intro to sanskrit speech sounds

Intro to Sanskrit Speech Sounds

12-Week Course

Designed by Kathy Lee Strickland, MET Candidate 12/11/2013

This course was designed as a project for EdTech 503, Instructional Design, a core course in the Master of Educational Technology program through Boise State University’s Department of Educational Technology.

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Table of Contents Synthesis/Reflection Paper .......................................................................................................................................... 3

Part 1. Topic ................................................................................................................................................................. 5

Part 1a. Stated Learning Goal .................................................................................................................................... 5

Part 1b. Audience Description ................................................................................................................................... 5

Part 1c. Rationale ...................................................................................................................................................... 5

Part 2. Analysis Report ............................................................................................................................................... 7

Part 2a. Description of Need ..................................................................................................................................... 7

Part 2a1. Needs Analysis Survey .......................................................................................................................... 7

Part 2a2. Needs Analysis Data Report .................................................................................................................. 8

Part 2b. Description of the Learning Context ............................................................................................................ 9

Part 2b1. Learning Context ................................................................................................................................... 9

Part 2b2. Transfer Context .................................................................................................................................. 10

Part 2bc. Description of the Learners ................................................................................................................. 10

Part 2bd. Learning Task Analysis (the Flow Chart) ........................................................................................... 12

Part 3. Planning ......................................................................................................................................................... 13

Part 3a. Learning Objectives (List) ......................................................................................................................... 13

Part 3b. Matrix of Objectives, Bloom’s Taxonomy, and Assessments ................................................................... 13

Part 3c. ARCS Table ............................................................................................................................................... 15

Part 4. Instructor Guide ............................................................................................................................................ 17 Part 5. Learner Content ............................................................................................................................................ 20

Part 5a. Learning Materials ..................................................................................................................................... 20

Part 5b. Formative and/or Summative Assessment Materials ................................................................................. 20

Part 5c. Technology Tool Justification .................................................................................................................... 21

Part 6. Formative Evaluation Plan ........................................................................................................................... 22

Part 6a. Expert Review ............................................................................................................................................ 22

Part 6b. One-to-One Evaluation .............................................................................................................................. 22

Part 6c. Small-Group Evaluation ............................................................................................................................. 22

Part 6d. Field Trial .................................................................................................................................................. 23

Part 7. Formative Evaluation Report ...................................................................................................................... 24

Part 7a. Evaluation Survey and Rubric .................................................................................................................... 24

Part 7b. Results of the Expert Review ..................................................................................................................... 25

Part 7c. Comments on Change ................................................................................................................................ 26

Part 8. AECT Standards Grid .................................................................................................................................. 27

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Synthesis/Reflection Paper

When I started the EdTech503 class, I didn’t know what instructional design entailed. Throughout my brief teaching career, I created lesson plans and implemented instruction. But I never thought twice about who had written the instructional materials I used—except when I found a typo or a statement that seemed to have been pulled out of thin air.

Since becoming marketing editor for a textbook publisher, I continue to seek and find typos but have also begun to understand more about what goes into creating instruction. I am now familiar with the terms “differentiated instruction,” “scope and sequence,” and “formative and summative assessment” (terms I probably should have learned before diving into the deep end of teaching with no training). However, my job as editor is to look at this content after it has been created and summarize for potential customers how all of the components combine to provide effective instruction for a particular audience with specific needs.

Until conducting a needs analysis for this class, I had nothing to do with identifying learners’ needs. “Analyze” was a term on a test, and the word “design” referred primarily to the process of laying out pictures and text on a print or digital page.

My editorial experience in newspapers, magazines, and marketing has always involved working closely with a Design Department, which is responsible for taking the words I edit, creating informational graphics, choosing relevant images, and arranging it all in a way that conveys the message and, above all, looks good. I’ve always admired these creative individuals but never envied them—primarily because, in my experience, they have never been in control of the content. The designs they come up with are too often torn apart because the people who initiate the project either don’t know what they are really trying to say or don’t know how to explain it to the designer whose job it is to manifest their idea. Many times the project initiators admit to not knowing what the message is until they “see it laid out,” which puts the designer in a chicken-and-egg predicament. Despite the popular office placard’s statement that “Poor planning on your part does not constitute an emergency on my part,” that’s often what happens.

So you can imagine my surprise and excitement when I read in the first chapter of our EdTech503 text, Instructional Design by Patricia L. Smith and Tillman J. Ragan, an explanation that elevates the role of the designer and gives the position its due respect: “Design is related to planning, the difference being that once the expertise and care with which planning is conducted reaches a certain point, we begin to refer to the activity as ‘design’ ” (Smith & Ragan, 2005, p.6).

The authors go on to explain that the term design implies “a high level of care and sophistication” and “a good amount of specialized knowledge and skill” (Smith & Ragan, 2005, p. 6).

Reading this gave me fresh hope and perspective on what instructional design could be. It confirmed what I had found while perusing “Instructional Design” job postings in the first week of the course. The skills, knowledge, and background requirements for an instructional designer were extensive and well-aligned with what I have been learning and expect to learn in Boise State University’s MET program. If I were to pursue it as a career path, I may have the opportunity to edit and produce video, and hone the web design skills I began to develop in EdTech 502. Taking Multimedia (EdTech 513) taught me more about the podcasting I’ve been doing as part of my current job, and I see many possibilities for applying my knowledge of instructional design in the development side of my company.

When working on Part 1 of the final ID project, I realized how much goes into the front end of instructional design. I would liken the entire process to the first ski trip of the season.

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After you have established your goal and timeframe, you must assess what you need to bring. This often involves digging through boxes in storage, just as an instructional designer would pick students’ brains to determine what background knowledge is already stored there.

In Part 1 of the final ID project, I surveyed potential students to determine what they already knew in relation to the Sanskrit curriculum and the technology tools I planned to use. In doing so, I put together the equivalent of a ski trip shopping list (e.g., missing/worn/outgrown gloves, hats, skis, boots, snow pants, socks, etc.). Rather than a list, this stage of the instructional design process required the creation of an information-processing analysis flow chart outlining the steps that must be taken to accomplish the goal. A second flow chart broke down the prerequisite skills or knowledge a learner must have to achieve each step.

Another step in planning a ski trip is deciding where to go. You can check the snow reports and weather reports online, draw from past experience on various mountains, and estimate the travel time based on distance and traffic. This is similar to determining the learning context for your instruction, based on the needs, characteristics and skills of the learners. Some conditions—like the temperature and the presence or absence of powder—are out of our control. But if we know that someone has never skied before, then taking that person to a mountain dominated by moguls and black diamond trails would not be appropriate. On the other hand, if someone is an experienced skier, you wouldn’t want to plan a trip for them to the bunny slope. If you would have to drive a very long way to get to the mountain, then perhaps you should set your sights on a closer destination—in other words, a more easily achievable objective.

Designing the learning objectives would be akin to plotting out on the ski map which trails you will take. Whatever you choose should match your objective of having fun, challenging yourself, getting down as fast as possible because your feet are freezing, and so on. It won’t be hard to assess your performance based on how sore you are after each particular run (formative) and at the end of your day on the slopes (summative). Based on your assessment, you may choose to do some more squats at the gym before heading out on your next ski adventure.

