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BASIC IRAQI SURVIVAL (BIS) LANGUAGE GUIDE

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. Survival Sentences.

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BASIC IRAQI SURVIVAL (BIS) LANGUAGE GUIDE

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  1. 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

  2. SurvivalSentences Language learning through context

  3. 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.

  4. 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.

  5. 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.

  6. 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.

  7. ASSURE Model

  8. Analyze Learners General Characteristics 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.

  9. 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.

  10. Abridge 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? • Select Instructional Methods, Media & Material Using store bought materials, getting an outside resource to provide materials, modifying something you already have, or making your own.

  11. 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. • Utilize Media & Material

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

  13. 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.

  14. The Project http://itcdland.csumb.edu/~salkadhi/evidence/capstone/AlkadhiS_Capstone/AlkadhiS_Capstone.htm

  15. 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.

  16. MY FAMILY

  17. That’s all folks! THANK YOU !

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