BASIC IRAQI SURVIVAL (BIS) LANGUAGE GUIDE Capstone Summer 2010 MASTER OF Instructional Science and Technology School of Information Technology and Communication Design California State University Monterey Bay Selwa Alkadhi Dr. Nancy Lockwood

Language learning through context Survival Sentences Language learning through context

Problem and Impact For security and logistical reasons, most of the troops named for deployment get selected not long before the actual deployment date. It becomes critical that they get their language training in the most effective and efficient teaching methods that maximize their learning in the short time available.

Solution Introducing the concept of incorporating words of different parts of speech in an additive manner in correspondence with their positions within a sentence structure according to a provided template. Students will use the template to incorporate words from the Language Survival Kits (LSK) in order to produce relatively understandable survival sentences.

WHO WHAT WHERE How It Works Students learn a limited number of vocabulary. They learn how to formulate and express some simple sentences. They practice sentence structure by interchanging vocabulary of the same part of speech. They build on their new skills by adding more words one by one to the sentences they have already mastered.

Accomplishment and Value of Project BIS Language Guide provides students with indispensible communication tools they need in preparation for deployment within a limited time. It teaches to construct sentences in Iraqi dialect that are immediately useful in the context where they are needed. It provides instructors with reusable templates for a variety of themes or lesson plans. It provides tools for language instructors to adapt and utilize when teaching familiarization of other languages, since the tools are not limited to Iraqi dialect.

ASSURE Model Analyze learners State objectives Evaluate and revise Select instructional methods, media, and materials Utilize media and materials Require learner participation Evaluate and revise ASSURE Model

Analyze Learners General Characteristics Entry Competencies The number of students, grade or age level, gender, socioeconomic factors, exceptionalities, and cultural or ethnic diversity Entry Competencies The types of knowledge expected of the learners.  Do the learners have the knowledge base required to enter the lesson? Learning Styles The learning style preferences of the individual students. 

State Objectives Statements describing what the learner will do as a result of instruction.     Focus on the learner, not the teacher.   Use behaviors that reflect real world concerns.   Objectives are descriptions of the learning outcomes.

Select Instructional Methods, Media & Material A bridge between the audience and the objectives. The instructor decides what method will primarily be used. What media will be used: photos, video multimedia, a computer? Using store bought materials, getting an outside resource to provide materials, modifying something you already have, or making your own.

Utilize Media & Material Plan how to implement the available media and materials. How to incorporate them to help students meet the lesson objectives. Prepare the learners- Give the students an overview, explain how they can take this information and use it and how they will be evaluated up front.

Require Learner Participation Prepare how to get each learner actively and individually involved in the lesson. All activities should provide opportunities to manipulate the information and allow time for practice during the demonstration of the skill. 

Evaluate and Revise Measure whether or not the lesson objectives were met.  Were the media and the instruction effective? The evaluation should match the objectives.

