Interactive by jennyyingdi


									Interactive Lectures

Valerie Freeman & Jennifer Haywood
    Dept. of Linguistics TA Workshop
       University of Washington
           September 23, 2011

• Interactive slides
  – Practice: Improve a slide
• Interactive class time
  – Group work

                Tips: Slide Layout
•   Not too much text or information at once
•   Short sentences, bulleted lists
•   Font not too small (24+) or stylish (=hard to read)
•   Text not light or clashing with background
•   No busy, cramped, or dark background

                Tips: Slide Layout
•   Not too much text or information at once
•   Short sentences, bulleted lists
•   Font not too small (24+) or stylish (=hard to read)
•   Text not light or clashing with background
•   No busy, cramped, or dark background

                Tips: Slide Layout
•   Not too much text or information at once
•   Short sentences, bulleted lists
•   Font not too small (24+) or stylish (=hard to read)
•   Text not light or clashing with background
•   No busy, cramped, or dark background
    – Solid, light colors for background, dark text easier
      on the eyes than dark background with light text

               Tips: Animations
• Use simple animations, and sparingly
   – Gate list items with ―appear‖ animation
   – Many other animations are distracting

• Use color, arrows, boxes to enhance, highlight
  areas as you explain
• Slide transitions often detract/distract
   – If used, make sure transitions make things easier to
     follow, not harder

Tips: Illustrations
 Associate new material with something easy to
   older material
   students’ lives/interests

 Short quotes
   Use to drive home a point – concisely
   Good if funny or surprising

Tips: Illustrations
 Relevant pictures (clip art, comics, photos)
   Clearly related to material: helps students link
    new info to their old knowledge
   Something they recognize (cartoon, celeb)

   Funny, illustrative, simple, clear

   Not too big, complicated, cluttered, cramped

   If necessarily complicated, highlight parts or build
    it up as you go; keep location on slides the same

         Left hemisphere: Language
   Broca’s area:                   Wernicke’s area:
    Responsible for speech           Responsible for speech
    production and                   comprehension and
    articulation; controls use       selection of words
    of inflectional, function        from mental lexicon
             Front                        Back


Paul Broca                                        Karl Wernicke
         Left hemisphere: Language
   BROca’s area:        Wernicke’s area:

    PROduction            comprehension

             Front             Back


Paul Broca                             Karl Wernicke
 Read small text aloud
 Explain relation to subject matter
Tips: Sound and Video
 Short, relevant examples
 Do a sound/video check before each class
 Have web links open in background before you start
 Avoid making your slides on a (type of) computer
 different from the one you use in class
 Save audio/video files in an easy-to-find spot near
 your slides, in case your embedded links don’t work
 Have a backup plan (how to manage w/o the clips)

Degrees of mutual intelligibility
"Jackie Ham came in here Saturday night. That kid
drove his mom out. He said, ‗I had to get out of the
house — Mom‘s been hollerin‘ and cussin‘ at me all
day. She was behind the counter; she said, ‗It‘s a lie,
Jack! He said, ‗Who‘s that, Mom?‘" (Tangier Island, VA)

"High tide on the sound side, last night the water fire,
tonight the moon shine. No fish. What do you suppose
the matter, Uncle Woods?" (Ocracoke, NC)

                        Dialect continuum              13
        Interviews with aphasics
   Which aphasia do they have?
       What are their symptoms?
       What can and can‘t they say?

   ―Tono tono‖

                         Neuro: Aphasia       14
               Boring slides
• Divide into groups of 2-3
• Pick a slide to improve

• Hershey bars protest

                         Syntax   16
hypernym   hyponym
move       dance
cut        slice
motate     drive

            Semantics   17
                Count vs. mass nouns
•   ‘chair’ (count) vs. ‘furniture’ (mass)
•   plural form? chairs, *furnitures
•   a__
     – a chair
     – *a furniture
•   every__
     – every chair
     – *every furniture (every bit of furniture)
•   much__
     – *much chair (many chairs)
     – much furniture
•   enough__
     – *enough chair (enough chairs)
     – enough furniture
•   bare noun
     – *I want chair.
     – I want furniture.
•   the__
     – the chair
     – the furniture
•   some__
     – some chair
                                           Semantics   18
     – some furniture
How does a spell checker work?
•   Compares input text to a dictionary (+ morphological analyzer) to detect

•   Runs error types in reverse (insertion, deletion, transposition, substitution)
    to come up with candidate corrections

•   Compares candidate corrections to dictionary to find viable alternatives

•   Ranks candidate corrections according to probability (frequency of that word
    in context)

•   What about irregular morphology?

•   What about spelling mistakes which result in other actual words (e.g.,
    three/there, stationery/stationary)?

                                       CompLing                                      19
              Language isolate
• No known related languages
  – Basque (France, Spain)
  – Sumerian (extinct lg. of Iraq)

                         Historical   20
   Stages of language acquisition
• All (normal) children go through same stages
  of acquisition in same order
• Age at which they reach stage and rate of
  progression through the stages can vary

                     Acquisition                 21
       Code Switching / Mixing
• Using more than one language within a
  conversation or utterance
  – Sabes mi school bus no tiene un stop sign
• Some think this suggests one language
  system, but children as young as 4 mos. can
  differentiate languages
  – …so why mix the two together?

                        Acquisition             22
      Interactive Class Time
 What are ways to get students energized?
   Brainstorm together: students call out ideas,
   you or a student write on board
   Give a minute to think, then call on people
   randomly or in order around the room
   Group work: Worksheets, practice skills, games

Why group work?
 Active, learner-centered
 Increases student engagement
  with content
 Increases student self-sufficiency
  & confidence
 Helps shy/reticent students
 Develops useful social & work
Types of in-class group work
Review  of concepts
Application of concepts
Setting it up
 Present  task clearly (give example)
 Give time limit
 Consider having students work
  alone first (think-pair-share)
 Consider having students move
  around to form groups
 Remind students to introduce
  themselves to group members
Supervising group work
Circulate and listen
 Ssare more likely to ask questions
 Problems can be addressed
 ◦ Ss not on task
 ◦ Incorrect information
 ◦ Stuck or frustrated students
 But   don’t hover!
Supervising group work
Time management
 Keep  an eye on progress
  ◦ Monitor slower/faster groups
  ◦ Adjust timing
 Have task for early finishers
 Give 2-minute warning
 Have  students share product
 Have students report on discussion
 Call on different groups for answers
 Have students write on board
 Ask for questions
 Summarize, restate or rephrase
  when needed
Potential problems
 Students  don’t want to
 Students dominate

 Others?
 Solutions?
Think about your experience…
with in-class group work.
• What has worked well for you?
• What problems have you

(Now discuss with a partner.
Make a list of problems and possible

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