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 J. Fadde
Copyright: © 2014 |Pages: 11
DOI: 10.4018/978-1-4666-6042-7.ch065
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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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Case Description

Dr. Kuper meets with Lien and Jamil before they hold an initial meeting with their client. Dr. Kuper emphasizes the problem finding goals of the initial client meeting and advises Lien and Jamil to avoid the temptation to start proposing solutions or creating content right away. Rather, they need to listen carefully and “interrogate” the problem. Dr. Kuper suggests that they draw on their personal experiences and their undergraduate studies, Lien’s ESL background and Jamil’s workforce education background that included Human Performance Improvement (Richey et al., 2011). Dr. Kuper also suggests that they draw on learning theories to see how the problem would be framed differently from the perspectives of behavioral, cognitive, and situated learning theories (Driscoll, 2012). He stresses the need for finding the problem before trying to solve it (Stepich & Ertmer, 2009). “Understand the client, the learners, and the context. Then find opportunities that fit.”

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