balkan case studies seminar
TRANSCRIPT
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A Creative Approach to Integrated Case Studies in Teaching Business English
Daniela Munca, PhDASEM University Lecturer
English Language Instructor at ALC
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Problem • Project / case study• Voice, images, text• Research• Solution• Public – available to a larger group• Encourage collaboration• Publish / save
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Students Sample Projects1) Elena Effective Advertising 2) Marina Nokia versus Apple3) Cristina Toyota's Problems 4) Eugenia Cadbury- World's Chocolate Leader 5) Sabina Best Business Opportunities in 2009 6) Cristina R. Top 10 Most Profitable Companies in USA 7) E-Banking ( by Anatoli)8) The Most Powerful People of Moldova (by Anastasia )9) Corruption ( by Olga )10) How does the crisis affect SPORTS (by Stas)11) Remittences (by Liza)12) Sweatshops - How big brands violate the world (by Alex)13) Corruption in Moldova (by Natalia)14) Sweatshops (by Marina)15) The End of the World (by Diana)16) The Tale of Two Brothers: Adidas / Puma (by Iana)17) Recycling in Moldova (by Aliona)18) Women in Business (by Valeriu)
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VoiceThread
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What is Voicethread? • group conversations are collected and shared in one online
place from anywhere in the world • no software to install• a collaborative, multimedia slide show that holds images,
documents, and videos and allows people to navigate pages• leave comments in 5 ways - using voice (with a mic or
telephone), text, audio file, or video (via a webcam)• share a VoiceThread with friends, students, and colleagues
for them to record comments too• can even be embedded to show and receive comments on
other websites and exported to MP3 players or DVDs to play as archival movies.
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Project Planning
1) Chose a Case Study2) Research on the topic3) Select relevant info4) Write a Project Plan5) Come up with a CONCLUSION / SUGGESTION6) Publish and Share7) Collaborate – comment8) Evaluate – group evaluation
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Collaborative Space
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A good teacher makes you think even when you don’t
want to.
(Fisher, 1998, Teaching Thinking)
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Key word:
CREATIVITY !!!
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VoiceThread for Language Teachers
• A complex “project” appealing to all 4 skills• Challenging and motivating• Students work independently• Students are free to chose their topic of
interest and the means of presenting it • Applies to Bloom’s Revised Taxonomy of
Learning Domains
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Why Voicethread for Case Studies?
• Combine essay writing skills and visuals• Challenge students to “think outside the
box”• Give them an introduction to real world
surviving skills• Offers teachers an opportunity to asses
vocabulary, pronunciation, grammar, sentence structure, oratorical skills, etc
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Ideas for VoiceThread Projects
1) Why Toyota had to recall its cars from the US market? 2) What are the most profitable companies of 2009?3) Who are the most powerful business people in
Moldova?4) Who won the advertising battle in the Pepsi – Cola
wars? 5) Who is going to win the Nokia – Apple competition?
