Boozhoo Brian
Hey, The MIS guy stopped in this a.m and got me on the speech mode. He had to add FireFox or FoxFire to my computer, now I can utilize the speech recording. I knew something was going to work out for that. smile Dedahgwash
Monday, March 30, 2009
Friday, March 27, 2009
Speech
Having fun today practiicing my speech. Unable to record. My grandson and I spent the better part of the morning trying unlock the system. I tried to unblock the pop ups but that didnt' do it either. Will try to get up to see you Brian if you let me know a day I get to see you. Let me know. I feel terrible, I have found no success with the part of the course. I have downloaded the speech, and can hear it, but I can't seem to find the way to record. Dedahwash
Thursday, March 26, 2009
speech
I am counting to 10. each time I try to get into the wimba tools. I haven't yet found the way. Today I was able to download the speech by Brian and listened to it. Sounded good. Now, if I could only record myself, that would be awesome. Guess, I will have to go to Duluth and see if Brian can find it for me. I will try on my lap top today too, I will look to see if the pop blocker is the problem. Definitely teaching me humbleness and patience. And I think I am good counting to 10 in Ojibwe now too. (smile) Numbers were always a problem for me, and now I am working on it. Ha. Check in again later. Dedahqwash.
Monday, March 23, 2009
Wimba Tools
Brian
I am unable to utilize or download the wimba tools. I tried at work and at home. I don't know what to do. Is this system on FireFox only? or is it in the Language Now part of the program. I was able to utilize and view the video for recording the speech, but can't get into it? Any ideas I can check out? Anybody else can e-mail me too. Thank You. Phyllis
I am unable to utilize or download the wimba tools. I tried at work and at home. I don't know what to do. Is this system on FireFox only? or is it in the Language Now part of the program. I was able to utilize and view the video for recording the speech, but can't get into it? Any ideas I can check out? Anybody else can e-mail me too. Thank You. Phyllis
Saturday, March 21, 2009
Language
Boozhoo Everyone
I am still just practicing on the Hunter and Elder movies. Hay, the scoring isn't that good or it's the speaker. Ha. (smile the speaker being me). It was a nice week off, I still try to practice daily on my speech. That is going a little better. I put some index card together with my speech on them, that way I can pull it out of my purse and practice when I am sitting waiting some where. Mostly, it is a tool for memory lapse.( A Great Big Grin) Just having some fun, hope everyone else is doing good too. The weather is absolutely beautiful today, yesterday, we had a blizzard on the first day of Spring, that was a bummer. Check with everyone later. Have a good week. See you soon. Dedahgwash
I am still just practicing on the Hunter and Elder movies. Hay, the scoring isn't that good or it's the speaker. Ha. (smile the speaker being me). It was a nice week off, I still try to practice daily on my speech. That is going a little better. I put some index card together with my speech on them, that way I can pull it out of my purse and practice when I am sitting waiting some where. Mostly, it is a tool for memory lapse.( A Great Big Grin) Just having some fun, hope everyone else is doing good too. The weather is absolutely beautiful today, yesterday, we had a blizzard on the first day of Spring, that was a bummer. Check with everyone later. Have a good week. See you soon. Dedahgwash
Tuesday, March 17, 2009
Speech
Hi Again Brian
I know this is spring break, but I figure you will read mail and get back to us next week. So I am just continueing posting so I can achieve something else in the mean time.
When I go to sample speech recording, you are on there talking, I don't see the little click box you talked about. The voice Board recording must be the key, if I can find it. Smile. I will look for the trust and trust always key? Then new compose will pop up? Got the directions fairly well, but not I need to find the right spot? to do the directions. Point me to something, in case I missed something. Thanks Phyllis
I know this is spring break, but I figure you will read mail and get back to us next week. So I am just continueing posting so I can achieve something else in the mean time.
When I go to sample speech recording, you are on there talking, I don't see the little click box you talked about. The voice Board recording must be the key, if I can find it. Smile. I will look for the trust and trust always key? Then new compose will pop up? Got the directions fairly well, but not I need to find the right spot? to do the directions. Point me to something, in case I missed something. Thanks Phyllis
Speech
Hi Brian
I am having difficultiy in trying to record. I plug in the wimba tools part, but nothing happens.
