Curriculum Methods Understanding the Power of Vocal Communication Hello Class !

COMPLETING THE AUDIO RECORDING ASSIGNMENT EXPECTATIONS: The pre-service teacher will: 1)analyze his/her communication practices including voice, spoken language, questioning, pacing, interaction with students and sensitivity to individual differences. 2)create an action plan which addresses communication strengths and areas for growth

COMPLETING THE AUDIO RECORDING ASSIGNMENT Please Note: a) The calibre of the lesson is not being evaluated but the lesson must be an interactive lesson that includes questioning and teacher/student verbal interactions b) Enclose your CD and written report in a large, sturdy envelope with your name and section on the outside

COMPLETING THE AUDIO RECORDING ASSIGNMENT Procedure: a) Audio Recording EARLY DURING THE WEEK OF NOVEMBER 10-14, 2008 PRACTICE TEACHING SESSION, TAPE ONE OF YOUR LESSONS (WHOLE CLASS OR SMALL GROUP). Record and analyze a teaching/interactive segment of the lesson:(10-15 minutes).

COMPLETING THE AUDIO RECORDING ASSIGNMENT b) Analysis (Complete this section after the in-class lessons on questioning in BLOCK 2) Evaluate your tape using the criteria below. To present your assignment in a professional manner, use the template provided. Use specific examples from the tape to support your statements for each of the following criteria: i) Voice - tone, clarity, modulation ii) Spoken language - quality, enunciation, level iii) Questioning - phrasing, level, wait time, acceptance of student responses iv) Pacing - rate of delivery, rate of speech v) Interaction with students - quality, degree of, distribution of attention vi) Sensitivity to individual differences - gender, sexual orientation, class, race, geographical location, language and culture, differentiation, special needs & exceptionalities.

Voice  Tone Tone can be defined as the tenor, quality, manner or ambience the teacher’s voice portrays  Clarity Voice clarity refers to precision, clearness, and accuracy in the message  Modulation Modulation refers to the intonation, inflection, and pulse of the voice.

 Voice tone – how does your voice sound with respect to attitude, is it pleasant, positive, gruff, angry, calm clarity – are you speaking in a way so that students can hear you at the back of the class, or too loudly in certain situations where a quieter voice would have been more appropriate modulation – is the variety in your voice with respect to pitch, or is it always the same

Activity One  I am going to read a passage from a book. I want you to listen, make notes on my modulation, clarity and tone. Then compare your answers with others at your table.

Spoken Language  Quality  Enunciation  Level

 Spoken Language quality – did you use slang, abbreviations enunciation – did you speak so that all words could be understood by the students, or did you slur level – was the level of language appropriate for the grade level

Questioning  Phrasing Are you saying what you really mean to say? Do you repeat yourself? Are sentences disjointed?  Level Refer to Bloom’s Taxonomy – what level are you using? How many higher order questions are you posing?  Wait Time  Acceptance of Student Responses

COMPLETING THE AUDIO RECORDING ASSIGNMENT  Questioning phrasing – were all questions stated so that they were no double-barreled questions, names were at the end of the questions, yes/no questions etc level – look at how many lower level questions you used versus higher level questions wait time – did you use wait time I or II acceptance of student responses – providing positive feedback

Pacing  Rate of delivery  Rate of speech Interactions with Students  Quality  Degree of Interaction  Distribution of Attention

 Pacing rate of delivery – was the whole lesson well timed rate of speech – how fast or slow was your speech

 Interaction with Students quality – engaging the students positively during the lesson degree – how many questions did you ask during the lesson, was it enough to engage them distribution of attention – did you always ask the same students, which ones were they

Sensitivity to individual differences  Gender terms; equality of terms; statements; selection in class  Culture heritage regional and community cultural understandings (terminology, gender roles, religion, sexual orientation), family culture, group culture (i.e., deaf culture)  Special Needs How do you respond to special needs students? Do you verify understanding by consolidating for special needs students?  Other

 Sensitivity to Individual Differences gender – how many boys and girls did you ask questions of culture – were you inclusive of all students special needs – did you include questions that all students could answer

