1 / 15

Two Techniques for Teaching the Brightest Early Teens

Two Techniques for Teaching the Brightest Early Teens. By Chris Gunn www.bogglesworld.com University of Incheon. Measuring Effective Communication. Effective: Active negotiation of meaning Ineffective: Passive negotiation of meaning. Measuring Effective Communication.

wsales
Download Presentation

Two Techniques for Teaching the Brightest Early Teens

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Two Techniques for Teaching the Brightest Early Teens By Chris Gunn www.bogglesworld.com University of Incheon Teaching Effective Communication

  2. Measuring Effective Communication • Effective: Active negotiation of meaning • Ineffective: Passive negotiation of meaning. Teaching Effective Communication

  3. Measuring Effective Communication • Effective: Precise, clear speech. • Ineffective: Imprecise, speech as a result of a tendency to economize. Teaching Effective Communication

  4. Strengths of High Scoring Middle School Students • Good Vocabulary. • Knowledge of Grammar • Ability to read short texts fairly easily, • Intrinsically motivated by problem solving Teaching Effective Communication

  5. Weaknesses of High Scoring Middle School Students • Passive. • Inexperienced • Tendency to economize. Teaching Effective Communication

  6. Negotiation of Meaning The process of pinning down the meaning so that two speakers both agree that what was said was what was meant. And what was said was understood. Teaching Effective Communication

  7. What the Process of Negotiating Meaning Involves • Interrupting • Clarifying • Signaling Confusion • Signaling Comprehension • Rephrasing • Giving Examples • Spelling things out • Confirming • Asking for details Teaching Effective Communication

  8. Designing Articles for Technique I • Key expressions seeded into both articles. • Detailed information that is not common knowledge. • Numbers presented in various forms such as dates, percentages, fractions, and decimals. Teaching Effective Communication

  9. Riddle Sample I: Lights and Switches • You are in a room and there are three light switches that are on off. The light switches are connected to three light bulbs that are in a different room. You do not know which switch is connected to which light bulb. You cannot see into that room. But you are allowed to go into that room exactly once. How can you figure out which switch is connected to which light bulb? Teaching Effective Communication

  10. Canonical Solution: Lights and Switches • Turn the first switch on and wait for twenty minutes. Then, turn the first switch off and turn the second switch on. Quickly go into the room where the light bulbs are. The light that is on is the second switch. Touch the remaining two light bulbs. The light that is off and warm is the first switch and the light that is off and cool is the third switch. Teaching Effective Communication

  11. Riddle Sample II: Crossing the River • A family consisting of a mother, a father, and two children was walking in the woods one day. They came to a river and wanted to cross the river so they looked for a way to cross the river. At last, they found a small boat. But the boat was too small to carry the whole family. It could only carry one adult or two children. How can the whole family the far bank of the river? Teaching Effective Communication

  12. Partial Canonical Solution: Crossing the River • First, the two children get in the boat and go across the river. One child gets out and the other child goes back across the river. The child in the boat gets out and the mother gets in the boat and goes across the river. When the mother reaches the other side, she gets out of the boat. The child who is across the river gets back in the boat and goes back across the river. The child who is waiting on the near bank of the river gets in the boat and they both go across together. Teaching Effective Communication

  13. Precision Identifying all subjects, objects, and directions so that there is no room for confusion on the part of a listener. Teaching Effective Communication

  14. Sample of Precision Sample student answer: Two children get in the boat and go across the river. One child gets out. One child goes across the river. More Precise One child gets out and the other child goes across the river. One child gets out. And the child who is still in the boat goes across the river. Teaching Effective Communication

  15. Precision is Created by Using Several Tools • Relative clauses: The light that is on . . . • Prepositional phrases: The boy by the boat • Participial Phrases: The boy wearing a blue jacket • Determiners: • Indefinite articles: A, An, Some • Definite articles: The • Quantifiers: Some, Few, Both, Many, All • Numerals: One, Two, The first, The second • Demonstrative Pronouns: This, That, These, Those • Possessive Adjectives: My, Your, His, her Teaching Effective Communication

More Related