It keeps downloading forever and then what? Is the voice recording in the language part of the program or on our other site. Moodle? Idid pull down the speech and printed a copy. I have been practicing that part, I am good there. Now that I know that pretty well, I wanted to try recording practice sessions, but can't find out how to record. I was able to view the video on the instructions, followed it well, but couldn't hear well enough. I guess I need to go somewhere else in my system to turn up the volume.
I am having difficultiy in trying to record. I plug in the wimba tools part, but nothing happens.
It keeps downloading forever and then what? Is the voice recording in the language part of the program or on our other site. Moodle? Idid pull down the speech and printed a copy. I have been practicing that part, I am good there. Now that I know that pretty well, I wanted to try recording practice sessions, but can't find out how to record. I was able to view the video on the instructions, followed it well, but couldn't hear well enough. I guess I need to go somewhere else in my system to turn up the volume.
Saturday, March 14, 2009
Speech
Hi Brian;
I would like repeat instructions on the speech segment. I go to record, but nothing happens. Just me I suppose.
Boozhoo Niijii gikinoo'ammganidog
Bungii eta go ni wii gaagiigid omaa noongom
Bungii eta go ninitaaojibwem
Dedahgwash nindizhinikaaz
mai'igan niin nidoodem
ingodwaasimidann ish iswaashwi nimbiboonagiz
waawiiyegamaag nindoonjibaa
niiswi niniijaanisug nindayaawaag
midaaswi ashi niizh nooshishayug in da ya wag
nindanookii oma gikinoo'omaadiiwigamigong
niminwendam omaa ayaayaan noongom
niminwedam gaye giikinoo'amaagooziyaan
miio'ominik waa ikdo yaan noongom
miigwech bizindawiiyeg
dedahgwash
I would like repeat instructions on the speech segment. I go to record, but nothing happens. Just me I suppose.
Boozhoo Niijii gikinoo'ammganidog
Bungii eta go ni wii gaagiigid omaa noongom
Bungii eta go ninitaaojibwem
Dedahgwash nindizhinikaaz
mai'igan niin nidoodem
ingodwaasimidann ish iswaashwi nimbiboonagiz
waawiiyegamaag nindoonjibaa
niiswi niniijaanisug nindayaawaag
midaaswi ashi niizh nooshishayug in da ya wag
nindanookii oma gikinoo'omaadiiwigamigong
niminwendam omaa ayaayaan noongom
niminwedam gaye giikinoo'amaagooziyaan
miio'ominik waa ikdo yaan noongom
miigwech bizindawiiyeg
dedahgwash
Friday, March 6, 2009
Blog 3 additonal
It is so much fun, visiting the movies. Learning some new words. I don't care too much for the keeping of scores, (smile) but I guess that is a way of showing success, and a measurement of making progress. As I wnet through the hunting part, I put myself back in the day with my Dad and I as we used to go out snaring rabbits, we would put them out and go back an hour or so later and we would have some. It was fun walking in the woods with him, talking, laughing and getting food for supper. My dad never spoke Ojibwe to me though. He never used it, but I learned it from my Grandfather and Grandmother. I loved him just the same. smile I have gained some good knowledge from the Hadley book, after I scolded myself and put my mind in a more postive frame. That really helps. I went through the next few chapters with a breeze I hope my posts will show that. I hope when we finish up with this part of our learning, that we will do our own movies and others will be able to use it for a learning resource. Sounds fun. Until next post, Dedahgwash
Chapter 3
Just thought I would pop in with some of the Chp. 3 material. I would suggest that we book our rooms early for April. That is netting season too and all the rooms will be limited again. Or maybe the netting is in March. Anyway, someone should check it out.
I liked the Hypothesis and Corrollaries. This made sense, that we practice language in a range of contexts. This is a must, students should be encouraged to express their own meaning as early as possible after productive skills have been introduced. This would be a must too, for the new babies. The sooner they hear it, the language, drum sons, music, etc, they learn it fast. That's why we need the babies from the beginning at birth in language nests. Even it is helpful to hear music and language when they are still in the womb. So Grandmas please talk to the little babies as soon as you can.