ANALYSISSPECIFIC SUPPORTING EVIDENCE FROM TAPED LESSON PROFESSOR’S FEEDBACK A) Voice: 1.Tone 2.Clarity 3.Modulation B) Spoken Language: 1.Quality 2.Enunciation 3.Level C) Questioning: 1.Phrasing 2.Level 3.Wait time 4.Acceptance of student responses Find this part on the Communication handout – make notes This is where your actual analysis goes. For example, under the word tone type in a detailed analysis of your tone during the minutes you analysed

ANALYSISSPECIFIC SUPPORTING EVIDENCE FROM TAPED LESSON PROFESSOR’S FEEDBACK A) Voice: 1.Tone 2.Clarity 3.Modulation B) Spoken Language: 1.Quality 2.Enunciation 3.Level C) Questioning: 1.Phrasing 2.Level 3.Wait time 4.Acceptance of student responses Find this part on the Communication handout – make notes This is where you put specific evidence to support your statements in the previous analysis. Place the specific example across from the analysis you are evidencing Use exact quotes and identify the location of the quote in the minute segment

Communication Assignment Sample : 2) Spoken Language: (a) Quality: As I listened to the tape I began to get annoyed with myself for saying “k?” and “okay”. I think it was a nervous speech action, but perhaps I say it when I am not teaching as well. I will have to look out for that! I also used other slang terms such as “like” and “you’re gonna”. I have a tendency to call the students “guys” even though I am aware that this is incorrect! Although I didn’t let it happen too often, I know I will have to try hard to work on this. 2) Spoken Language: (a) Quality: 7.00: “get out your books k?” 7.10: “okay, now we are going to…” 7.15: “read this section carefully k” 9.20: “k, make sure you hand this in okay” 6.32: “Now we are gonna study Egypt like all month” 3.15: “You’re gonna have to pay attention.” 5.45: “okay guys, let’s get ready to go”

G) Summary of Strengths (Minimum of 5):F) Areas for Growth (Minimum of 5): H) A Prioritized Plan of Action: 1.… 2.… 3.… 5 Strengths5 Areas for Growth What is the most important area to work on? How are you going to work on it? Details details details – plan plan plan ….. What is the second most important area to work on? How…… What is the third most important area to work on? How…… Details !Specifics! Actions!

CATEGORYLEVEL 4LEVEL 3LEVEL 2LEVEL 1Marks A) KNOWLEDGE & UNDERSTANDING(1.0)(.75)(.50)(.25) 1)CompletenessDetailed and in-depth responses to all criteria Complete responses to all criteria Some responses to criteria Limited responses to criteria B) COMMUNICATION(1.0)(.75)(.50)(.25) 2)OrganizationCompetently and consistently organized OrganizedSome evidence of organization Little evidence of organization (1.0)(.75)(.50)(.25) 3)Presentation (i.e., readability, cohesiveness, grammar, spelling) Professionally presented; No errors Competently presented; A few minor errors Some errors that affect readability and presentation Numerous errors that affect readability and presentation C) THINKING(3.0)(2.5)(2.0)(1.75) 4) AnalysisDetailed and in-depth analysis of all criteria Most criteria competently analyzed Some criteria competently analyzed Few criteria competently analyzed (3.0)(2.5)(2.0)(1.75) 5)Documentation (Specific supporting evidence) Well documented and specific evidence for all criteria Evidence included for most criteria Some evidence provided for some criteria Minimal evidence for a few criteria D) APPLICATION(3.0)(2.5)(2.0)(1.75) 6) Summary of Strengths & Areas for Growth Explains in detail and depth significant aspects of communication strengths and areas for growth Describes many significant aspects of communication strengths and areas for growth Identifies some significant aspects of communication strengths and areas for growth States few significant aspects of communication strengths and areas for growth (3.0)(2.5)(2.0)(1.75) 7) A Prioritized Plan of Action States a logical plan of action for growth with a high degree of effectiveness; Includes a rationale and concrete strategies for improvement States a logical plan of action for growth with effectiveness; Includes a rationale and some strategies for improvement States a plan of action for growth with some effectiveness; Reasons for prioritization lack critical analysis States a plan of action for growth with limited effectiveness; Little evidence of reasons for prioritization TOTAL /15