11. leap 2 intro

Academic Interactions 130AIECP

Fall 2014Nikki Mattson

Agenda

• Check out the group video on the course blog + review commenting assignment

• Introduction to leap chapter 2 (life long learning)

• Lecture listening + note taking on Bloom’s Taxonomy

• After-listening discussion

Group Speaking Task 1

• Blog

• Voicethread comments on group speaking task 1due 9/12, Friday, by 12:00 midnight• Group Speaking Task 1 – Questions for Commenting

• Answer all of the following questions by video or voice comment (1-2 minutes) on the Group Speaking Task 1 video on the blog.

• 1) What did this group do well?• 2) In completing leap chapter 1, we discussed effective presentation

strategies (attention getter in the introduction, signal phrases, consideration of who the audience is, etc.) How did this group demonstrate that they understood how to give an effective presentation?

• 3) What is one question that you have for this group?

Leap Chapter 2:Life Long Learning

• What are you going to do with your life? How can learning new things make that happen? (pg.22)

Chapter Goals• Study and practice using vocabulary relevant to the fields of education,

psychology, and sociology

• Listen to lectures and take notes on topics related to the above-mentioned fields

• Study vocabulary terms and strategies for discussing and presenting data

Pre-listening (pg. 27)

Terminology

While Listening

• Pg. 28 – writing definitions for the levels of the taxonomy of cognitive objectives (what does that mean again?!)

After Listening• Use your notes and ideas to discuss the following questions. Feel free to consult the audio

script (in the back of the book) as needed.

Purpose Organization Basic Comprehension

Reactions

1. Who is the speaker and who is the intended audience?

1. How did the speaker organize his information?

1. What two types of memory are mentioned in the lecture? (detail)

1. Did you learn anything from the lecture? If so, what was the most interesting to you?

2. What do you think the speaker’s goals were?

2. Which transitions/sign posts did he use?

2. According to Bloom’s taxonomy, what does it mean to “understand” something?

2. Do you think the taxonomy is important in language learning? For example, do you think that tasks at the higher levels require more developed second language skills?

(note: you will see many of Bloom’s terms in your course objectives/learning outcomes)

3. Is the speaker sharing mostly facts or opinions? Can you provide an example of each?

3. According to Bloom’s taxonomy, what is “remembering”?

4. Do you think the speaker achieved his intended goals? Why/why not?

4. When you are asked to “explain” something on a exam question, what does that mean?

HW

• Required: Complete pgs. 25-26 + prepare 1 conversation starter on the course blog.

• Optional: listen to the lecture on Bloom’s Taxonomy until you are able to understand most/all of what is said.