I can't express enough, the urgency for active communicative interaction for students. Practice makes perfect. This will lead to more proficiency and at a more rapid pace for new learners of our language.
We need to use authentic language in our instructions.
I sat in a class a couple of weeks ago, that played with command tasks (functions). This seemed to help the students remember better. There was also body language, questioning looks, asking for miina wa ikidoon, Please say it again. We had fun using this type of system.
This is good advice: Instruction should be responsive to the effective as well as the cognitive needs of students, and their different personalities, preferences, and learning styles should be taken into account. Also, that should take into consideration, their receptiveness, attitude about learning and a good heart for wanting to learn the language. At least that is what I expected of my students. This also included their traditions, culture, beliefs and a good self acceptance of who they were. It is fun teaching and loving the students for efforts. I am so proud of them and I compliment them and praise them for trying and completing tasks and assignments. We have fun in class and that also sets a postive atmosphere to learn the language.
I read a little on the defintions section. This is to include all of us in teaching and learning the language. These included the works of Edward Anthony (1963)who described the hierachiccal levels of conceptualizations. 1. approach, which was defined by a set of theoritical principles; 2. method, which as a procedural plan for presenting and teaching the language; and 3. technique, which involved strategies for implementing the methodological plan. I put this into my head by the letters AMT, a sure way to keep it in my brain and prioritize the levels of conceptualization. smile.
There was an interesting not: "therefore, it is not what activities are used so much as how they are used that distinguishes methods from one another". As a teacher, we adopt certain activities and apply our methodology to fit our plan. Sounds good to me.. It always helps to add your own thoughts, methods and beliefs to our own way of teaching too. Kinda of our own play on words or something in our own way that makes it easier for the students to learn.
Rivers (1991) further clarifies the major characterisitcs of the audiolingual method by listing Mouton's (1961) "five slogans" of the method.
1. Language is speech, not writing.
2. A language is a set of habits/
3. Teach the language and not about the language.
4. A language is what native speakers say, not what someone thinks they ought to say.
5. Languages are different. (Rivers 1981, pp.41-43).
In the discussion on drills, I use this type of teaching too. We sit in a circle and go around and each person repeats the word. Repetition drills, in which no change was made. Students simply repeat after the teacher' model. My mentor instructor does this type of teaching too. We did not or tried not to do the transformation drills. We stuck to the repetition, adn didn't try the transformation drill until we were in Level 3 or Level 4 of language. We worked mainly with memorizing material, word lists, animals, birds, plants etc. repeating word lists, manupulating the words in order for us to communicate together. We were more into memorizing words and soem sentences. We also did some work with TPR expecially when we did the task principle: Activities that involve the completion of real-world tasks promoted our lerning. The meaningfulness principle: Learners must be engaged in meaningful and authentic language use for learning to take place (Richards and Rodgers 1986, p.72). It is important that we use our own language, our own dialect, be from our own community, or area, be authentic in order for us to learn the language. In our classes we use the double vowel system. We also have insturctors from Mille Lacs, they have a dialet of their own too. We sometimes adjust our own learning to accept and adopt some of their dialect words. We also used classroom activities, games, etc to ehance our learning and made it more fun for learning. (There was an interesting not in the text: Adult learning can be modeled after the way children learn their native language. (TPR, pg. 118) This chapter was fun to read and it affrimed many of the ways I have learned regarding teaching and methods. Interesting and I gaimed more knowledge on teaching and different methods. Phyllis
I liked the Hypothesis and Corrollaries. This made sense, that we practice language in a range of contexts. This is a must, students should be encouraged to express their own meaning as early as possible after productive skills have been introduced. This would be a must too, for the new babies. The sooner they hear it, the language, drum sons, music, etc, they learn it fast. That's why we need the babies from the beginning at birth in language nests. Even it is helpful to hear music and language when they are still in the womb. So Grandmas please talk to the little babies as soon as you can.
I can't express enough, the urgency for active communicative interaction for students. Practice makes perfect. This will lead to more proficiency and at a more rapid pace for new learners of our language.
We need to use authentic language in our instructions.
