Class 12Understanding the Power of Vocal Communication

October 31 / November 1, 2007Hello

Class !

Voice Tone

Tone can be defined as the tenor, quality, manner or ambience the teacher’s voice portrays

Clarity Voice clarity refers to precision, clearness, and accuracy

in the message

Modulation Modulation refers to the intonation, inflection, and pulse

of the voice.

Activity One I am going to read a passage. I want you to

listen, make notes on my modulation, clarity and tone. Then compare your answers with others at your table.

Spoken Language Quality

Enunciation

Level

Questioning Phrasing

In my classroom I will walk toward a student while conducting a lesson that is being disruptive.

Questioning Phrasing

Are you saying what you really mean to say? Do you repeat yourself? Are sentences disjointed?

Level Refer to Bloom’s Taxonomy – what level are you using?

How many higher order questions are you posing?

Wait Time

Acceptance of Student Responses

Pacing Rate of delivery Rate of speech

Interactions with Students Quality Degree of Interaction Distribution of Attention

Parsons, C., & Brown, P. (2001). Educating for Diversity: An Invitation to Empathy and Action. Parsons, C., & Brown, P. (2001). Educating for Diversity: An Invitation to Empathy and Action. Action in Teacher Education, 23Action in Teacher Education, 23(3), 1-4.(3), 1-4.

Gosse, D. OISE, Curriculum Introducation Slide ShowGosse, D. OISE, Curriculum Introducation Slide Show

Most people tend to equate diversity as 'otherness' and Most people tend to equate diversity as 'otherness' and themselves as 'normal.' We need to succeed in making themselves as 'normal.' We need to succeed in making

difference personal, bridging empathy and action.difference personal, bridging empathy and action.  

Sensitivity to individual differences:

Grauerholz, L. (2001). Teaching Holistically to Achieve Deep Learning. College Teaching, 49(2), 44-50.

Gosse, D. OISE, Curriculum Introduction Slideshow

Holistic teaching seeks to provide a safe environment for students to express their ideas and feelings openly. The intent also is to acknowledge and legitimate the many different voices and experiences of our students, especially those who have historically been silenced in traditional classroom settings. 

Sensitivity to individual differences Gender

terms; equality of terms; statements; selection in class

Culture heritage regional and community cultural understandings (terminology,

gender roles, religion, sexual orientation), family culture, group culture (i.e., deaf culture)

Special Needs How do you respond to special needs students? Do you verify understanding by consolidating for special needs

students? Did you catch the error in what I wrote above?

Other

Application Open / Take out Communication assignment Make notes

EXPECTATIONS:The pre-service teacher will:1) analyze his/her communication practices including voice, spoken language, questioning, pacing, interaction with students and sensitivity to individual differences.2) create an action plan which addresses communication strengths and areas for growth.

Procedure Please Note:a) the calibre of the lesson is not being evaluated but

the lesson must be an interactive lesson that includes questioning and teacher/student verbal interactions

b) enclose your CD and written report in a large, sturdy envelope with your name and section on the outside

c) You are responsible for organizing your method of recording the lesson.

Early during the week of your November placement session, record one of your lessons (whole class or small group).

Record and analyze a teaching/interactive segment of the lesson (10-15 minutes).

Analysis (Complete this section after the in-class lessons on questioning) Evaluate your recording using the criteria listed below. To present your

assignment in a professional manner, use the electronic template provided.

Use specific examples from the tape to support your statements for each of the following criteria: i) Voice - tone, clarity, modulation ii) Spoken language - quality, enunciation, level iii) Questioning - phrasing, level, wait time, acceptance of student responses iv) Pacing rate of delivery, rate of speech v) Interaction with students - quality, degree of, distribution of attention vi) Sensitivity to individual differences (gender, culture, special needs...)

Summary of Strengths, Areas for Growth, Next Steps i) Identify a minimum of 5 strengths in communication ii) Identify a minimum of 5 areas for growth in communication iii) Referring back to your areas for growth: * List in order of importance three of the communication practices that need improvement * Include concrete actions that will change each area of growth to a communication strength

ANALYSIS SPECIFIC SUPPORTING EVIDENCE FROM

TAPED LESSON

PROFESSOR’S FEEDBACK

A) Voice:1. Tone2. Clarity3. Modulation

B) Spoken Language:1. Quality2. Enunciation3. Level

C) Questioning:1. Phrasing2. Level3. Wait time4. Acceptance of student

responses

Find this part on the Communication handout – make notes

This is where your actual analysis goes.

