CONDUCT ORAL TESTS
• LIMIT REPETITION OF DIRECTIONS
• ALLOW RECITATIONS
• HAVE STUDENTS SUMMARIZE TV PROGRAMS
• LIST GOOD LISTENING HABITS ON THE BOARD

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• POST BULLETIN BOARD ON LISTENING SKILLS
• APPOINT A CLASS RECORDER ROTATE RESPONSIBILITY
• APPOINT STUDENTS TO LISTEN FOR GRAMMATICAL ERRORS
• HAVE STUDENTS PARAPHRASE PREVIOUS RESPONSES

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EXAMPLES OF LEARNING PROCESSES IN DISCUSSION

• KINDERGARTNERS HAVING A VERBAL SHARING TIME
• SECOND-GRADERS GROWING PLANTS
• FOURTH-GRADERS MAKING A TIME LINE
• SIXTH-GRADE TEAMS BRAINSTORMING SOLUTIONS
• EIGHTH-GRADERS SETTING UP RECYCLING STATIONS
• TENTH-GRADERS OBSERVING A COURT SESSION
• TWELFTH-GRADERS EXPLORING DIFFERENT WAYS TO APPLY
  MATH TO PHYSICS

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APPLICATIONS FOR SMALL GROUP DISCUSSIONS

• STIMULATING STUDENTS INTEREST WHEN INTRODUCING A
  NEW TOPIC
• IDENTIFYING PROBLEMS OR ISSUES TO BE STUDIED OR
  ALTERNATIVE WAYS TO APPROACH A TOPIC ALREADY
  UNDER CONSIDERATION
• EXPLORING NEW WAYS TO SOLVE PROBLEMS
• EVALUATION DATA, OPINIONS, AND SOURCES OF
  INFORMATION
• STRUCTURING CONCEPTS FOR FUTURE STUDY

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• ALLOWING STUDENTS TO DEMONSTRATE INDIVIDUAL
  STRENGTHS
• LEARNING AND IMPROVING LEADERSHIP, ORGANIZATION,
  AND RESEARCHING SKILLS
• LEARNING TEAMWORK
• LEARNING TO DEFEND ONES IDEAS AND TO RESPECT THE
  VIEWPOINTS OF OTHERS
• LEARNING TO ACCEPT AND VALUE VARIOUS ETHNIC AND
  CULTURAL BACKGROUNDS

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CONCEPTS RELATED TO SMALL GROUPS

• PROCESS
• ROLES
• LEADERSHIP
• COHESION

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FUNCTIONS OF THE DISCUSSION LEADER

• INITIATING
• REGULATING
• INFORMING
• SUPPORTING
• EVALUATING

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LEARNER BENEFITS FROM DISCUSSION

• DEPTH OF UNDERSTANDING
• MOTIVATION AND INVOLVEMENT
• POSITIVE ATTITUDES TOWARD LATER USE OF MATERIAL
• PROBLEM-SOLVING SKILLS
• APPLICATION OF CONCEPT AND INFORMATION

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SUMMARY OF DISCUSSION GROUPS

• ACTIVE LEARNING CAN BE INITIATED
• ACHIEVING PROCESS OBJECTIVES REQUIRES ACTIVE
  STUDENT INVOLVEMENT AND INTERACTION
• DISCUSSION ARE HIGHLY INTERACTIVE
• DISCUSSION CANNOT BE USED FOR ANY TOPIC
• A POSITIVE CLASSROOM ENVIRONMENT IS ESSENTIAL FOR
  COLLABORATIVE WORK
• EVERYBODY IN A DISCUSSION GROUP IS ASSIGNED SOME
  RESPONSIBILITY

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TAXONOMY OF DISCUSSION GROUPS

• BRAINSTORMING
• TUTORIAL
• TASK GROUP
• ROLE PLAYING
• SIMULATION
• INQUIRY GROUP

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RULES FOR BRAINSTORMING

• ALL IDEAS ACKNOWLEDGED
• NO CRITICISM
• MEMBERS SHOULD BUILD ON ONE ANOTHERS IDEAS
• THE LEADER SHOULD SOLICIT IDEAS OR OPINIONS FORM
  SILENT MEMBERS
• QUALITY IS LESS IMPORTANT THAN QUANTITY

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GOALS OF SIMULATION

• DEVELOP CHANGES IN STUDENTS ATTITUDES
• CHANCE SPECIFIC BEHAVIORS
• PREPARE PARTICIPANTS FOR ASSUMING NEW ROLES IN
  THE FUTURE
• HELP INDIVIDUALS UNDERSTAND THEIR CURRENT ROLES
• INCREASE STUDENTS ABILITY TO APPLY PRINCIPLES
• REDUCE COMPLEX PROBLEMS OR SITUATIONS TO
  MANAGEABLE ELEMENTS

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• ILLUSTRATE ROLES THAT MAY AFFECT STUDENTS LIVES
  BUT THAT THEY MAY NEVER ASSUME
• MOTIVATE LEARNERS
• DEVELOP ANALYTICAL PROCESSES
• SENSITIZE INDIVIDUALS TO OTHER PERSONS LIFE ROLES

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EXAMPLES OF SIMULATION

• COMPARING THE UNITED STATES AND EUROPE
• THE OREGON TRAIL
• THE STOCK-MARKET GAME

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SELECTED TOPICS FOR INQUIRY GROUPS

• HOW ARE COMMERCIALS FRAMED?
• WHAT MAJOR ISSUES OR TOPICS OCCUPY HEADLINES?
• HOW MUCH FOOD IS CONSUMED OR WASTED IN THE SCHOOL
  LUNCH ROOM?
• WHICH SCHOOL INTERSECTIONS CARRY THE HEAVIEST
  TRAFFIC?
• WHAT THEMES ARE MOST REPEATED BY PERSONS SEEKING
  POLITICAL OFFICES?

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FEATURES OF COOPERATIVE LEARNING

• POSITIVE INTERDEPENDENCE
• FACE-TO-FACE INTERACTION
• INDIVIDUAL ACCOUNTABILITY
• DEVELOPMENT OF SOCIAL SKILLS
• GROUP EVALUATION

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KEYS TO COOPERATIVE LEARNING

• TEACHER PLANNING
• STUDENT ENGAGEMENT
• ASSESSMENT
• QUALITY WORK
• CONSTANT STUDENT MONITORING
• TIME REQUIREMENTS ESTABLISHED
• TRUST, COHESIVENESS, AND RESPONSIBILITY MUST BE
  PROMOTED

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KEY SOCIAL SKILLS

• ABILITY TO BRAINSTORM
• EQUAL OPPORTUNITY TO PARTICIPATE
• SOLVING PROBLEMS COOPERATIVELY
• CHOOSING ROLES
• KNOWING WHAT TO DO WHEN ONE GROUP MEMBER FAILS TO
  CONTRIBUTE
• KNOWING HOW TO HANDLE CONFLICT