The big jar with numbered ping pong balls
We use it after student presentations to find out which two groups get a
ask a good question
Puts student on the "hot seat"
jim
-----Original Message-----
From: Team Learning Discussion List [mailto:[log in to unmask]]
On Behalf Of Virginia Martin
Sent: Wednesday, October 15, 2008 2:23 PM
To: [log in to unmask]
Subject: Re: getting students to discuss in ENGLISH!
My curiosity is piqued: What is the Michaelsen Answer Finder?
Virginia
On Wed, October 15, 2008 10:57 am, Sibley, Jim wrote:
> Hi
>
> Rod,
>
> I Like the my time/our time/your time split
>
> Last fall I did a workshop in Korea were the discussions and reporting
> were in Korean....and when it was all over the strongest Korean
> English speaker would fill us in on what was said.....didn't feel
> optimal for me but might have been optimal for them
>
> Christine
>
>
> 1) Remind them of the course title and make everyone responsible for
> making others to speak English in the private conversations.....make
> it a course task
>
> 2) Lean into the groups more often before reporting and ask for a
> recap (in English of course) making sure that different people
> participate
>
> 3) During full class report use something like Michaelsen Answer
> Finder...so when my group is called to report...we don't know who will
> have to talk....it might keep the stronger English speakers from
> hogging the floor...."talking chips" would be another approach
>
> Jim
>
>
> ________________________________
>
> From: Team Learning Discussion List
> [mailto:[log in to unmask]]
> On Behalf Of Rod Lange
> Sent: Wednesday, October 15, 2008 7:07 AM
> To: [log in to unmask]
> Subject: Re: getting students to discuss in ENGLISH!
>
>
> Hi Christine,
>
> I understand your situation. Although I do not use TBL in my classes,
> I have the same problems getting students to talk in English. You
> mention the students do not have the knowledge to diagnose medical
> topics. Is it possible to have them diagnose why they do not discuss
> the topics in English? They could come up with reasons, then they
> could look at some ways to address the obstacles they face. This would
> allow you to have a clearer idea of why they do not work together in
> English. It would also give you a way to introduce diagnostic skills
> that they could use later on medical topics.
>
> After you have gathered the information, you could then use the same
> process you used to have them negotiate their grade weights to
> negotiate the terms for using English in class. For example, if from
> their diagnosis a number of students have problems comfortably
> presenting and defending opinions in English, you could contract with
> them to give them some ways to overcome this weakness. You could also
> have them set the results of using or not using English. This way, you
> are not rewarding or punishing them, they are setting the guidelines.
> They could use peer or group assessment each class or each week to
> measure their English usage in class.
>
> One other thing I have also done is specifically identify three times
> in
> class: my time (teacher time), your time, and our time. During 'my
time'
> students need to listen. During 'your time' students can use whatever
> language they want and talk about whatever they want. 'Our time' is
> our shared time to use and improve our English skills. Maybe you could
> adapt this to give them some 'your time' to form and discuss their
> opinions in Japanese in their group. They could then work with another
> group in English. This would be an 'our time' activity.
>
> I hope these ideas are useful.
>
> Take care,
>
> Rod
>
> __________________________
> Rod Lange, Instructor
> Tokyo Denki University
> Department of English Language
> School of Engineering
> E-mail W: [log in to unmask]
> E-mail H: [log in to unmask]
>
>
>
>
>
>
>
> On Oct 15, 2008, at 10:01 AM, Christine Kuramoto wrote:
>
>
> Hi All,
>
> I've made it through the preliminary TBL orientation and grade
weight
> setting. Now my problem is how to get them to discuss in English. My
> class is "Scientific English" for pre-clinical medical students (116
> in 19 teams) and the students are learning a lot of terminology, so
> I'm trying to give them tasks that get them discussing and using their
> new words. The problem is that they tend to just discuss in Japanese
> and then use English only when I call on the groups to report the
> reasons for choices.
>
> I'm stuck. I can't thing of any POSITIVE way to get them
discussing
> in English. I have to stand over them watching and reminding and can
> only think of NEGATIVE ways (i.e. pay a penalty for every time you
> speak Japanese--I'd be rich! ;-) ). My next class is tomorrow and I'm
> wracking my brains for some sort of solution to my dilemma.
>
> Any and all suggestions welcome!
>
> Regards,
> Christine
>
> PS at the moment I'm basing the tasks on ethics case studies
since
> the students don't have the knowledge to diagnose, but do have
> opinions about what is best in ethical cases. I'm using the "no right
> answer," but choose the "best answer" according to your group
> discussions-- consensus is the key.
>
> --
> *******
> Christine Kuramoto, Assistant Professor: Medical English
> Kyushu University, Department of Medical Education
> Faculty of Medical Sciences
> 3-1-1 Maidashi, Higashi-ku, Fukuoka, 812-8582 Japan
> Phone: (+81)92-642-6186 Fax: (+81)92-642-6188
> E-mail: [log in to unmask]
>
>
>
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