Part 2 of the final ID project involved the development, implementation, and evaluation stages of the instructional design process. You may need to motivate yourself or others in your ski party (ARCS Model) and, particularly on the first ski trip of the season, recall relevant prior knowledge. Is skiing like riding a bicycle? Do you remember the minute you slide off the lift, or is it necessary to relearn to some extent at the beginning of each season? An instructional designer can account for either possibility by developing instruction that is flexible and includes ongoing assessment. On the slopes, this would mean starting out on a green or blue trail and adjusting the next run based on how you did and felt.

If the instructional designer has based the teacher and learner materials on research and data from the analysis phase, implementation has a much better chance of being successful—and the skiers are less likely to break any bones. Après the day, everyone involved in the trip can talk about what worked and what didn’t—and the cycle of instructional design continues, unbroken.

References

Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, N.J: J. Wiley & Sons.

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Part 1. Topic: Intro to Sanskrit Speech Sounds by Kathy Strickland Part 1a. Stated Learning Goal After three hours of classroom instruction (one 15-minute lesson per week for 12 weeks), learners will be able to sing the Sanskrit alphabet song with correct pronunciation. Part 1b. Description of the Audience The target audience for this instruction is students who are 7 to 12 years old and enrolled in a program of study in the Vedic sciences, including Sanskrit, art, and math-based astrology. Most of these students are from liberal-minded, affluent families who share a culture of/interest in yoga, Eastern culture/philosophy, and/or an Ayurvedic lifestyle.

Part 1c. Rationale I chose this topic because a former teacher of mine (my SME) is working with a group of scholars to develop a curriculum for children that involves Sanskrit, a subject in which I have some experience and a great interest. She has entrusted me with designing the first Sanskrit module, which will span 12 lessons. In order for a student to be properly introduced to the Vedas, a basic working knowledge of oral Sanskrit is required. In-person instruction in beginning Sanskrit is currently not available for this age group in or around Fort Collins, Colorado, where the pilot program will take place. As Sanskrit is first and foremost a spoken language, the first instructional step is to teach children the speech sounds or phonemes of the language. As with learning the basics of the English language, learning the Sanskrit “alphabet song” is a good place to start. The difference is that the English alphabet song verbalizes letter names, while the Sanskrit song verbalizes speech sounds. The overall instructional strategy I have adopted is primarily supplantive. There are a number of reasons why the supplantive approach is more appropriate for this target audience than the generative, including: (1) learners have little to no prior knowledge of the subject, (2) learners’ young age makes support and scaffolding essential, (3) learning tasks are simple and well-defined, typically rating fairly low on Bloom’s Taxonomy, and (4) the main instructional strategy is call and response, which is necessarily teacher-led. The major type of learning under which my goal would be classified is psychomotor skill learning. I will employ a number of sub-strategies to reach the goal, including many from the concept learning arena. However, the ultimate goal of being able to correctly sing the Sanskrit alphabet song “must be physically practiced to be learned” (Smith & Ragan, 2005, p. 82). The Instructional Design textbook emphasizes that “the critical, distinguishing feature of the objective is the new learning that is involved” (Smith & Ragan, 2005, p. 273). In learning to pronounce the speech sounds of Sanskrit, the new skill is of a physical nature. The speech sounds, or phonemes, will be introduced in relation to students’ background in English, and concept learning strategies—such as graphic representations (including diagrams of the mouth positions), analogies, mnemonics, and imagery—will be used (Smith & Ragan, 2005, pp. 178-179). But the main instructional strategy will be practicing the speech sounds—both with the teacher (i.e., call and response) and at home (i.e., self-recording and sharing with peers/teacher via a cloud-based platform). It may be strange to think of speech as a motor skill, but in the oral tradition of Sanskrit, there is a great deal of focus on pronunciation. Each sound in the language is associated with a specific formation of mouth. The spectrum of speech sounds travels with the tongue from the back of the throat to the roof of the mouth to the teeth and lips. Sounds are experienced as soft or hard, aspirated or unaspirated, and short or long, depending on whether they are vowels or consonants. The associated sound symbols are brought in as a way to distinguish and classify phonemes, but the core learning is the muscle movements of the mouth.

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The goal of correctly pronouncing the Sanskrit alphabet song involves the two critical components of a psychomotor skill: “(1) a demonstration and explanation that leads to the verbal information and procedural rule learning that form the basis for the executive subroutines, and (2) practice with feedback that leads to temporal patterning” (Smith & Ragan, 2005, p. 275). Weekly whole-class practice of the speech sounds would be considered massed, with spaced practice sessions to be done individually outside of class. The speech sounds will be practiced in parts, with each lesson ending in the recitation of a segment of the alphabet song. Each “verse” learned will be practiced at the beginning and end of subsequent lessons, and the culmination of the module will be putting all of the parts together to sing the whole alphabet song. The three phases associated with learning a psychomotor skill—cognitive, associative, and autonomous (Smith & Ragan, 2005, p. 278)—also apply to the “I do, we do, you do” approach of instruction and practice in this subject. Students will listen to the teacher pronounce a sound and present associated information, practice pronouncing it with the teacher and their peers, and then practice it on their own, getting feedback on their progress. The three phases described in the text for teaching psychomotor skills—prior to practice, during practice, and after practice (Smith & Ragan, 2005, p. 279)—also apply to this instruction, which will (1) prepare and engage learners, (2) provide meaningful, supported practice, and (3) provide feedback, observe and assess learning, and remotivate and close each lesson.

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Part 2. Analysis Report

Part 2a. Description of the Need

Part 2a.1 Needs Analysis Survey The following 22 questions were e-mailed to 10 parents of 13 prospective students. As the learners are minors (ages 7 to 12), my SME and I decided it would be best to survey their parents. Parents were encouraged to answer these questions with their children’s participation, and most of them did involve their kids. We received completed surveys from 8 parents for 11 prospective students (11 total surveys returned). One parent surveyed via e-mail is a colleague of my SME and a potential teacher of the curriculum. The 12th needs analysis survey reported here was conducted face-to-face with a 10-year-old girl in the presence of her father. The following explanation was given with the e-mailed surveys: “I will be designing Sanskrit instruction as part of a new program to introduce children age 7 to 12 to the Vedic sciences via weekly hour-long classes. We are conducting this survey to get a feel for what students in this age group know, how they learn, and what they are interested in learning.”

1) Where does your child go to school (public or private)? 2) What is your child’s age and grade? 3) What subjects does your child study in school? 4) In what extracurricular activities is your child involved? 5) What are your child’s hobbies/interests? 6) Does your child go to church/temple with classmates? 7) Does your child share any other community ties with classmates? 8) Is your child bilingual? If so, what other language(s) does he/she speak? 9) How does your child feel about school? 10) How does your child feel about tests? 11) What is your child’s background in and previous exposure to the following:

a. Do they know anything about astrology? b. Have they heard Sanskrit words used before (perhaps in a yoga context)? c. Have they heard Indian music or chanting?

12) How familiar/comfortable is your child with using social media (e.g., YouTube, Facebook)? 13) Does your child currently use any sort of cloud-based platform for sharing/peer collaboration

in school or at home (e.g., Google Docs)? 14) What motivates your child? 15) Does your child have any physical or cognitive disability that might affect how he/she learns?

