Taxonomy of Educational Objectives

TAXONOMY OF EDUCATIONAL OBJECTIVES (Bloom, 1956) EVALUATION (Determine value/significance) SYNTHESIS (Create, based on components) ANALYSIS (Break information into parts) ……H O T S …..

….LOTS …. APPLICATION (Transfer info to simulated situations) COMPREHENSION (Understand BUT not otherwise processing) MEMORIZATION (Learning information by rote…sometimes without comprehension)

EDUCATIONAL PHILOSOPHIES (J.P. Miller and Seller, 1985) 1. TRANSMISSION: To “know” (KNOWLEDGE) CLASS: Exercises, teacher – made materials HOMEWORK: Written exercises ROLE OF TEACHER: “Knower” GROUPING: Whole class TESTS: Achievement SYLLABUS: Form/Theme – based

Educational Philosophies 2. TRANSACTION: To “do” (SKILL) CLASS: Task, projects, role play, authentic materials HOMEWORK: Projects, tasks ROLE OF TEACHER: Facilitator GROUPING: Small groups TESTS: Proficiency SYLLABUS: Notional-functional; task/content-based

Educational Philosophies 3. TRANSFORMATION: To “create” (ABILITY) CLASS: Self-directed study; student-selected materials HOMEWORK: Research ROLE OF TEACHER: Advisor GROUPING: Independent work TESTS: Self-assessments SYLLABUS: Learner-centered

(Back to Bloom’s “Taxonomy”) vs. Educational Philosophies HOTS: 1. EVALUATION (Value) 2. SYNTHESIS (Create) - TRANSFORMATION ABILITY – Create 3. ANALYSIS (Break into parts) - TRANSFORMATION and TRANSACTION SKILL – “Do”

(Back to Bloom’s “Taxonomy”) vs. Educational Philosophies LOTS 4. APPLICATION- TRANSACTION (Transfer to simulated situations) Skill – “To do” 5. COMPREHENSION- TRANSMISSION (Understand, BUT…) Knowledge – “Know” 6. MEMORIZATION- (By rote … sometimes without comprehension)

THE THINGS WE DO/DID! ACTIVITY: Written grammar & Vocabulary exercises Memorizing vocabulary – out of context Translating RESULT: Can read and render content in L1 DETERRENT:Lack of cultural context Lack of emphasis on oral skills Focus on “usage” over “use” METHOD:GRAMMAR – TRANSLATION

THE THINGS WE DO/DID! ACTIVITY:Repetition drills Substitution drills (grammar & vocab.) Dialog memorization RESULT:“Rehearsed/practiced” response in known and rehearsed situations DETERRENT:Problems with authentic/unexpected situations and materials METHOD:STRUCTURAL APPROACHES (e.g. Audio-Lingual)

THE THINGS WE DO/DID! ACTIVITY: Grammar exercises Q & A, teacher-made, LC/RC materials Communication via manipulation of forms RESULT:Understand & see linguistic systems (accuracy) DETERRENT:Oral skill development is slow Lack of experience with authentic culture METHOD:COGNITIVE CODE

THE THINGS WE DO/DID! ACTIVITY:Role plays; tasks; projects Cooperative learning activities Reading/hearing authentic texts RESULT:Ability to negotiate meaning (fluency) DETERRENT: Strategic competence overemphasized Precision & formal language proficiency underdeveloped METHOD:COMMUNICATIVE APPROACHES

….so where are we? BLOOM EDUCATIONAL PHILOSOPHY PRACTICES HEVALUATION O SYNTHESIS (Create) Transformation (Create) TANALYSIS Transformation & Transaction (“do”) Communicative Approach (-) LAPPLICATIONTransaction Communicative Approach OCOMPREHENSION Transmission (to know) Structural approach Grammar-transl. Cognitive Code TMEMORIZATION Structural Approach

Challenges Military Language Training Vs. Global Proficiency Signal Intelligence Requirements Vs. Human Intelligence Requirements

SIGNAL INTELLIGENCE SKILLS: Gist Transcribe Translate ( Target Language- English) HUMAN INTELLIGENCE SKILLS: Verbal (Interview, Interrogate, Interpret) Translate

FLTCE GOAL: Produce graduates who possess the language skills that will meet their agencies’ operational requirements. COURSE THEMES GOVERNMENT / POLITICS ECONOMICS CULTURAL / SOCIAL SCIENCE / TECHNOLOGY MILITARY / SECURITY

SOURCES = “GENRE APPROACH” PRINT AUDIO VIDEO

PRINT -News – editorials, jokes, cartoons -Fax, , Internet -Literature AUDIO - Radio - news, advertisements - Songs VIDEO - TV – News, talk shows, game shows, “soaps” - Feature films - Documentaries

Learning Activities · · SIGNAL INTELLIGENCE SKILLS · VERBAL SKILLS: - Narrate, summarize, paraphrase - Report / Brief - Instruct/ Direct - Describe - Explain / Resolve problem - Interview / Interrogate - Express / Support Opinion - Hypothesize - Discuss / Negotiate - Interpret (Consecutive, two-way)

THE COURSE AT THE FOREIGN LANGUAGE TRAINING CENTER EUROPE LANGUAGE: RUSSIAN LENGTH: 15 – WEEKS ENTRY LEVEL REQUIREMENTS: 2+ / 2+

“Limited Working Proficiency, Plus” LISTENING Understand most routine social demands/conversations on work requirements. Can sometimes detect emotional overtones. Some ability to understand implications. READING Understand most factual material in nontechnical prose. Able to separate main ideas and details from lesser ones. Unable to discern nuances and/or intentionally disguised meaning.

Special Features MILITARY TERMINOLOGY BLOCK CONSECUTIVE INTERPRETATION BLOCK INTENSIVE GRAMMAR REVIEW RUSSIAN “SLANG”