I sat in a class a couple of weeks ago, that played with command tasks (functions). This seemed to help the students remember better. There was also body language, questioning looks, asking for miina wa ikidoon, Please say it again. We had fun using this type of system.
This is good advice: Instruction should be responsive to the effective as well as the cognitive needs of students, and their different personalities, preferences, and learning styles should be taken into account. Also, that should take into consideration, their receptiveness, attitude about learning and a good heart for wanting to learn the language. At least that is what I expected of my students. This also included their traditions, culture, beliefs and a good self acceptance of who they were. It is fun teaching and loving the students for efforts. I am so proud of them and I compliment them and praise them for trying and completing tasks and assignments. We have fun in class and that also sets a postive atmosphere to learn the language.
I read a little on the defintions section. This is to include all of us in teaching and learning the language. These included the works of Edward Anthony (1963)who described the hierachiccal levels of conceptualizations. 1. approach, which was defined by a set of theoritical principles; 2. method, which as a procedural plan for presenting and teaching the language; and 3. technique, which involved strategies for implementing the methodological plan. I put this into my head by the letters AMT, a sure way to keep it in my brain and prioritize the levels of conceptualization. smile.
There was an interesting not: "therefore, it is not what activities are used so much as how they are used that distinguishes methods from one another". As a teacher, we adopt certain activities and apply our methodology to fit our plan. Sounds good to me.. It always helps to add your own thoughts, methods and beliefs to our own way of teaching too. Kinda of our own play on words or something in our own way that makes it easier for the students to learn.
Rivers (1991) further clarifies the major characterisitcs of the audiolingual method by listing Mouton's (1961) "five slogans" of the method.
1. Language is speech, not writing.
2. A language is a set of habits/
3. Teach the language and not about the language.
4. A language is what native speakers say, not what someone thinks they ought to say.
5. Languages are different. (Rivers 1981, pp.41-43).
In the discussion on drills, I use this type of teaching too. We sit in a circle and go around and each person repeats the word. Repetition drills, in which no change was made. Students simply repeat after the teacher' model. My mentor instructor does this type of teaching too. We did not or tried not to do the transformation drills. We stuck to the repetition, adn didn't try the transformation drill until we were in Level 3 or Level 4 of language. We worked mainly with memorizing material, word lists, animals, birds, plants etc. repeating word lists, manupulating the words in order for us to communicate together. We were more into memorizing words and soem sentences. We also did some work with TPR expecially when we did the task principle: Activities that involve the completion of real-world tasks promoted our lerning. The meaningfulness principle: Learners must be engaged in meaningful and authentic language use for learning to take place (Richards and Rodgers 1986, p.72). It is important that we use our own language, our own dialect, be from our own community, or area, be authentic in order for us to learn the language. In our classes we use the double vowel system. We also have insturctors from Mille Lacs, they have a dialet of their own too. We sometimes adjust our own learning to accept and adopt some of their dialect words. We also used classroom activities, games, etc to ehance our learning and made it more fun for learning. (There was an interesting not in the text: Adult learning can be modeled after the way children learn their native language. (TPR, pg. 118) This chapter was fun to read and it affrimed many of the ways I have learned regarding teaching and methods. Interesting and I gaimed more knowledge on teaching and different methods. Phyllis
Hypotesis 3
Hypothesis 3
Thank you for the assignment. Yes, I will expound some on the Hypothesis 3. 3. Especially the feedback issue. The article discussed some pro's and con's of correction and feeback. Feedback refers to the process of giving students information so they can tell if their production or comprehension of the language is corrcct, and correction refers to the results of feedback on it's effect on learning.(Long, 1997;Ellis, 1990, p. 71). The thrust of this hypothesis is that there is a role for form-focused instruction in a proficiency-oriented approach, used in judicious blend with communicative language teaching practices. There is a whole continuum of feedback strategies. We need to see the values and need for correction and feedback. There was some discussion on postive input enhancement and negative enhancement. Higgs and Clifford (1982) suggested we might be able to help students produce more accurate speech if we adopt "output" hypothesis, similar to Krashen's input hypothesis. Back to the discussion on feedback. We need to see that instruction and evaluative feedback is useful in faciliating the progression of student skills toward more positive and precise language use. There was two-sides to the issue of feedback and correction. Either was/is more positive toward comprehension or it wasn't. It is a way of evaluating comprehension. Psychologists have shown repeatedly tht concept of learning with advance organizers and clues is always better than learning without clues. Thous would totally enhance a learner of the language. The system would give positive motivation to learn the language and the way students express themselves and getting their ideas across clearly and precisely. Phyllis
