They Can’t Fix What They Can’t Hear: Improving Pre-Service Teachers’ Spoken Grammar

They Can’t Fix What They Can’t Hear: Improving Pre-Service Teachers’ Spoken Grammar

Peter Fadde (Southern Illinois University Carbondale, USA)
DOI: 10.4018/978-1-4666-3676-7.ch017
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Abstract

The Grammar Case touches on aspects of instructional design that go beyond scope and sequence of content, including: 1) communicating with a client, 2) representing a learning problem from the perspectives of different learning theories and human performance improvement, 3) working with institutional stake holders, and 4) considering non-instructional as well as instructional interventions. The instructional designers in the case must address a sensitive learning problem with limited financial resources and an institutional culture that may be resistant to change. The case depends, more than anything, on problem finding. A key instructional technology issue in the case is how the designers can ethically and feasibly use video recorded in public school classrooms to assess student teachers’ grammar mistakes and also as stimulus material for instruction.

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