(Please include hearing or speech challenges.) 16) Does your child have any behavioral issues that might interfere with learning? 17) Is your child used to doing homework or home study/practice? 18) If yes to #17, for what subject or activity does your child study/practice most? 19) Is your child reading and writing at grade level? 20) How comfortable is your child with word processing (i.e., Microsoft Word or similar)? 21) Does your child like to play video games/computer games? 22) Does your child have any experience with audio or video editing or production?

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Part 2a.2 Needs Analysis Data Report The 12 completed surveys we received helped us learn more about our target audience and the types of learning strategies and instruction that will potentially work for them. We surveyed students from age 9 to age 12, with the mean age being 10. Grades in school were as follows: 1 student in third grade, 3 in fourth, 5 in fifth, 1 in sixth, and 2 in seventh (see Figure 1).

Figure 1 Although our sample size was quite small, some interesting trends emerged. Of particular interest were the types of technology students used for social and educational purposes and how they were using it; students’ study habits and feelings about school; and their prior exposure to Sanskrit and other topics in the program curriculum (see Part 2c for learner characteristics). Student Use of Technology We asked about students’ use of social media, cloud-based platforms, and word-processing programs because we wanted to know whether it was practical to employ this technology in our instruction. We were surprised to find that two-thirds of the children surveyed were very comfortable using YouTube—and that they would often create videos and upload them to their own personal channels. Rather than just a place to watch movies, YouTube has become a forum for communication among these children, similar to how older generations use Facebook. We were also surprised to find that not a single student we surveyed was on Facebook and that this social media forum was banned by some parents. Half of the students surveyed reported using a cloud-based platform, and most who elaborated said this was Google Docs, used for school. One student reported using Skype while playing video games with peers, and another used Instagram as social media. Three-quarters of the students surveyed enjoyed playing video/computer games, and one-quarter of these responded with an emphatic yes! All but one child was at least somewhat comfortable with word processing.

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Grade 3 Grade 4 Grade 5 Grade 6 Grade 7

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Survey Distribution by Grade

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Study Habits and Feelings about School

Other interesting findings from the survey were in the area of study habits and attitudes about school. All but one of the 12 students surveyed attended public school, and all but this same student had positive feelings about school, with 10 of 12 children reporting that they liked it very much or even “loved” it. Another interesting finding from the survey was that students were generally not stressed or anxious about tests. Only two students reported any sort of nervousness or anxiety. When it comes to homework and at-home study or practice, math seemed to be the area where the most time is spent. Every student surveyed reported math as the primary or one of the primary sources of homework. In addition to math, 50 percent reported reading as a primary subject requiring homework, and 25 percent practiced an instrument at home.

Part 2b. Description of the Learning Context

Part 2b.1: Learning context

This instruction situates in a private learning environment that is not associated with any larger learning system. Although not focused on religion or affiliated with any religious organization, one might describe it as an alternative “Sunday School.”

Class will meet once a week, on Sunday mornings. The Sanskrit instruction will be delivered at the start of each weekly hour-long lesson, followed by subsequent 15- to 20-minute lessons in Vedic astrology and art. Although the group offering this program of study has members across the country, the pilot program will take place in Fort Collins, Colorado. Classes will meet in a yoga studio while parents have the option of attending a yoga class in the same building. The yoga studio has one large yoga room, a small kitchen, two bathrooms, a lobby/office area, and two smaller rooms with doors branching off of the back of the yoga room. These rooms are well-lit and open, with hard-wood floors and no furniture. Students will meet in one of these rooms and sit on the floor on yoga mats, bolsters, meditation pillows—whatever makes them comfortable. If there is enough enrollment to justify splitting the students into two rooms, they will be divided according to age (e.g., 7-9 and 10-12). There is currently ample audio equipment (stereo, iPad dock, MP3 port) and Internet access in each room. A computer, projector, laptops, tablets, and any other necessary hardware will be brought in by the teacher. There is a wall suitable for projecting.

There will be one teacher in each classroom, who is knowledgeable in all curriculum topics. The teacher I am working with—who is also my Subject Matter Expert (SME)—has taught Sanskrit to adults and is currently earning her master’s in Religious Studies with Language (Sanskrit) from Naropa University. She is a founding member of a national group of scholars whose goal is to provide instruction in the Vedic sciences to young people.

After the pilot program in Fort Collins, the group plans to expand to other locations where members live, as these scholars would be the initial teachers. The teachers, most of whom are U.S. citizens, are highly knowledgeable in their subject areas, but their level of teaching experience—particularly with this age group—is generally low. They are comfortable incorporating technology into their classroom instruction and at-home reinforcement/practice.

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Part 2b.2: Transfer context

As Sanskrit is first and foremost a spoken language, the first instructional step is to teach children the speech sounds or phonemes of the language. Students will then use their knowledge in future modules of the program—to recognize and correctly pronounce Sanskrit terms in the three content areas: Sanskrit, Vedic astrology, and art. Each speech sound has an associated Devanagari symbol, which students will look at when learning how to pronounce the sound. Later in the program, students will learn how to write these symbols, write their names in Sanskrit, and make art with Devanagari script! Later in the curriculum, students also will learn Sanskrit mantras, poetry, and prose, which will be easier to hear and recite after gaining foundational skills in the speech sounds of the language. They will also participate in dramatic role play (e.g., of fables, proverbs, Indian stories), in which Sanskrit words will be spoken, and may even perform plays for their parents and community. Students may also encounter real-world connections while practicing or discussing yoga with peers or adults. The names of yoga poses are Sanskrit, and yoga teachers often use these terms. They may also recognize Sanskrit sounds in Indian music and film.

Part 2c. Description of the Learners

As Smith and Ragan point out, “it is critical to design instruction with a particular audience in mind rather than centering design around the content and then searching for an audience for which it is appropriate. In the latter case, you could find that you have created instruction that is appropriate for no one” (Smith & Ragan, 2005, p. 58).

As the program of study for my ID project is still being developed—and has not yet been formally announced—there are no actual students whose characteristics I can assess. My SME put me in contact with a few students whose parents have children they intend to enroll. One parent is also a potential teacher.

The audience we have in mind are children whose parents share a culture involving yoga, Eastern philosophy, and/or a healthy, Ayurvedic lifestyle. These students may or may not have community ties with peers enrolled in the curriculum. Only one-third of the students we surveyed go to church/temple with classmates, and these students do not attend the same school. Therefore, the clearest connection to our audience is via parents’ membership in a yoga studio, a school like Naropa University (where my SME is getting her master’s), or an Ayurvedic clinic. Most of our potential students are affluent U.S. citizens or Indian-Americans. Three-quarters of the students we surveyed are white; two (siblings) are second-generation Indian-Americans, and one was adopted from Nepal. The majority of children surveyed had no background experience in the Vedic sciences that make up the program’s curriculum. Of those who did have some prior knowledge, 46 percent had been exposed to astrology, 39 percent to Indian music or chanting, and only 15 percent to Sanskrit (see Figure 2). Knowledge of astrology was limited to knowing one’s “sign” (a Western concept), and experience with Indian music/chanting came from Bollywood films and, in one instance, listening to a parent chant. The two students who had some exposure to Sanskrit had heard the language in a yoga context. None of the students we surveyed was bilingual, and all were native English speakers.

