One tool I use to help students initially get familiar with new terminology is to give students a sentence filled with words they know and don't know. I then have them cartoon bubble (the device used by cartoons when they speak) at least 5 words. In the bubble, they can draw a visualization of the word, definition, etc.
I then have students write 1-3 sentences about what they think the sentence is talking about and provide 1-3 supporting pieces of evidence.
They can then go back at bubble a few more words that they don't know.
Scott
--- On Wed, 10/15/08, Rod Lange <[log in to unmask]> wrote:
From: Rod Lange <[log in to unmask]>
Subject: Re: getting students to discuss in ENGLISH!
To: [log in to unmask]
Date: Wednesday, October 15, 2008, 10:07 AM
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, InstructorTokyo Denki UniversityDepartment of English LanguageSchool of EngineeringE-mail W: [log in to unmask] 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]