Tipping Points in Language Learning. The Law of the Few The Stickiness Factor The Power of Context. Introductions Key Factors/Three Rules of Epidemic The Law of the Few The Stickiness Factor The Power of Context Instructional Activities (Small Groups) Debriefing/Open Discussion.
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The Law of the Few
The Stickiness Factor
The Power of Context
- that magic moment when an idea, trend or social behavior crosses a threshold, tips and spreads like wildfire
At what point does it become obvious that something has reached a boiling point and is about to tip?
How can we ensure that the unexpected becomes the expected?
The 80/20 Principle – states that in any situation roughly 80% of the work will be done by 20% of the participants
How can a concept create an impact on the others in the group? Can the teacher create the buzz by her/himself? How can each of these few create a tipping point for the many?
3. Conversation Strategies: What new expressions did you learn? What goals did these expressions accomplish?
4. Matters that need more work: Note here in brief form any points you are still having trouble understanding.
Mini Case Studies/Problem Based activities – e.g. travelling overseas, cooking for the in-laws, explaining your traditions to foreign friends, etc.
Timed Team Challenges – solving difficult issues in a crunch, record action plan and explain it with the class – e.g. grammar lesson and how to teach to a class of 7th graders, etc.
Problem Based ActivityScenario 1:
You are a young executive in a large firm. You invited a client to dinner to an expensive restaurant. If you can impress the client, you might win a large account, get a promotion and raise. As the dinner progresses, you discovered that you left your wallet with credit cards at home. What do you do?
Realistic: The problem is not really so bad, after all. Perhaps the client will lend the money. Then he or she can be asked to stop off at home for a nightcap. A check could be written and given to the client at that time.
In the ensuing exchange between A and B, each blames the other for the accident. A insists that the traffic light was in her favor, indicating permission to turn left. B claims that the traffic light had already changed and allowed him to continue through the intersection. As the confrontation continues, a police officer arrives to investigate.
Questions to Answer:
In your own words, describe the events of the accident as you remember them:
Questions to Ponder:
Is a positive “Tipping Point” a possibility in your language classroom?
What are these tipping points?
What encourage these tipping points? Lecture Based? Problem Solving Based? Collaborative Based? Small Group?....
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