Saturday, August 9, 2014

The end of (pronunciation) homework!

Clip art:
Clker
How essential is homework/practice to the success of your students? Interesting set of four pieces on homework linked off the ASCD website entitled: "The end of homework." The theme of each is as follows: (a) purpose, (b) multi-level and multi-faceted, (c) focus on achievable goals and benchmarks, and (d) getting students to take ownership and "create" their own systematic homework.

 What is the overall "end" of your pronunciation homework assignments? Here is one model.

I came back to the relevance of homework recently when I had lost track of the time and did not have enough left at the end of class to set up the students adequately for homework. On the way out the door, I told them that I'd email them their practice routines for the coming week. Here is the essence of what I sent them: (The italics are for you, not for them. They know the drill!)

1. Before next week, practice your personal word and phrase list at least three times. The words or phrases have been targeted in class or in a 1-on-1 session for additional work. 

Integrating new words into spontaneous speech typically takes a couple of weeks; integrating new sounds, depending on proficiency level can take at least that long or much longer, as in the case of fossilized pronunciation where each word with the target sound must be identified and practiced for a couple of weeks.

2. Each 15-30 minute practice session should run basically as follows: (a) Do a quick vocal warm up, (b) Turn on your recorder, (c) Do each word or phrase ONLY 3 times, using the appropriate haptic-based pedagogical gesture as you say it. STOP recorder.

3. Listen to the recording, focusing just on the third repetition of each word. Note (write down) which of the words or phrases still seem to need work. Record just those again, 3x, and listen back. Just write down what you hear and move on!

4. Add additional words or phrases to your word list. Check dictionary pronunciation before practicing them. Students have been trained in a 6-step dictionary protocol for getting pronunciation from the dictionary. They may have to check pronunciation again before doing the word list practice.

I may check progress next class, sometimes just before class begins formally, or ask student to send me a recording of word list practice as it is done the 3rd time. We decide together which words or phrases to add or delete from their lists--when adequate control of them is evident and they have been practiced at least 5 or 6 times. Students should gradually take over management of the list themselves. 

Have posted many times on homework-related topics. This one really struck "home!"


1 comment:

Angelina Van Dyke said...

Thanks for this post Bill! It clarifies how AH-EPS homework is done, and also confirms the approach I take in giving homework in general!

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