Learning To Listen, Listening To Learn

1. Learning To Listen, Listening To Learn Strategies for the Interpretive Mode in the Language Classroom Adam Stryker

2. Communication is Multi-Modal • Not just physical skills-listening, reading, speaking and writing… • In real life and in the classroom, listening does not appear in isolation… • We hear or view and then discuss or use that information to communicate interpersonally or present information… Adam Stryker

3. Communication may… • Occur as… InterpersonalInterpretivePresentational InterpersonalPresentationalInterpersonal InterpersonalInterpersonalInterpretive etc… Adam Stryker

4. Communication may… • Occur as… Interpretive InterpersonalPresentational Interpretive PresentationalInterpersonal Interpretive InterpersonalInterpretive etc… Adam Stryker

5. Communication may… • Occur as… PresentationalInterpersonalPresentational PresentationalInteractiveInterpersonal PresentationalInterpersonal Interactive etc… Adam Stryker

6. Multi-modal communication= Authentic communication • Interpretive Mode—Students interact with lyrics of song/interpret song • Interpersonal Mode—Students discuss likes/dislikes of song/compare interpretations of song. • Presentational Mode—Students present the results of their discussion or may write a website review of the song. Adam Stryker

7. Another Possible Scenario • Interpersonal Mode—Students discuss a technology they cannot live without. • Interpretive Mode—Students interact with report of top technologies in target culture/interpret differences. • Presentational Mode—Students present Venn diagrams comparing the two cultures or write an article for school newspaper. Adam Stryker

8. Anticipated Outcomes for Interpretive Mode • ACTFL Performance Guidelines for K-12 Learners… • State Standards of Learning • International Baccalaureate • AP Language Rubrics • School District Rubrics Adam Stryker

9. Anticipated Outcomes—ACTFL Performance Guidelines for K-12 Learners NOVICE—Comprehension & Accuracy • Understand short, simple conversations and narratives (live or recorded material), within highly predictable and familiar contexts. • Determine meaning by recognition of cognates, prefixes and thematic vocabulary Adam Stryker

10. How do they determine meaning?How is their cultural understanding reflected? NOVICE • Recognize key words or phrases embedded in familiar contexts • Recognize cognates, prefixes and thematic vocabulary • Understand both oral and written language that reflects a cultural background similar to their own. Adam Stryker

11. Anticipated Outcomes—ACTFL Performance Guidelines for K-12 Learners INTERMEDIATE • Understand longer, more complex conversations and narratives as well as recorded material in familiar contexts. • Identify main ideas and some specific information on a limited number of topics found in the products of target culture (TV, radio, video, live or computer presentations), although comprehension may be uneven. Adam Stryker

12. How do they determine meaning?How is their cultural understanding reflected? INTERMEDIATE • Determine meaning by using contextual clues • Use redundancy, paraphrasing and restatement in order to understand the message. • Identify main ideas and some specific information • Use knowledge of their own culture and the target culture(s) to interpret texts more accurately • Recognize differences and similarities in the perspectives of the target culture and their own. • Recognize target culture influences in products and practices of their own culture. Adam Stryker

13. Anticipated Outcomes—ACTFL Performance Guidelines for K-12 Learners PRE-ADVANCED “Moving beyond literal comprehension toward more critical listening” • Understand main ideas and significant details on a variety of topics found in the products of the target culture such as those presented on TV, radio, video, live or computer presentations, although comprehension may be uneven. Adam Stryker

14. How do they determine meaning?How is their cultural understanding reflected? PRE-ADVANCED • Determine meaning by using contextual clues. • Identify main ideas and some specific information • Develop an awareness of tone, style and author perspective • Apply understanding of the target culture to enhance comprehension of texts. • Recognize the reflections of practices, products, and/or perspectives of the target culture(s) in texts • Analyze and evaluate cultural stereotypes encountered in texts. Adam Stryker

15. Songs News reports Documentaries Films or segments TV variety shows Game shows Soap operas Youth-oriented TV shows TV celebrity interviews TV talk shows on topic TV public service announcements Radio commercials, announcements, weather Satellite radio (XM) Examples of Authentic Spoken Texts Adam Stryker

16. Engaging Interpretive Activities for Songs While listening to a song, students read printed lyrics and can… • Look for synonyms/antonyms before song ends • Identify the tone of the song from a list • Match the paraphrases to certain verses • Decide if certain statements are true of false… Adam Stryker

17. Engaging Interpretive Activities for Songs For sound to symbol recognition only… • Students fill in blanks with words they hear • Students play “Last Word Heard” Adam Stryker