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Figure 2 None of the students we surveyed reported having a learning disability or behavioral issue that could affect learning, which indicated a stable similarity (Smith & Ragan, 2005, p. 59). Students in the same grades (see Figure 1) typically studied the same subjects, which was a changing similarity and also a stable difference when looking at students across grade levels. Hobbies/interests and extracurricular activities could be viewed as changing similarities or changing differences, and no clear or relevant trend emerged in this area. Although it was a small sample, the 12 surveys we received resulted in the identification of several relevant learner characteristics that represented all four practical categories identified in the textbook: cognitive, physiological, affective, and social (Smith & Ragan, 2005, pp. 69-70).

46%

15%

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Survey Students' Prior Knowledge of Vedic Sciences

Astrology Sanskrit Music/chant

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Part 2d. Learning task analysis (the flow chart)

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Part 3. Planning

Part 3a. Learning Objectives (list)

I have identified the following 16 learning objectives, related to my learning goal:

1. Given diagrams of the five mouth positions, identify all five points of resonance in the mouth and throat associated with the Sanskrit speech sounds.

2. After listening to the teacher pronounce each letter sound, accurately repeat all of the speech sounds, one at a time (call and response).

3. Given a visual symbol (Devanagari script) for each simple vowel, correctly pronounce the associated sound.

4. Given a visual symbol (Devanagari script) for each consonant, correctly pronounce the associated sound.

5. After hearing the teacher explain how to form dipthongs from simple vowels, identify which vowels combine to create each sound.

6. After listening to the teacher pronounce each dipthong and seeing a visual symbol (Devanagari script), correctly pronounce the associated sound.

7. Given an explanation and visual representation of Anusvara and Visarga, correctly identify these symbols and pronounce their sounds.

8. Given an explanation and visual representation of semivowels, correctly identify these symbols and pronounce their sounds.

9. Given an explanation and visual representation of sibilants, correctly identify these symbols and pronounce their sounds.

10. After listening to the teacher sing/chant the vowels and dipthongs in progression, accurately repeat the song.

11. Given an explanation of short/long and guna/vrddhi, distinguish between the two when speaking each vowel sound.

12. After listening to the teacher sing/chant each group of consonants (guttural, palatal, cerebral, dental, and labial) in progression, accurately repeat the songs.

13. Given an explanation of hard/soft and unvoiced/voiced, distinguish between the two when speaking each consonant sound.

14. Given an explanation of unaspirated/aspirated, distinguish between the two when speaking each consonant sound.

15. After listening to the teacher sing/chant the Sanskrit alphabet song, repeat the entire song with accurate pronunciation of each letter.

Part 3b. Matrix of Objectives, Bloom’s Taxonomy, and Assessment Plan. Learning Objectives (a)

Bloom’s Taxonomy Classification (b)

Format of Assessment (c)

Description of test form (d)

Sample items (e)

1 Knowledge Pencil-and-Paper (Recognition)

Matching Draw a line from each mouth position on the diagram to the corresponding term

2 Knowledge/Imitation Performance Observation (call and response, for participation only)

Repeat the speech sound

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3 Comprehension/Manipulation Performance Observation with rating scale

Recognize the vowel symbol and pronounce its sound


Recognize the consonant symbol and pronounce its sound

5 Comprehension Pencil-and-Paper (Recognition)

Multiple choice (oral)

Identify which vowel sounds combine to create each dipthong


Recognize the dipthong symbol and pronounce its sound


Recognize the Anusvara and Visarga symbols and pronounce their sounds


Recognize the semivowel symbol and pronounce its sound


Recognize the sibilant symbol and pronounce its sound


Repeat the “song” of vowels and dipthongs

11 Analysis Performance Observation with rating scale

Distinguish between short/long and guna/vrddhi when speaking each vowel sound


Repeat each consonant song


Distinguish between hard/soft and unvoiced/voiced when speaking each consonant sound

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Distinguish between unaspirated and aspirated when speaking each consonant sound

15 Knowledge/Imitation Performance Observation (call and response and sing together, for participation only)

Repeat parts of Sanskrit alphabet song, then sing entire song together with teacher and class

NOTE: In the chart above, some “pencil-and-paper” assessments will be administered orally.

Part 3c. ARCS Table

ARCS Motivational Strategies Plan

Project Goal Statement: After three hours of classroom instruction (one 15-minute lesson per week for 12 weeks), learners will be able to sing the Sanskrit alphabet song with correct pronunciation.

ATTENTION A.1 Perceptual Arousal Surprise students by starting to sing the English alphabet song and encouraging them to join in. A2. Inquiry Arousal Ask students when and how they learned the alphabet song. Pose the thought-provoking question: What if letters didn’t have names? A3. Variability Show an example of a Sanskrit story, retold as an Aesop’s Fable: http://www.youtube.com/watch?v=Amr76jVVGMY Recite full Sanskrit alphabet song to capture attention again. Bring out props: whisper phones and mirrors. Continue to ask thought-provoking questions. Use movement by practicing yoga poses students are familiar with and saying the Sanskrit names of the poses.

RELEVANCE R1. Goal orientation Ask students throughout the lesson whether they have questions or comments. Refer to learner analysis and survey results as needed (e.g., how many students said they had heard Sanskrit used in yoga or Indian music/film). R2. Motive matching Give students the opportunity to answer questions, add information, and voice their perspectives throughout the lesson. See “ASK” prompts in Instructor Guide.

http://www.youtube.com/watch?v=Amr76jVVGMY

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R3. Familiarity Ask students to recall when they were learning to read and whether they learned any tricks to remember consonants and vowels. Ask students about their prior knowledge of ancient Greece, Greek mythology, Aesop’s Fables. Ask students to locate India on a world map. Ask students about their experience with yoga; ask anyone who has experience if they would be comfortable demonstrating a pose (name the pose in Sanskrit).

CONFIDENCE C1. Learning requirements Explain that learning Sanskrit is easier than learning English in the sense that, in Sanskrit, there are no letter names separate from the sounds. The letter IS the sound. Outline course expectations and learning strategies that will result in success (i.e., listening closely). C2. Success opportunities Practice call and response of each sound as much as needed until students are comfortable and confident repeating it. C3. Personal control Emphasize the importance of practice in developing proper pronunciation. Compare skill in a sport or instrument (see survey results on how many play an instrument) to how much that skill is practiced (i.e., practice makes perfect).

SATISFACTION S1. Natural consequences At the start of the lesson, allow students to demonstrate the skill they developed in the previous class and through home practice that week. At the end of the class, allow students to demonstrate the skill they developed in class. Encourage students to keep their eyes and ears open for real-world examples of Sanskrit script or sounds. S2. Positive consequences Continually point out the progress students are making and how the mastery of each group of sounds means they are one step closer to being able to sing the entire Sanskrit alphabet song (the learning goal). S3. Equity Celebrate as a class the accomplishments of the group as a whole. Consider rewarding students by teaching them a fun Bollywood-style dance or bringing a traditional Indian treat.

