41. DICTOGLOSS (Reading, Discussion, Writing, Collaboration)
Description: This technique promotes language acquisition through reading, speaking, listening and writing.
Application: Apply Dictogloss in language classes.
Process: Before class meets, choose an appropriate length text rich in content. On class day, review the procedures of the activity and make sure each student has pencil and paper. In a whole group setting, read the text at a speed slower than natural speaker speed. Tell students to just listen, do not write notes. Read the same text again, but at natural speaker speed and once finished reading, allow time for students to individually write as much as they can remember (key words, brief notes, pictures, sentence fragments, words with blanks, abbreviations, etc). Remind students that the overall purpose is to get the big ideas, not exactly a word for word product. Group the students into pairs to reconstruct the text as close to original as possible. Repeat this process, but form groups of four to create, on a poster paper, the final version of the text. Post the papers and re-read the original. Discuss differences. As an alternative method, post the papers around the class and allow students, in a gallery walk, to make corrections. Re-read the original text and discuss.
Description: This technique promotes language acquisition through reading, speaking, listening and writing.
Application: Apply Dictogloss in language classes.
Process: Before class meets, choose an appropriate length text rich in content. On class day, review the procedures of the activity and make sure each student has pencil and paper. In a whole group setting, read the text at a speed slower than natural speaker speed. Tell students to just listen, do not write notes. Read the same text again, but at natural speaker speed and once finished reading, allow time for students to individually write as much as they can remember (key words, brief notes, pictures, sentence fragments, words with blanks, abbreviations, etc). Remind students that the overall purpose is to get the big ideas, not exactly a word for word product. Group the students into pairs to reconstruct the text as close to original as possible. Repeat this process, but form groups of four to create, on a poster paper, the final version of the text. Post the papers and re-read the original. Discuss differences. As an alternative method, post the papers around the class and allow students, in a gallery walk, to make corrections. Re-read the original text and discuss.
Reference, and/or for more information:
41. Dictogloss
http://central.laramie1.org/modules/cms/pages.phtml?pageid=23783
http://eslcarissa.blogspot.com/2012/09/5-fun-ways-to-use-dictagloss-in-efl.html
41. Dictogloss
http://central.laramie1.org/modules/cms/pages.phtml?pageid=23783
http://eslcarissa.blogspot.com/2012/09/5-fun-ways-to-use-dictagloss-in-efl.html