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Pedagogical Implications
He who learns but does not think is
lost
(Chinese Proverb)
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Reference to Bloom’s Revised Taxonomy
• a classification of learning objectives within education
• one of the best ways to differentiate the curriculum to meet student needs
• six levels of thinking• can provide a framework for planning units that
incorporate low to high-level thinking activities• a planning framework encouraging student
thinking at all levels
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Teaching EFL involves:
• Drilling• Memorization• Dictations
• Learning new vocabulary
Lower-thinking Skills
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What is Higher-order thinking?“ A guide to Productive Pedagogies: Classroom
reflection manual” - involves the transformation of information
and ideas- occurs when students combine facts and
ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or
interpretation- manipulating information and ideas through
these processes allows students to solve problems, gain understanding and discover
new meaning
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The Teacher’s Task:
- help students become producers of knowledge
- create activities or environments that allow them opportunities to engage in
higher-order thinking
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Taxonomy of Cognitive Objectives• 1950s- developed by Benjamin Bloom• expressing qualitatively different kinds of
thinking• adapted for classroom use as a planning tool• one of the most universally applied models • organizes thinking skills into six levels, from the
most basic to the higher order levels of thinking
(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)
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Initial Taxonomy
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1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy
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Original Terms New Terms
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
•Creating
•Evaluating
•Analysing
•Applying
•Understanding
•Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
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BLOOM’S REVISED TAXONOMY
CreatingCreatingGenerating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
EvaluatingEvaluatingJustifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
AnalysingAnalysingBreaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
ApplyingApplyingUsing information in another familiar situation
Implementing, carrying out, using, executing
UnderstandingUnderstandingExplaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
RememberingRememberingRecalling information
Recognising, listing, describing, retrieving, naming, finding
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Applying • Translate• Manipulate• Exhibit• Illustrate• Calculate• Interpret• Make• Practice• Apply• Operate• Interview
• Paint• Change• Compute• Sequence• Show• Solve• Collect• Demonstrate• Dramatise• Construct• Use• Adapt• Draw
Using strategies, concepts, principles and
theories in new situations
Products include:
• Photograph
• Illustration
• Simulation
• Sculpture
• Demonstration
• Presentation
• Interview
• Performance
• Diary
• Journal
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Classroom Roles for Applying Teacher roles
• Shows• Facilitates• Observes• Evaluates• Organises• Questions
Student roles
• Solves problems• Demonstrates use of
knowledge• Calculates• Compiles• Completes• Illustrates • Constructs • Active recipient
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Applying: Potential Activities and Products
• Practise a play and perform it for the class• Make a diorama to illustrate an event• Write a diary entry• Make a scrapbook about the area of study.• Take and display a collection of photographs on a
particular topic.• Make up a puzzle or a game about the topic.• Write an explanation about this topic for others.• Continue the story…
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AnalysingThe learner breaks learned information into its parts to
best understand that information.– Comparing– Organising– Deconstructing– Attributing– Outlining– Finding– Structuring– Integrating
Can you break information into parts to explore
understandings and relationships?
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Analyzing: Potential Activities and Products
• Use a Venn Diagram to show how two topics are the same and different
• Design a questionnaire to gather information.• Survey classmates to find out what they think
about a particular topic. Analyse the results.• Classify the actions of the characters in the book• Make a family tree showing relationships.• Write a biography of a person studied.• Prepare a report about the area of study.
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EvaluatingThe learner makes decisions based on in-depth
reflection, criticism and assessment.– Checking– Hypothesising– Critiquing– Experimenting– Judging– Testing– Detecting– Monitoring
Can you justify a decision or course of action?
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Evaluating cont’• Judge• Rate• Validate• Predict• Assess• Score• Revise• Infer• Determine• Prioritise• Tell why• Compare• Evaluate• Defend• Select• Measure
• Choose• Conclude• Deduce• Debate• Justify• Recommend• Discriminate• Appraise• Value• Probe• Argue• Decide• Criticise• Rank• Reject
Judging the value of ideas, materials and
methods by developing and applying standards
and criteria.
Products include:
• Debate
• Panel
• Report
• Evaluation
• Investigation
• Verdict
• Conclusion
•Persuasive speech
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Classroom Roles for Creating
Teacher roles
• Facilitates• Extends • Reflects• Analyses• Evaluates
Student roles
• Designs• Formulates• Plans• Takes risks• Modifies• Creates• Proposes• Active participant
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Creating a VoiceThread Project Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
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Creating VoiceThread ProjectRemembering What are the four Ps of the marketing mix?
Which advertising strategies did Puma use to protect its market share?
Understanding How do successful advertising work?
How do large companies compete on the market?
What were the most successful business enterprises in 2009?
Applying Explain the four Ps of the marketing mix using a case study- Nivea.
Analyzing Who were the most successful business people in Moldova in 2009? Why did Toyota recall its cars from the US market?
Evaluating Why did Toyota’s CEO decide to take such a risky decision? Why did Coca Cola change its marketing strategy?
Creating Create a short VoiceThread to report on a Business case study: use text, pictures, graphs, scanned pictures, images, your own voice / music, etc.