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

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Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №1Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №2Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №3Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №4Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №5Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №6Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №7Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №8Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №9Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №10Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №11Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №12Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №13Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №14Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №15Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №16Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №17Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №18Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №19Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №20Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №21Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №22Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №23Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №24Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №25Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №26
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Слайд 1


Day 11 Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity
Описание слайда:
Day 11 Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity

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Session 1: Types of listening comprehension skill development within the curriculum
Описание слайда:
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?
Описание слайда:
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.
Описание слайда:
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.
Описание слайда:
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.
Описание слайда:
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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Classroom management, micro-stage outcomes, monitoring and feedback in secondary listening and speaking activity, слайд №7
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Returning to our question What types of task best help target Listening sub-skill focuses? Make a table with another teacher.
Описание слайда:
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
Описание слайда:
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 ?
Описание слайда:
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 ?

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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.
Описание слайда:
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.

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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.
Описание слайда:
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)
Описание слайда:
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)

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Video techniques to promote listening skills sound on/sound off dubbing subtitles media adaptation karaoke function back to screen freeze frame
Описание слайда:
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.
Описание слайда:
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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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?
Описание слайда:
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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What types of speaking/oral assessment activities are suggested by these verbs of speech ?

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Speaking activity focuses
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Speaking activity focuses

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Assessing Speaking What might we assess? Write a list of terms that you think might feature in assessment criteria.
Описание слайда:
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
Описание слайда:
Which of these terms do your terms relate to? Grammar and vocabulary Discourse management Pronunciation Interactive communication

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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.
Описание слайда:
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
Описание слайда:
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?
Описание слайда:
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?

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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
Описание слайда:
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

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Returning to our question Should correction and feedback always be immediate? Discuss with another teacher the best moments of giving feedback you have seen in this session.
Описание слайда:
Returning to our question Should correction and feedback always be immediate? Discuss with another teacher the best moments of giving feedback you have seen in this session.

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