For example, under the word tone type in a detailed analysis of your tone during the 10-15 minutes you analysed

ANALYSIS SPECIFIC SUPPORTING EVIDENCE FROM TAPED

LESSON

PROFESSOR’S FEEDBACK

A) Voice:1.Tone2.Clarity3.Modulation

B) Spoken Language:1.Quality2.Enunciation3.Level

C) Questioning:1.Phrasing2.Level3.Wait time4.Acceptance of student responses

Find this part on the Communication handout – make notes

This is where you put specific evidence to support your statements in the previous analysis.

Place the specific example across from the analysis you are evidencing

Use exact quotes and

identify the

location of the quote in the 10-15

minute segment

Communication Assignment Sample:2) Spoken Language:(a) Quality:• As I listened to the tape I began to get

annoyed with myself for saying “k?” and “okay”. I think it was a nervous speech action, but perhaps I say it when I am not teaching as well. I will have to look out for that!

• I also used other slang terms such as “like” and “you’re gonna”.

• I have a tendency to call the students “guys” even though I am aware that this is incorrect! Although I didn’t let it happen too often, I know I will have to try hard to work on this.

2) Spoken Language:(a) Quality:• 7.00: “get out your books k?” 7.10: “okay, now we are going

to…” 7.15: “read this section carefully

k” 9.20: “k, make sure you hand

this in okay”

• 6.32: “Now we are gonna study Egypt like all month”

3.15: “You’re gonna have to pay attention.”

• 5.45: “okay guys, let’s get ready to go”

G) Summary of Strengths (Minimum of 5): F) Areas for Growth (Minimum of 5):

H) A Prioritized Plan of Action:1. …2. …3. …

5 Strengths 5 Areas for Growth

What is the most important area to work on? How are you going to work on it? Details details details – plan plan plan – use concrete ideas to improve…..

What is the second most important area to work on? How……

What is the third most important area to work on? How…… Details !Specifics! Actions!

A) KNOWLEDGE & UNDERSTANDING

(1.0) (.75) (.50) (.25)

1) Completeness Detailed and in-depth responses to all criteria

Complete responses to all criteria

Some responses to criteria

Limited responses to criteria

B) COMMUNICATION (1.0) (.75) (.50) (.25)

2) Organization Competently and consistently organized

Organized Some evidence of organization

Little evidence of organization

(1.0) (.75) (.50) (.25)

3) Presentation(i.e., readability, cohesiveness,

grammar, spelling)

Professionally presentedNo errors

Competently presented.

A few minor errors

Some errors that affect readability and presentation

Numerous errors that affect readability and presentation

C) THINKING (3.0) (2.5) (2.0) (1.75)

4) Analysis Detailed and in-depth analysis of all criteria

All criteria competently analyzed

Some criteria competently analyzed

Few criteria competently analyzed

(3.0) (2.5) (2.0) (1.75)

5) Summary of Strengths & Areas for Growth

Explains in detail and depth significant aspects of communication strengths and areas for growth

Describes many significant aspects of communication strengths and areas for growth

Identifies some significant aspects of communication strengths and areas for growth

States few significant aspects of communication strengths and areas for growth

APPLICATION (3.0) (2.5) (2.0) (1.75)

6) Documentation(Specific supportingevidence)

Well documented and specific evidence for all criteria

Evidence included for all criteria

Some evidence provided for some criteria

Minimal evidence for a few criteria

(3.0) (2.5) (2.0) (1.75)

7) A Prioritized Plan of Action

Explains in detail a logical plan of action for growth which includes a rationale and concrete strategies for improvement with a high degree of effectiveness

Outlines a logical plan of action for growth which includes a rationale and some strategies for improvement

Identifies a satisfactory plan of action for growth;

Reasons for prioritization lack critical analysis

States a plan of action for growth with limited effectiveness;

Little evidence of reasons for prioritization

Application Go through the example on your table. These were actual Communication assignments

from previous years. Working as a group to go through each and, using

the rubric, figure out a mark.

Communication Assignment due Record during your next placement – suggest

do it in the first week so you don’t forget Due December 5, 2007 – back in January /

February