Analyze learners:     This is a description of the class as a whole. This includes such information as the number of students, grade or age level, gender, socioeconomic factors, exceptionalities, and cultural/ethnic/or other types of diversity. General Characteristics  This is a description of the types of knowledge expected of the learners.  Ask questions such as: Do the learners have the knowledge base required to enter the lesson? Do the learners have the entry competencies and technical vocabulary for this lesson? Have the learners already mastered the skills you are planning to teach? Do the learners have biases or misconceptions about the subject? Entry Competencies   This is a description of the learning stylistic preferences of the individual members of the class.  First of all the instructor will want to find the learners perceptual preferences and strengths. The main choices are auditory, visual, and tactile/kinesthetic. Slower learners tend to prefer kinesthetic experiences. The instructor will then determine the information processing habits of the learners. This category includes a broad range of variables related to how individuals tend to approach the cognitive processing of information. Finally the instructor will determine the motivational and physiological factors of the learners. When it comes to motivational factors the instructor needs to consider things such as anxiety, degree of structure, achievement motivation, social motivation, cautiousness, and competitiveness. The most prominent influences in physiological factors are sexual differences, health, and environmental conditions. Learning Styles: Statements describing what the learner will do as a result of instruction.  Things to keep in mind as you write your objectives are: State Objectives Ø      Focus on the learner, not the teacher Ø      Use behaviors that reflect real world concerns Ø      Objectives are descriptions of the learning outcomes and are written using the ABCD format.       Behavior:       Audience: What do you want them to do? The behavior or capability needs to be demonstrated as learner performance, an observable, measurable behavior, or a real-world skill.  Use an action verb from the helpful verbs list if you have difficulty doing this. Who is the audience? Specifies the learner(s) for whom the objective is intended. Under what circumstances or conditions are the learners to demonstrate the skill being taught? Be sure to include equipment, tools, aids, or references the learner may or may not use, and/or special environmental conditions in which the learner has to perform.        Condition: How well do you want them to demonstrate their mastery? Degree to which the new skill must be mastered or the criterion for acceptable performance (include time limit, range of accuracy, proportion of correct responses required, and/or qualitative standards.)       Degree: The Drama I class will be able to identify and draw stage directions using pencils and rulers with 100% accuracy.  (Or) The kindergarten class will identify the colors, red, green, and blue using blocks 9 out of 10 tries.  (Or) The Tenth grade English class will identify and discuss the effects of symbolism in the short story "Young Goodman Brown" using their text, Paper, and Pen in one hour. Examples of Objective Statements: Use as many objective statements needed in order to meet the different objectives for the lesson. Use the following questions to assess objectives. Does the objective allow you to do the following with your lesson? 1.      Identify what the expectations are for the learner 2.      Identify the necessary requirements for the learning environment 3.      Assess learning 4.      Determine needs for appropriate media or materials How would you classify your objective?  Is the learning outcome primarily: 1.      Cognitive? 2.      Affective? 3.      Psychomotor / Motor Skill? 4.      Interpersonal? 5.      Intrapersonal? This is the step where the Instructor will build a bridge between the audience and the objectives. You need to decide what method you will primarily use: a lecture, group work, a field trip, etc. What media you will use: photos, multimedia, video, a computer? Are you using store bought materials, getting an outside resource to provide materials, modifying something you already have, or making something from scratch? Select, modify, design Methods, Media, & Materials Media Selection   Selection Criteria Ø      M e d i a s h o u l d b e s e l e c t e d o n t h e b a s i s o f s t u d e n t n e e d . Ø      W e m u s t c o n s i d e r t h e t o t a l l e a r n i n g s i t u a t i o n . Ø      S h o u l d f o l l o w l e a r n i n g o b j e c t i v e s . Ø      M u s t b e a p p r o p r i a t e f o r t h e t e a c h i n g f o r m a t . Ø      S h o u l d b e c o n s i s t e n t w i t h t h e s t u d e n t s ' c a p a b i l i t i e s a n d l e a r n i n g s t y l e s . Ø      S h o u l d b e c h o s e n o b j e c t i v e l y . Ø      S h o u l d b e s e l e c t e d i n o r d e r t o b e s t m e e t t h e l e a r n i n g o u t c o m e s . Ø      N o s i n g l e m e d i u m i s t h e t o t a l s o l u t i o n . Ø      D o e s i t m a t c h t h e c u r r i c u l u m ? Ø      I s i t a c c u r a t e a n d c u r r e n t ? Ø      D o e s i t c o n t a i n c l e a r a n d c o n c i s e l a n g u a g e ? Ø      W i l l i t m o t i v a t e a n d m a i n t a i n i n t e r e s t ? Ø      D o e s i t p r o v i d e f o r l e a r n e r p a r t i c i p a t i o n ? Ø      I s i t o f g o o d t e c h n i c a l q u a l i t y ? Ø      I s t h e r e e v i d e n c e o f i t s e f f e c t i v e n e s s ( e . g . , f i e l d - t e s t r e s u l t s ) ? Ø      I s i t f r e e f r o m o b j e c t i o n a b l e b i a s a n d a d v e r t i s i n g Ø      I s a u s e r g u i d e o r o t h e r d o c u m e n t a t i o n i n c l u d e d ?   Plan of how you are going to implement your media and materials. For each type of media and/or materials listed under Select, modify, and design describe in detail how you are going to implement them into your lesson to help your learners meet the lesson's objective.  Please write in full sentences; do this for each item. Utilize Methods, Media, & Materials In order to utilize materials correctly there are several steps to creating good student-centered instruction. 1.      Preview the material- Never use anything in class you havent thoroughly checked out. 2.      Prepare the material- Make sure you have everything you need and that it all works. 3.      Prepare the environment- Set up the classroom so that whatever youre doing will work in the space you have. 4.      Prepare the learners- Give the students an overview, explain how they can take this information and use it and how they will be evaluated up front. 5.      Provide the learning experience- Teaching is simply high theatre. Showmanship is part of the facilitators job. Teaching and learning should be an experience not an ordeal. Remember that the days of sage on the stage are gone. Our role in the classroom today is one of a guide on the side and students, especially with technology connected lessons, need to experience learning. All activities should provide opportunities to manipulate the information and allow time for practice during the demonstration of the skill.  Describe how you are going to get each learner "actively and individually involved in the lesson.  Ex:  games, group work, presentations, skit, etc. Require Learner Participation Describe how you will, in the future, measure whether or not the lesson objectives were met.  Were the media and the instruction effective?    Evaluate and Revise      The evaluation should match the objective. Some objectives can be adequately assessed with a pen and paper test. If the objectives call for demonstrating a process, creating a product, or developing an attitude, the evaluation will frequently require observing the behavior in action.  How will you determine whether or not they met the lesson's objective? Evaluate student performance: How will you determine the media effectiveness?     Evaluate media components: How will you determine whether or not your own performance as instructor/facilitator was effective? Evaluate instructor performance: The Project http://itcdland.csumb.edu/~salkadhi/evidence/capstone/AlkadhiS_Capstone/AlkadhiS_Capstone.htm http://itcdland.csumb.edu/~salkadhi/AlkadhiS_Capstone_Presentation.ppsx

Future of Project My goal is to expand the use of this project as a teaching tool for other languages especially within the DLI. The teaching method itself, and the vocabulary template can be incorporated into a variety of languages including Spanish, French, German and Russian.

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