Source: Keller, 1987

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Part 4. Instructor Guide (Lesson 1)

Introduction Gain Attention SING the English alphabet song and encourage the students to join in. ASK: Do you remember when you learned that song? How old were you? Was it easy or hard to learn? Establish Purpose TELL students they are going to have the opportunity to learn the alphabet song in another language, a very ancient language. Just as they learned how to speak before learning how to write, this class will focus on learning the speech sounds of Sanskrit. People in India have been speaking this language for thousands of years. Stimulate Learners’ Attention/Motivation ASK: Has anyone ever done yoga? [see results from Needs Analysis Survey, Part 2] Can anyone show us a pose? TELL: Yoga poses have Sanskrit names. ASK: Have you ever heard Indian music or seen a Bollywood movie? TELL: These media are primarily Hindi, which evolved from Sanskrit. After learning the Sanskrit alphabet, they may recognize some sounds in Indian music or movies. Hearing and vocalizing the sounds of the Sanskrit alphabet will also help students be more in tune with the sounds in the English language and to recognize similarities. They will also be able to feel the energy of these sounds, which is great fun! Preview the Learning Activity ASK: What if letters didn’t have names; what if they only had sounds? EXPLAIN that English has 26 letters and approximately 44 sounds (phonemes)—25 consonant sounds and 19 vowel sounds (Paulson & Moats, 2010, p. 21). Sanskrit has 48 unique sounds. The letters do not have names that are distinct from these sounds, so it’s actually easier to learn than English. Students will learn the vowels sounds first, followed by the consonants. Sounds will be taught according to the position of the mouth and tongue when speaking the sound (guttural, palatal, cerebral, dental, or labial). Each group of letters constitutes a verse of the Sanskrit alphabet song.

Body Stimulate Recall of Prior Knowledge ASK students to think back to when they were learning to read. How did they learn their letters and the associated letter sounds? When did they learn the difference between consonants and vowels? How about short and long vowels? Did they learn any tricks for remembering the sounds? Did they learn a song for the vowels?

This will be a “learner-controlled review of relevant knowledge in which the learner, being aware of the instructional purpose, searches memory for relevant knowledge and abilities” (Smith & Ragan, 2005, p. 134).

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Present Information and Examples SHOW color-coded chart of all 48 sound symbols in horizontal lines (without mouth diagram) from the textbook*, p. 1. [See Appendix, Teacher’s Resource Guide, p. 6.] ASK: Has anyone seen symbols like this before? EXPLAIN that each of these symbols is associated with a sound and that they will recognize many of the same sounds in Sanskrit as in English, even though the symbols look very different from the letters they know. SING the full Sanskrit alphabet song while following the rows of symbols horizontally. SHOW color-coded chart of all 48 sound symbols in horizontal lines (with mouth diagram) from the textbook*, p. 1. [See Appendix, Teacher’s Resource Guide, p. 7.] EXPLAIN that students will practice making each sound individually by moving their mouth, tongue, and lips in specific ways. Each sound is associated with a certain position of the mouth. At the end of this class, students will be able to sing along with the teacher. Focus Attention or Gain & Direct Attention CIRCLE or HIGHLIGHT the vowels at the top of the chart of Devanagari symbols, as well as the semivowels in the second to last row, and explain that this is the first group of letters students will learn. SING just the vowel verse of the Sanskrit alphabet song. CIRCLE or HIGHLIGHT each row of consonants in order of the syllabus: Row 1, 2, 3, 4, 5, and finally the bottom row of sibilants. Guide or Prompt Use of Learning Strategies SHOW students the “whisper phone” they can use to isolate the sound of their own voice. SHOW students how they can also watch themselves in their mirrors as they pronounce the sounds and see how wide their mouths are open and how close their tongues are to their teeth. [Each student will have a whisper phone and a mirror to use in class; see Appendix, Teacher’s Resource Guide, p. 9.] EXPLAIN: They will also listen outside of class to the CDs that come with their textbook (if and when there is a website established for the program, relevant tracks from the CDs for each lesson will be posted there). Explain that they will record themselves practicing call and response at home so that they can play it back to themselves. They will also share some recordings via Sound Cloud. Practice or Provide for and Guide Practice TELL the students you will now practice the call-and-response strategy that they will use every day in class and also on their practice CDs at home. ASK: Who can tell me again the English vowels? Let’s practice those, because next week we will be learning the Sanskrit vowels. PRACTICE call and response with English vowels. This should be done in the style Vyaas Houston uses in the Intro to Sanskrit CDs*. Evaluate Feedback or Provide Feedback PRACTICE again, allowing the students to use their whisper phones to better hear their own voices and evaluate how their voices sound as they repeat the English vowels. PRACTICE again, allowing the students to use their mirrors to watch themselves pronounce the sounds and evaluate the shape of their mouths as they pronounce the name of each letter.

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Provide feedback on how the students performed in their first call-and-response activity. Remind them that those were the names of the English vowels, and in Sanskrit there are only sounds, which must be pronounced just right to be recognized.

Conclusion

Summarize and Review EXPLAIN that the students have now learned what they can expect to learn over the course of the semester. Review that Sanskrit is an ancient language that originated in India and has been around for thousands of years. Review that the learning of the Sanskrit alphabet song is the first step in learning the oral language and that learning Sanskrit is easier than learning English in that each symbol corresponds with only one unique sound. Recap the learning strategies to be used in class and at home. Transfer Learning or Enhance Transfer ASK: Now that you have been introduced to the Sanskrit language, what can you tell me about it? What struck you as something interesting that you will want to share with a parent or friend? How is learning Sanskrit speech sounds and the alphabet song similar to or different from learning those things in English? Remotivate and Close TELL the students congratulations for already learning something that not many people know. Tell them that this is just the first step in learning the oldest language in the world! EXPLAIN that in the next lesson students will learn the simple vowel sounds and how to correctly pronounce each sound by moving the mouth in specific ways. Assess Learning

Apart from the far transfer questions in the Transfer Learning section, no further assessment will be conducted in the first lesson. Subsequent lessons will begin with review of what was previously learned and end with a performance observation of students repeating the speech sounds taught in that lesson. Starting with Lesson 4, a verse of the Sanskrit alphabet song will be sung and assessed in each lesson, with verses building on one another until the entire song is mastered.

Provide Feedback and Remediation EXPLAIN to students that in the future there will be a homework assignment given at the end of each lesson. This will involve listening to specific tracks on their CD and recording themselves in the call and response.

The teacher will provide quick feedback on anything that is shared via Sound Cloud, and peers may also provide feedback to one another. As they say, practice makes perfect.