Thank you for the assignment. Yes, I will expound some on the Hypothesis 3. 3. Especially the feedback issue. The article discussed some pro's and con's of correction and feeback. Feedback refers to the process of giving students information so they can tell if their production or comprehension of the language is corrcct, and correction refers to the results of feedback on it's effect on learning.(Long, 1997;Ellis, 1990, p. 71). The thrust of this hypothesis is that there is a role for form-focused instruction in a proficiency-oriented approach, used in judicious blend with communicative language teaching practices. There is a whole continuum of feedback strategies. We need to see the values and need for correction and feedback. There was some discussion on postive input enhancement and negative enhancement. Higgs and Clifford (1982) suggested we might be able to help students produce more accurate speech if we adopt "output" hypothesis, similar to Krashen's input hypothesis. Back to the discussion on feedback. We need to see that instruction and evaluative feedback is useful in faciliating the progression of student skills toward more positive and precise language use. There was two-sides to the issue of feedback and correction. Either was/is more positive toward comprehension or it wasn't. It is a way of evaluating comprehension. Psychologists have shown repeatedly tht concept of learning with advance organizers and clues is always better than learning without clues. Thous would totally enhance a learner of the language. The system would give positive motivation to learn the language and the way students express themselves and getting their ideas across clearly and precisely. Phyllis
Sunday, March 1, 2009
weekend college
Hi Brain
Thanks for all the good info. this weekend. I am more positive about the Hadley book now. I read and read and put post it notes when I came across something hard or difficult to understand. I go back there later and try again. It seems to get better each time I reread. I like reading chp. 3 and 4. Things are falling into place now. I try to be positve in al the areas of reading, and be a good example for the other students too, I know a person can get frustrated, but it pays to read and reread the material for me. I hope that helps some one else in their reading. The class today was really fun. I hope you will send me a recording of the voice assignment, in the techy stuff tht is. I was so thankful for Gabe and Jeff, they helped me figure out the blog hang up. smile. I know the boozhoo speech have done it for some of my other classes. It is fun tht we will learn new things here especially recording ourselves and listening to each other. The main object I teach my classes is to speak to each other or anyone who will listen, do commands, and do some TPR.
Again thank you for the session today that was wonderful. And thanks for the good lunch. Thank you for supporting me on the mix up of some words and phrases. My instructor that day, asked why I was putting my red betooshigan in the oven? He did with a somber face and legitamite question. He didn't criicize me or disrepect me. I was thankful for that. We did have a good laugh about after. Gawaabaamin mina wa. Dedahgwash
Thanks for all the good info. this weekend. I am more positive about the Hadley book now. I read and read and put post it notes when I came across something hard or difficult to understand. I go back there later and try again. It seems to get better each time I reread. I like reading chp. 3 and 4. Things are falling into place now. I try to be positve in al the areas of reading, and be a good example for the other students too, I know a person can get frustrated, but it pays to read and reread the material for me. I hope that helps some one else in their reading. The class today was really fun. I hope you will send me a recording of the voice assignment, in the techy stuff tht is. I was so thankful for Gabe and Jeff, they helped me figure out the blog hang up. smile. I know the boozhoo speech have done it for some of my other classes. It is fun tht we will learn new things here especially recording ourselves and listening to each other. The main object I teach my classes is to speak to each other or anyone who will listen, do commands, and do some TPR.
Again thank you for the session today that was wonderful. And thanks for the good lunch. Thank you for supporting me on the mix up of some words and phrases. My instructor that day, asked why I was putting my red betooshigan in the oven? He did with a somber face and legitamite question. He didn't criicize me or disrepect me. I was thankful for that. We did have a good laugh about after. Gawaabaamin mina wa. Dedahgwash
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