First version 10/17/2008
of current events and repeated experiences and conversations, I try the following, the complexity to illustrate the assessment of student presentations and to explain the occasional difficulty of accountability to outsiders.
Content Rating
Talks and lectures are held usually lead to different topics. Thus, the contents of the speeches are not comparable. As the subjects also usually more or less new / unknown for the class is for students not clear the extent to which the subject was fully covered.
important criteria that are comprehensible even with an unknown subject, form the obvious understanding of the topic and the "translation" to the public. Both will thus be seen that the speaker has not only stringing together facts, linked by phrases like "... and now I come to my next point ..." "... now I want to talk about ..." etc., understanding one's own information reflected in the fact that they be declared . That is, the student links the logical facts, draws conclusions and shows connections to . Depending on the approach of the presentation and evaluative comments are possible.
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interaction
This ability to explain the information in a logical fit, comes the ability to adjust in his explanations to the audience. Ie to consider all cases be that the audience is missing all the background knowledge, has selected from the speaker's lecture content. The information presented to the audience have to be consistent with itself!
interaction belongs to the speech. This is a school-specific problem. The speaker ultimately lies in the dilemma to either adjust to the more or less good language level of the majority of their fellow, or, if it is possible to speak English is an overwhelming, proving his excellent vocabulary knowledge and formulation ability. In my view, student presentations are used in teaching English to all first-language acquisition, so that the student should decide to present it, his best English, then come along even if not all. Any language comprehension problems of peers need to be mitigated by supporting handouts and vocabulary lists. Also, it possible to adjust the speed of speaking to the audience. Of course also includes a to subsequent protection of the important information transfer activities such as the formulation of summaries or the application of advanced tasks.
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clear language
Unlike in written work, where the pupils are painted error and could compare the number with the other students, is such a comparison is not possible in lectures.
most important criterion for me here is the extent to which students speak freely, that is to be read without the script. Coarse said the rule applies:
The freer the speech, the more errors may happen .
Furthermore it is decisive how complex topic and its accompanying vocabulary. Here is the analogous rule
more complex the subject, the stranger the vocabulary, the more errors are allowed .
It must respect the students, however, always insisted that he knows what he's saying. Wrong debate can happen. to use words without knowing the meaning is a serious mistake.
General said in all productive sectors is more complex the language, the more errors are allowed. Otherwise, the students hit upon the possible to form simple sentences, so he can get his error count to zero easily. This, however, the training objective would be wrong. This aspect of the complexity of trying in the evaluation matrix, "range" cover.
When lectures clear language very much determined on the correct pronunciation. Not only the pronunciation of individual words or technical terms, but the flow of language heard in its entirety. The intonation and melody of the stress (prosody) must sound English. It is not enough to express complex and eloquent, it must also be spoken in English.
Evaluation
All of these factors ultimately result a note. The task of the central finding is extremely complex and undeniably relatively subjective. Subjective because they are valued at the same time with the performance, ie the teacher has little opportunity to reflect in peace, even with notes. Thus, the teacher depends primarily on his experiences growing expectations and his listening skills. In addition daytime and class situation. absorb all this, there is the one clear guidelines for the performance expectations (eg, matrices). On the other hand there are the individual notes some leeway or buffer to fluctuations. This affects the way both for the students themselves and their daily condition.
It is obvious and compelling, that the value end of his standards is so transparent as possible. The process of valuation is so complex and at the same time limits that he must take place mainly intuitive. That is, it is impossible to give a comprehensive word sentence to each lecture. Since only focus can be shown, there is a danger that students equate this with the overall assessment. Meanwhile, I know I must take that risk.
is completely impossible in my view it compare to two different lectures. The problem is reminiscent of the judges in sports, where no time or height / width can be measured, but notes be given. There is buffered from the problem through the use of multiple judges. In class that is not yet possible. What ultimately is comparable to the lecture are the scores as a result of the evaluation. Actually, that's the purpose of notes to make incomparable comparable.
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As the students could handle it
First, it is prerequisite that the student is informed about what is expected of him. I see a major problem with student performance, as I realize again and again, that tasks are processed, although clearly demand that the student did not understand.
Another problem I see is that students often show a resistance to instruction. Far too often I experience that, after developing the "right" approach will be ignored in the next moment in the application completely. I am aware that new techniques will first create discomfort because you feel so insecure, because it is an extra effort to acquire this, and because we generally prefer to remain in a comfortable rut. Of course, the student is to choose to ignore the instructions. This may be accompanied but not that bad results with the inefficient method as "fate" or injustice be excused by the teacher.
It would be helpful to question the methods of the teacher, if one believes the old are better. Even more useful would be to follow the instructions to try hard and make an informed choice after all the best for oneself appropriate method.
Last is a systemic problem was addressed. Even in relatively small classes / courses there can be only a relatively small number of student papers for each student. So it is simply impossible to build on the experiences of teaching in-depth routine, even when speaking and short presentations will be practiced. Therefore, it is with the students to to provide as much exercise as he needs for a successful routine. It begins with the fact that you so much and often as possible, speak English. The only way you will not feel uncomfortable when it is present, a large lecture. If you are already insecure in his ability to speak, it can be carried the burden of the complex content of the lecture topic only get worse.
Furthermore, it is as useful for all the challenges to prepare targeted and manageable steps on it. In the first lecture, the contents should be clear, then the way of mediation, ie, structure and language. The latter must have arisen from the former. That is, one selects only what one understands. Then you wear it before as good as you can, including not more complex and difficult vocabulary than is effectively controlled. Both should work together to reduce the stress significantly and thus allow a confident persuasive presentation.
And here it is highly advisable to seek timely advice and support. For knowledge, too, to be on track to reduce tremendously the stress. Of course, it also reduces the element of surprise in the assessment ...
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