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Part 5. Learner Content

Part 5a. Learning materials I have created student-facing slides [http://bit.ly/IGifpC; see Appendix, Lesson Slides] for Lessons 2 through 11 of the 12-week course. These slides will be used when teaching each category of Sanskrit speech sounds: simple vowels, dipthongs, consonants (guttural, palatal, cerebral, dental, and labial), semivowels, sibilants, and aspirate. I created the student-facing slides in Google Presentation so they can be easily shared among teachers and viewed from any computer with Internet access. Ideally, they will be projected onto the wall of the classroom. The full chart from which I isolated rows of Devanagari symbols for the student slides is from the required text, Intro to Sanskrit: Lesson 1 of Sanskrit by CD (Houston, 1991), which consists of a notebook and three CDs. I have compiled PDFs of this chart as well as other materials in a Teacher’s Resource Guide [see Appendix] for quick reference. Students will bring the Intro to Sanskrit: Lesson 1 of Sanskrit by CD notebook to class each week and use the CDs for home practice. Part 5b. Formative and/or Summative Assessment materials Assessment of this instruction will be based largely on the instructor’s observation of student performance. A rating scale will be used to assess the following:

1. Call-and-response in class 2. In-class practice with whisper phones 3. In-class practice with mirrors 4. Student recordings made at home via SoundCloud

THE TEACHER’S PERFORMANCE OBSERVATION RATING SCALE IS AS FOLLOWS: For Simple Vowels: Is it clear from the student’s pronunciation that the sound is: Short or Long YES NO Formed from proper mouth position* YES NO For Consonants: Is it clear from the student’s pronunciation that the sound is: Hard or Soft (Unvoiced or Voiced) YES NO Aspirated, Unaspirated, or Nasal YES NO Formed from proper mouth position* YES NO *In-class observation only—observe shape of mouth when pronouncing sound

http://bit.ly/IGifpC

http://bit.ly/IGifpC

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STUDENTS WILL ALSO ASSESS THEMSELVES USING THE FOLLOWING TECHNIQUES:

1. Hold your hand in front of your mouth to feel whether the sound is short or long (vowels), unaspirated or aspirated (consonants)—you should feel your breath if long/aspirated

2. Put your fingers in your ears while saying the consonant sound to see if it’s hard or soft (voiced or unvoiced)—you should feel a resonance if soft/voiced

3. Listen to yourself pronounce the sound into your whisper phone—sound will be amplified

4. Observe in your mirror the shape of your lips and the position of your tongue when making the sound (mostly effective with Dental and Labial mouth positions)

For explanations of the above terms and techniques, refer to pages 8 and 9 of the Teacher’s Resource Guide [see Appendix]. Subsequent lessons will begin with review of what was previously learned and end with a performance observation of students repeating the speech sounds taught in that lesson. Starting with the song’s foundation in Lesson 3 [see slide 5 in Appendix], a verse of the Sanskrit alphabet song will be sung and assessed in each lesson, with verses building on one another until the entire song is mastered.

In evaluating student performance, it may be practical to remind them that in Sanskrit there are no letter names—only sounds, which must be pronounced just right to be recognized and distinguished from one another. Some sounds are indeed quite similar. A survey will be given at the end of the course to assess students’ understanding and attitudes about key concepts taught. Part 5c. Technology Tool Justification

As classroom instruction will be limited to 15 minutes a week, it is essential that students practice at home. Students will use SoundCloud (https://soundcloud.com/) to record their pronunciations and send their recordings to the teacher and potentially their classmates via an instructor-created list. Teachers will bring a computer and ideally a projector to class so that video clips and electronic instructional materials can be shown to the whole class. A projector is likely to produce the best image, and there is ample white space on the wall of the classroom.

https://soundcloud.com/

https://soundcloud.com/

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Part 6. Formative Evaluation Plan

Part 6a. Expert Review

My Subject Matter Expert (SME) is Renay Oshop. She has taught Sanskrit to adults and is currently earning her master’s in Religious Studies with Language (Sanskrit) from Naropa University. She is a founding member of a national group of scholars whose goal is to provide instruction in the Vedic sciences to young people. I submitted my instructional design document and materials to her by Dec. 1 and expect to receive feedback within a week.

Part 6b. One-to-One Evaluation

In order to determine and rectify major problems in the instruction, I would review the components of one lesson with two or three students who participated in the needs analysis survey. I would be sure to make it clear upfront that I am not evaluating them, but rather the instruction—and that if they struggle, it is because the instruction is not yet as good as it can be with their help.

I would sit with one student at a time and review the materials and instructional strategies outlined in the Instructor Guide to determine whether the student would have any difficulty following and comprehending the instruction. As much of the learning is call-and-response, the review of materials would involve listening to practice CDs (in the actual implementation, the teacher will be leading this).

Using the “Read-Think-Aloud” technique (Smith & Ragan, 2005, p. 330), I would gather any thoughts or feedback each student has while listening and gauge their level of voluntary participation. At the end of each instructional section, I would ask questions that would help me determine whether the lesson meets its instructional objectives and whether it is clear and engaging. I would ask each student if he/she is curious about anything related but not covered in the instruction (or not covered extensively) so that I could potentially work that into my revision. I would also perceive students’ interest level in the content.

Part 6c. Small-Group Evaluation

After completing the one-to-one evaluations, I would revise instruction as needed and then conduct a small-group evaluation. In order to get a representative group, I would select half of the dozen students who participated in the survey and also bring in a few new children. The evaluation would begin with students answering another learner analysis survey, which would provide demographic information for this sample group.

Because the classroom instruction is almost entirely teacher-led and because the learners are young, a teacher would deliver instruction to the small group. I would keep my distance and observe, interjecting only if problems arose that the teacher and students could not solve themselves. As most of the student assessment is performance observation, I would be able to assess learning very well in the small-group environment using a rating scale.

After the evaluation, I would ask the participants to take a posttest and an attitude questionnaire. We would meet as a group to discuss what they liked/understood and didn’t like/understand about the instruction. I would ask students if they felt lost at any point or if any terms the teacher used did not make sense to them. I would then meet separately with the teacher to get her feedback, asking many of the same questions.

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Part 6d. Field trial After completing the small-group evaluation and revising instruction based on that data, I would conduct a full-fledged field trial. It is hoped that all children who participated in the initial needs analysis survey would be part of the trial, plus several new students. These are not necessarily the children who will enroll in the program, but there is potential that they will enroll. Therefore, the instruction needs to be as complete and relevant as possible at this stage.

The field trial would determine whether there are any issues with implementation of the instruction in the actual learning environment. The teacher would be trained ahead of time, having the opportunity to review instruction before the field test. It would be interesting to note whether having more students in the classroom increases the time it takes to implement the instruction or has any other effects. It would also be interesting to observe whether the teacher implements the instruction as it was designed or makes modifications based on student response.

There would be no end-of-class discussion with students unless this is part of the lesson plan. I would conduct a thorough interview with the teacher after the field test and use this data to guide teacher training for anyone who will be implementing the instruction.

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Part 7. Formative Evaluation Report

Part 7a. Evaluation Survey and Rubric I sent the following to my SME via Survey Monkey (https://www.surveymonkey.com/s/ ): Thank you for taking the time to review the Introduction to Sanskrit Speech Sounds instruction. Once you have completed reviewing the instructional design, please take a few moments to fill out this survey.

Item Strongly Disagree

(1)

Disagree (2)

Neutral (3)

Agree (4)

Strongly Agree

(5) 1. The learning objectives are appropriate.

2. The instruction addresses student needs, as identified in the needs analysis.

3. The design of the instruction moves students toward achievement of the ultimate learning goal.

4. The steps outlined in the task analysis flow chart align with the actual lesson plan.

5. The instruction is age-appropriate.

6. The practice/homework activities are appropriate and meaningful.

7. The described learning context is appropriate for this instruction.

8. The Instructor Guide is easy to follow.

9. The student materials are accurate and relevant.

10. The pacing of instruction is appropriate.

In addition to the survey, I asked my SME the following questions via e-mail:

1. Is the instruction lacking any important components? If yes, please explain.

2. Considering what you know from the needs analysis survey and learner description, what parts of the instruction do you think will hold their attention, and where might we “lose them”?

