case study group work
DESCRIPTION
This is a group case study presentation that I did with two of my classmates, Jeanne and Wael for our ETAP501 course. Our presentation got 9.8/10 by professor Wilcox's evaluation.TRANSCRIPT
Interpersonal Communication &
the Game
Jeanne Anna
Wael
BY
AGENDA1. Interpersonal Communications (Nature +
teaching strategies)2. Survival Game (Description)3. Survival Game (activity)4. Poster Contest (Collecting Points)5. Class Discussion (Collecting Points)6. Wrap-up and Debrief 7. Survivor Game Rewards
Two-Way Face- to- Face
Natural Discourse
body language
Gestures
Negotiation of Meaning
Communicativereasons
Oral Interpersonal Communication
(1)Turns-at-talk
Teachers should encourage Students to be / …
ExpressiveSpontaneous Interactive
Tolerate Silence Encouraging
Oral Communication Teaching Strategies
(2)Routines
Teachers should encourage
Students to use
Gambits
Oral Communication Teaching Strategies
(3)Gestures
Teachers should encourage
Students to useMetaphoric
GesturesIconic
Gestures
Deictic Gestures
Illustrative Gestures
Oral Communication Teaching Strategies
Willingness to Communicate (WTC)
Figure 8.6 - The Pyramid Model of Willingness to CommunicateShrum, J. L. & Glisan, E.W. (2010). Teacher’s handbook: Contextualized language
instruction (4th ed.). Boston: Heinle.
Communication Behavior
Behavioral Intention
Situated Antecedents
Motivational Propensities
Affective-Cognitive Context
Social & Individual Context
WTC is influenced by
Situational Influences
Enduring Influences
Willingness to Communicate (WTC)
GAME
What is exactly “Survivor”
“Survivor” is a methodology used to enforce a target language only atmosphere.
What is “Survivor game”
The “Survivor game” was designed by two Spanish teachers who use Spanish close to 100% of the time in their classroom.
REAL EXPERIENCES• Teachers: Kevin and Tammy Lyons• Kevin is a professor at Indiana University in
Pennsylvania and a HS Spanish teacher who has used Survivor for many years.
• Greensburg Salem School District
http://losleones.webs.com/
What’s the use of the Game
To get all levels of students and teachers to only use L2 every day for the entire class.
Teacher’s responsibility in “Survivor game”
• To communicate ENTIRELY in the target language.
• Negotiate meaning with the students to ensure comprehension.
SEQUENCE OF THE GAME
• Speak only in the Target Language. • You must ask the teacher for
permission in the TL to speak English.
Sequence of The Game
Rule example:
• Pesos will be put in the student’s bank for each participation in TL.• The amount gathered will be used for
the participation grade.
Sequence of The Game
Reward example:
• You may not under any circumstance use what is considered "Spanglish"; if it is not Spanish you will be eliminated.
Sequence of The Game
Elimination example:
• After you have been eliminated from the island, you will not be eligible for certain games.
Sequence of The Game
Punishment example:
Keys to Survive
Keep your participation up
Don't speak
English
ENGLISH
Team Tribe Work
Tribe 1: Rules
Tribe 2: Rewards
Tribe 3:Punishment/elimination
Tribe 4: Application of
terms & concepts
Tribe 5: Willingness to Communicate
Tribal Groups and Topic
Tribe Tasks Challenges
(1)Rename your
group
(2)Choose a leader
Choose a recorder
(3)Read and discuss
the information in envelop
(4)(on the white strips)
Write down four final comments
You have 10 minutes
Gain Points (Time Contest)
Hold your contribution strips.
Each member runs to the board, fixes the strip, and
reads it loudly.
As soon as the member sits the other member jumps to do the
same.
The group that scores the shortest time will get the highest points (Coconuts)
Each group (In sequence)
Final Questions
• By answering these questions, each group member can add 1 coconut for their group.
• The group with the highest points in the end will get rewards for their enthusiastic participation.
Interpersonal Communication
Question
• One of the Survivor game beliefs is to avoid translations, so students are then discouraged from using dictionaries and translation tools, will this be beneficial or detrimental?
Effective Motivators
Question
• Do you think elimination and punishment are effective motivators? Would this discourage students were eliminated?
• Consider: Willingness to communicate• Self-fulfilling prophecy• Feedback
Imagine
Question
• What difficulties as a teacher jump out at you if you were to take this approach to teaching?
• Consider: Assessment, Facilitation, Feedback.
More challenges!
Question
• As a teacher preparing to implement the Survivor game for the first time, what challenges might you face (e.g. from students, parents, fellow teachers, administrators, etc.)?
Definition of interpersonal communication
Teaching methods and students’ individuality to consider
Survivor game as a teaching practice
Today we covered:
Wrapping it Up
Reward Time• The winner group, you are the
SURVIVORS.• GO and get your reward from the head
of the tribe.
References• Lyons, K. & Lyons, T. (2009). Los Leones.
Retrieved from http://losleones.webs.com/• Shrum, J. L. & Glisan, E.W. (2010). Teacher’s
handbook: Contextualized language instruction (4th ed.). Boston: Heinle.
Any questions?Please don’t hesitate to ask
Anna, Jeanne, or Wael, about Interpersonal Communication and the
Survivor Game
Thanks for participati
ng!
The Lyons’s Website: losleones.webs.com Email:
[email protected] – Tammy [email protected] – Kevin Lyons