Activity: Conditions of Learning Sean (EDER 673) February 13, 2003

Desired Learning Outcome : For the purpose of preparing themselves for conversations with coworkers in the workplace, the students will be able to give spoken answers to several questions - containing various verb tenses - with grammatically accurate statements.

Learned Capability Types: Intellectual skill: students use various verb tenses, which they have previously practiced in oral and written form, to construct new sentences Verbal information: students make their sayings in oral form Attitude: to the degree that answering a question about their preferred hobbies, activities, destinations, etc. indicates a willingness to share, the students behave in a way that is conducive to friendly conversation

Primary Type of Learning: Verbal information. Both internal and external conditions play important roles. Previous learnings of verb tenses have to be recalled; however, a new and larger context has to be presented for the verbal skill – namely, the conversational context.

Learning Outcome Expected: The students will be able to give spoken answers to several questions - containing various verb tenses - with statements that are grammatical accurate in their verb usage. Essential Prerequisite: Students will have practiced skills of identifying the time frames of various verb tenses, and conjugating many verbs accurately in these tenses Supportive Prerequisite: Students should reflect on various aspects of their work and leisure time, in order to give the kinds of answers that truly reflect their lives

Instructional Events Utilized: “Presenting the stimulus material” and “eliciting performance” Students will receive an instructor-made sheet containing seven single panels of “comic-strip” type illustrations. Each of these will contain a pair of goofy-looking carpenters talking to each other, while they build furniture or munch on their Alberta beef sandwiches! Each panel will also feature a question that one carpenter ask the other; for example, “What activities have you done for fun while living in Calgary?” Students will then split up into pairs, imagine themselves to be the characters in each panel, and complete the dialogue initiated by each question.

Why are these appropriate steps? Because the humour that is (hopefully) provided by the silly-looking carpenters, and the visual background of a carpentry environment, will provide a strong enough stimulus to elicit enthusiastic attitudes. In turn, the students will achieve greater verbal skills.