3. What would you add to the instruction to make it more engaging or effective?

4. Are there any alternative teaching methods/strategies you would recommend?

5. Do the assessment criteria match the objectives, and will the assessment methods reliably indicate student learning? If not, how could learner be better assessed?

https://www.surveymonkey.com/s/

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Part 7b. Results of the Expert Review Renay Oshop, my SME, provided excellent feedback during every step of the instructional design process. She and I held weekly meetings to discuss my progress and ensure I was focused on the learning goal. Renay helped me simplify my goal from learning each Sanskrit speech sound to learning the Sanskrit alphabet song. She helped me see that each category of characters (i.e., each row in the chart; see Appendix, Teacher’s Resource Guide, p. 5) was essentially a verse of the song. She also brought to light connections within the content that only an expert in the subject would have recognized. When it came time for me to submit my project for expert review, Renay responded promptly and honestly. She told me that any objective related to writing the Devanagari symbols was not within the scope of this instruction. She also pointed out that some of my objectives (#5, 6, 7, 8, 9, 11, 12, 14. and 15) were more the teaching/learning process of the symbols and sounds than actual learning objectives. My SME drew from the results of the needs analysis survey when completing the expert evaluation. She suggested that, because some children may be familiar with the Sanskrit names of some yoga poses, I could relate the words they already know to the sounds they are learning. She suggested they could actually do the yoga poses while saying the words to reinforce learning and make the lesson more active and fun. In response to the question “What would you add to the instruction to make it more engaging or effective?” she wrote: “Have physical activity be in every moment: body movement to saying the letters that follows the animals that the verse is named after. (For example, the students can imitate crocodiles with the ka-varga.)” I have much more to learn about these connections when planning subsequent lessons.

Renay also liked that all of the children surveyed use YouTube and suggested using more videos in the instruction, although she did note that the Instructor Guide seemed much longer than 15 minutes. She suggested that, once a website is established, we could post relevant videos there for children to view outside of class. Another comment she had on the Instructor Guide was to highlight the teacher’s cues to make the instruction easier to follow. Using terminology that the teacher and students would understand was an underlying theme in my SME’s comments. For example, see the following question and response: Q: Considering what you know from the needs analysis survey and learner description, what parts of the instruction do you think will hold their attention, and where might we “lose them”?

A: I love the dynamic activities. I would be interested in seeing more Instructor Guide lessons. In the Lesson 1 Instructor Guide, in the first “Explain” directive, I think we would lose students if the language for the explanation were like the adult-style communication in the guide. In other words, don’t we need to keep language simple for little kids?

In response to whether there are any alternative teaching methods/strategies she would recommend, Renay suggested using “computerized flash cards and movies, in which a dynamic component to seeing the letters with the sounds is introduced (even if the students are not tested on knowing the visual letters).” She is creating digital flash cards with sound as part of her master’s work in Sanskrit.

Finally, my SME indicated that sibilants (Lesson 11, the last lesson where new content is introduced) are typically difficult and would need their own point of assessment.

Renay shared the instruction I designed with colleagues, and here is one person’s feedback:

“I’m amazed at this great class! Thank you—the detail and design are rigorous yet elegant—I like how her mind works with this topic. It’s a true asset for us, so thank you for your suggestion and vision. I love it. Very professional.”

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Part 7c. Comments on Change I did make a number of changes to my final project, as suggested by my SME.

First, I removed Objective #10 from the Learning Objectives List (Part 3a) and Matrix of Objectives, Bloom’s Taxonomy, and Assessments (Part 3b). This objective read as follows: Given a diagram of mouth positions, locate and map the position at which each sound is spoken by writing its symbol in the proper location on the chart.

As my SME pointed out, writing is out of the scope of this instruction. Students may be taught how to write the Devanagari symbols at a later point in the program, potentially as part of the art instruction.

Another change I made based on my SME’s feedback was shortening the lesson plan. It was clear from feedback I received from my SME as well as my peers that the initial lesson was much longer than 15 minutes. Therefore, I saved the Aesop’s fable connection until the first row of consonants is introduced, as “ka” is the first sound and also means “crow.” My SME suggested we expand on that connection with recent scientific evidence that crows do, in fact, use the trick in the fable to get water!

I also got rid of the Bollywood movie clip, as an instructor might not know when to stop the clip. It was intended to give students a very quick taste of what Indian movies are like—and how the language sounds in a popular song.

Per my SME’s excellent recommendation, I highlighted in green and ALL CAPS the teacher’s cues in the Instructor Guide to make it more user-friendly.

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Part 8. AECT Standards Grid Professional Standards Addressed (AECT) The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) X ID Project 1.1.1 Analyzing X ID Project 1.1.2 Designing X ID Project 1.1.3 Developing X ID Project 1.1.4 Implementing X ID Project 1.1.5 Evaluating X Selected Discussion Forums; ID Project 1.2 Message Design 1.3 Instructional Strategies X ID Project 1.4 Learner Characteristics X ID Project Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) X ID Project 2.1 Print Technologies X Reading Quiz; ID Projects 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies X (all assignments) 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization X (all assignments) 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization X ID Project 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis X 5.2 Criterion-Referenced Measurement X ID Project 5.3 Formative and Summative Evaluation X ID Project 5.4 Long-Range Planning

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Course Goals and Objectives The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to:

1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful

3. Identify at least six instructional design models and classify them according to their use

4. Compare and contrast the major elements of three theories of learning as they relate to instructional design

5. Define “instructional design.”

6. Define the word “systematic” as it relates to instructional design

7. Define “learning” and synthesize its definition with the practice of instructional design

8. Relate the design of instruction to the term “educational (or “instructional”) technology”

9. Describe the major components of the instructional design process and the functions of models in the

design process

10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor)

11. Build an instructional design product that integrates major aspects of the systematic process and make this

available on the web.

a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses

i. Create and conduct various aspects of a front-end analysis

ii. Identify methods and materials for communicating subject matter that are contextually

relevant b. Describe the rationale for and processes associated with creating design documents (objectives,

motivation, etc.)

i. Construct clear instructional goals and objectives

ii. Develop a motivational design for a specific instructional task

iii. Develop assessments that accurately measure performance objectives c. Select and implement instructional strategies for selected learning tasks

i. Select appropriate media tools that support instructional design decisions

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d. Describe the rationale and processes associated with the formative evaluation of instructional products

i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development of instructional products

14. Meet selected professional standards developed by the Association for Educational Communications and

Technology

15. Use various technological tools for instructional and professional communication

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AECT Standards (Applicable to EDTECH 503) 1.0 Design 1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions for learning.

1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.

1.3 Instructional Strategies

1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.

1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

1.4 Learner Characteristics

1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.

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1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.

2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.

2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integrated application programs.

2.3 Computer-Based Technologies

2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization 3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management (none specifically addressed in 503)

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5.0 Evaluation 5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).

5.2 Criterion-referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies

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Appendix

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References Egenes, T. (1994). Introduction to Sanskrit: Part 1. Delhi, India: Motilal Banarsidass Publishers. Houston, V. (1991). Intro to Sanskrit: Lesson 1 of Sanskrit by CD. Brick, NJ: The American Sanskrit Institute. Keller, J. M. (1987). “The systematic process of motivational design.” Performance & Instruction, 26(9/10), 1-8. Paulson, L. H., & Kuhn, L. (2010). LETRS for early childhood educators presenter’s kit CD-ROM. Longmont, CO: Cambium Learning/Sopris West. Paulson, L. H., & Moats, L. C. (2010). LETRS for early childhood educators. Longmont, CO: Cambium Learning/Sopris West.

Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, N.J: J. Wiley & Sons.

Lesson SlidesIntro to Sanskrit Speech Sounds

12-week course

Lesson 2

Simple Vowels:

Source: Intro to Sanskrit: Lesson 1 of Sanskrit by CD by Vyaas Houston

Lesson 3


Dipthongs:

Lesson 3 (continued)


Anusvara and Visarga:

Lesson 3 (continued)


Foundation of Alphabet Song:

Lesson 4


Not-So-Simple Simple Vowels

Lesson 5


Guttural Consonants:

Lesson 6


Palatal Consonants:

Lesson 7


Cerebral Consonants:

Lesson 8


Dental Consonants:

Lesson 9


Labial Consonants:

Lesson 10


Semivowels:

Lesson 11


Sibilants and Aspirate:

Teacher’s Resource Guide

Intro to Sanskrit Speech Sounds 12-week course

Table of Contents Course Sequence………………………………………………………..3 Charts from Sanskrit by CD…………………………………………4 Sound Symbol Chart by Lesson…………...……5 Sound Symbol Chart Master……….........….…6 Sound Symbols/Mouth Positions Master….7 Alphabet Characteristics…………………………..8 Whisper Phone Technique………………………………………… 9 Extensions to English Speech Sounds……………….…….…10

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Course Sequence Lesson 1: Introduction—see Instructor Guide VOWELS: Lesson 2: Simple Vowels (Part 1) Lesson 3: Dipthongs, Anusvara, Visarga Lesson 4: Simple Vowels (Part 2) CONSONANTS: Lesson 5: Guttural Consonants Lesson 6: Palatal Consonants Lesson 7: Cerebral Consonants Lesson 8: Dental Consonants Lesson 9: Labial Consonants Lesson 10: Semivowels Lesson 11: Sibilants Lesson 12: Complete Alphabet Song 3

Charts from Sanskrit by CD The following charts from the required text, Intro to Sanskrit: Lesson 1 of Sanskrit by CD (Houston, 1991), are referenced in the Instructor Guide. They are included here for quick reference and context to the course sequence.

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Lesson 2:

Lesson 3:

Lesson 3: Lesson 4:

Lesson 5:

Lesson 6:

Lesson 7:

Lesson 8:

Lesson 9:

Lesson 10:

Lesson 11: 5

Extensions to English Speech Sounds

The following pages are reproduced from the LETRS for Early Childhood Educators Presenter’s Kit CD-ROM (Paulson & Kuhn, 2010) with permission from the publisher, Sopris Learning. These pages are included so teachers can draw a research-based connection between how they are teaching phonemes in Sanskrit and how phonemes function and are taught in English. For an in-depth understanding of the topic, teachers should register for formal LETRS training: www.letrs.com

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http://www.letrs.com/

American English contains a set of 44 speech sounds called phonemes.

Structures of Oral Language: Phonology

We refer to speech sounds, not alphabet letters.

How many sounds are there in the English language?

25 consonant sounds 19 vowel sounds

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Phonological Rule System Two important characteristics:

1. Phonology is governed by rules that are systematic and predictable.

2. The rules create a rhythm and redundancy, which facilitate learning and listening to English.

(Pinker, 1994)

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Vowels Provide the Foundation for Speech Intelligibility

E-I-E-I-O! I know my vowels!

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Figure 2.1: English Vowel Phonemes by Order of Articulation (Adapted from Moats, 2009b)

itch apron

echo

apple

ice

cream octopus

paw prints

boat

book

umbrella up

about

book book

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Exercise 2.1: Singing With Vowels and Consonants

1. Sing the alphabet song, saying only the vowel sounds in the syllables; for example, sing, “ā, ē, ē, ē” for “a, b, c, d.” (Be careful not to “close” your mouth with your tongue or jaw.) Listen to the vowel sounds you are singing. What vowel sounds do you hear the most?

Long a (/ā/) and long e (/ē/).

The vowel version, because vowel sounds are more like speech. Consonant sounds are more distinctive, although they are more difficult to say in isolation and do not make syllables (because there are no vowel sounds!).

2. Now sing the song again, this time with only the consonant sounds in the syllables; for example, sing, “__, /b/, /s/, /d/” for “a, b, c, d.” Which version was easier to understand: the vowel or the consonant version?

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Consonant Characteristics: Place

Place: where sounds are made—in the front, middle, or back of the mouth

Lips (front of mouth) /p/, /b/, /m/, /f/, /v/, /w/, /wh/ Tongue between the teeth

/th/ (as in thumb), /th/ (as in the)

Tongue behind top teeth /t/, /d/, /n/, /l/, /s/, /z/

Tongue on roof of mouth /sh/, /zh/, /ch/, /j/, /r/, /y/

Tongue in back of mouth /k/, /g/, /ng/

Way in back of mouth /h/

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Which consonant sounds are most perceptible?

Exercise 2.2: Evaluate Consonant Sounds

Consonant sounds made in the front of the mouth are the most perceptible because, when considering placement, you can “see” them being produced.

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Consonant Characteristics: Manner

Manner: how sounds are formed with lips, teeth, tongue, or vocal tract

Stops /p/, /b/, /t/, /d/, /ch/, /j/, /k/, /g/ Fricatives /f/, /v/, /th/, /th/, /s/, /z/, /sh/,

/zh/, /h/ Nasals /m/, /n/, /ng/ Glides /w/, /y/, /wh/ Liquids /l/, /r/

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• When you ask young children to isolate a beginning sound in a word, which of these two would be easier for them to identify? –The /t/ in the word top. –The /s/ sound in the word sun.

Exercise 2.3: Select a Sound for Instruction

The /s/ sound in the word sun. Sounds that are said for a longer period of time give young children a better chance at perceiving the presence of the sound; /s/ is easier to perceive than /t/.

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Consonant Characteristics: Voicing

Voicing: whether a sound is voiced or voiceless

Voiceless /p/ /f/ /th/ /t/ /s/ /sh/ /ch/ /k/ /wh/ /h/

Voiced /b/ /v/ /th/ /d/ /z/ /zh/ /j/ /g/ /w/ /y/, /w/, /l/, /r/, /m/, /n/,

/ng/

Table 2.2: Voiced and Voiceless Consonant Cognates

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• Which consonant sounds must be pronounced with voicing or vocalization?

Exercise 2.4: Consonant Sounds With Voicing

Because voiced stop consonants—/b/, /d/, /g/, /j/—are pronounced with voicing, it is harder for young children to isolate them from the vowel that follows. Young children will often segment a word such as bug into two sounds—/bŭ/ /g/—because when saying /b/, they also hear the attending vowel sound.

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The Sounds of English Provide the Building Blocks for the Words We Say

Letters in the English alphabet

Phonemes in American English

How many graphemes (letter patterns and spellings) represent the speech sounds in American English?

26 44

over 250

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intro to sanskrit speech sounds

Documents

learning context

learning task analysis

analysis report

learning objectives

analysis survey

audience description

description of need

stated learning goal