18. Pick Students at Random Drawing names from an envelope, alphabets in a jar, pick a number, deck of cards, etc. Do you agree? Follow up with a random student to extend answers Can You Summarize? Random picks to summarize in own words/opinions Listening Challenge Activities “Bad Word” 20 Questions True/False Definitions Four Daily Ways to Encourage Listening and Critical Interpretation Adam Stryker

19. A Model for Teaching Interactive Listening Several researchers propose models for guiding students through texts, helping them build strategies and improve interpretation. Eskey-- Interactive Model for Reading Swaffar, Arens, and Byrnes--Procedural Model for Integrative Reading Phillips--Classroom Plan for Developing Reading Comprehension Adam Stryker

20. Applying to listening/interpretive mode • Pre-listening—Students use language structures as clues to meaning • Identifying main elements— Studentsrecognize adverbs, cohesive devices, and phrases that connect ideas or signal a shift in topic, setting or event. • Identifying details— Students identify examples of text details that support main concepts. Adam Stryker

21. Applying to listening/interpretive mode • Organizing/Revising main ideas and details—Students use vocabulary from text to make changes in summary. • Recreating text— Students expand text phrases into sentences and paragraphs. • Reacting to text— Students use text as a reference to support their opinions. Adam Stryker

22. Think like an Assessor, creating the assessment for the end of the unit of study… Using the Backward design model (consider local, state, national, AP or IB standards)… Think like a Curriculum specialist, designing the units of study, themes/topics, and language functions required… Think like a Designer, creating engaging activities and quizzes for daily lessons. ABCD Mindset of Backward Design Adam Stryker

23. Todo aquel que pienseque la vida es desigualtiene que saber que no es asíque la vida es una hermosura¡Hay que vivirla!Todo aquel que pienseque está solo y que está maltiene que saber que no es asíque en la vida no hay nadie solo¡Y siempre hay alguien!Ay! No hay que llorar,que la vida es un carnavaly es mas bello vivir cantandooh-oh-oh Ay! No hay que llorarque la vida es un carnavaly las penas se van cantando(2X) Todo aquel que pienseque la vida siempre es crueltiene que saber que no es asíque tan solo hay momentos malosY todo pasaTodo aquel que pienseque esto nunca va a cambiartiene que saber que no es asíque al mal tiempo, buena caraY todo cambiaCORO(2X)Para aquellos que se quejan tantoPara aquellos que solo criticanPara aquellos que usan las armasPara aquellos que nos contaminanPara aquellos que hacen la guerraPara aquellos que viven pecandoPara aquellos que nos maltratanPara aquellos que nos contagian La Vida Es Un Carnaval por Celia Cruz Adam Stryker

24. Busque usted las siguientes expresiones en la canción ANTES de que termine. Esta es una expresión muy popular en el mundo hispanoparlante y es casi como la expresión inglesa “when life gives you lemons, make lemonade”: …………………………………………………………………………… una cosa muy, muy bonita …………………………… transformar/no ser el mismo para siempre ……………………………… dejar caer las lágrimas (Waaaah! Waaaah!)/lo que hacen los bebes mucho ……………………………………….. un gran festival …………………………… desaparecer ……………………. ser muy pesimistas con sus palabras que dicen……………………….. tratar mal a los demás ……………………………. rifles, pistolas, cañones, misiles, etc. ……………………….. instantes ………………………………… envenenar con sustancias letales …………………….. Busque usted las siguientes expresiones CONTRARIAS: morir ………………………… simpático/justo …………………….. la paz y la armonía ……………….. Explique en sus propias palabras las ideas principales de la canción. Si un amigo tuyo tiene problemas, ¿cómo puede ayudar esta canción? ……………………………………………………………………………………………………………………………………………………………… Hoja de Actividad/ La Vida Es Un Carnaval por Celia Cruz Adam Stryker

25. As I look into your eyes I know the reasons why My life's worth a thousand skies You're the simplest love I've known And the purest one I'll own Know you'll never be alone CHORUS My baby you Are the reason I could fly And 'cause of you I don't have to wonder why Baby you There's no more just getting by You're the reason I feel so alive Though these words I sing are true They still fail to capture you As mere words can only do How do I explain that smile And how it turns my world around Keeping my feet on the ground REPEAT CHORUS I will soothe you if you fall I'll be right there if you call You're my greatest love of all REPEAT CHORUS Arianna, I feel so alive … My Baby You by Marc Anthony Adam Stryker

26. Interactive Listening ModelWhat outcomes can be anticipated? • Novice • Intermediate Learner • Pre-Advanced Adam Stryker

27. Sample Listening/Viewing Quiz Criterio de Evaluación (score multiplied by 3 or 6 =……………) Adam Stryker