Mi Coursa; Su Coursa! (NEW KINETIK "GE-T-UP" course!)

GE-T-UP - Gesture-enhanced-teaching-up-take (pronounced: Get-T-up! as in "Giddup!") Custom-made, "memorable" pronunciation course, using your course content. 

• Enhanced memory for course content, especially vocabulary and story. 
• Improved speaking clarity and pronunciation

Here's how it works. Basically, you share with us one or more brief excerpts in the form of stories or written dialogues from any speaking, listening or reading course that you'll be teaching. We'll provide you with a video-recorded KINETIK lesson for your students. There are potentially 10 possible lessons, presented (basically) in this order, but it can be further customized for your class: 

• Rhythm 1 (syllables and stress)
• Fluency 1 (basic)
• Vowels 1 and 2 (tailored to your students' L1s)
• Consonants 1 and 2 (tailored to your students' L1s)
• Intonation 1 and 2
• Rhythm 2 (spontaneous speaking)
• Fluency 2 (spontaneous speaking)

Here's what those lessons look like:

• Students view and move along with a 15 to 20-minute training video
• Video begins with brief training in a GE-T-UP haptic movement, tone and touch technique (MT3)
• That technique is then used in an augmented embodied oral reading (AEOR) of the text from "Su coursa" that you provided. (We may have to add some additional text, along with annotation as to how to gesture along with the text as it is spoken.)
• The homework assignment is explained and practiced.
• Students practice the 5-minute haptic exercises in the homework assignment (ideally) 4 times per week
• Student work with the lesson is always better if they have earlier already been engaged with the text from your class earlier. The lesson also helps students remember that content as well! 
• (Ideally) teachers also use the GETUP MT3 in class anytime from then on to:
• Help students remember vocabulary or new terms or phrases
• Help students improve their pronunciation (and remember it!)

The cost per custom-made module begins at about $200, depending on how many we do together.  If you'd like a (free) estimate and demonstration video made with your material from "Su Coursa," get in touch: wracton@gmail.com

(If you are new into the impact of gesture on memory, check out this piece from the Scientific American last year.)

Spring 2023 we will also be again offering the online 12-week haptic basic pronunciation course through Trinity Western University, and along with that, a 12-week KINETIK Teacher Training course. If you'd like to offer either one of those through your school or some other venue . . . get in touch, of course!

Gestured pronunciation instruction: Better online?

Clker.com

It is now well-established in several fields that "Students learn more when their teacher has learned to gesture effectively" (Alibali, Young, Crooks, Yeo, Wolfgram, Ledesma, Nathan, Breckinridge-Church and Knuth, 2013). In pronunciation work use of "live" models is typically limited to either "talking heads" often zeroing in on the mouth or a recording of an instructor presenting something resembling a typical lesson with explanation and practice. If you have never spent some time experiencing some of what is now out there from the learner's perspective, stop for a bit and join us when you have. Most of it mind-numbing, at best.

Clker.com

Although there is no research that I am aware of focusing in on the specific contribution of video to pronunciation instruction, the assumption seems to be simply that the "better" (the production quality), the more effective. There is a rapidly growing market for web-based, visually compelling teaching of pronunciation.

One of the obvious problems with video-based instruction, especially the more visually captivating, ironically, is the potential for viewers to drop back into "TV-trance-mode", absorbing but not doing much processing or demonstrating meaningful engagement. (There is also a very serious issue with visual modality overpowering auditory and kinaesthetic, as well.) In pronunciation work, where re-education of the body is central, not enthusiastically joining "the dance" is a deal breaker . . . One key contribution of gesture to instruction is to create stronger engagement and enhancement of moment-by-moment attention.

A 2014 study, The effect of gestured instruction on the learning of physical causality problems by Carlson, Jacobs, Perry and Ruth Breckinridge-Church demonstrates how systematic use of gesture by instructors on video can significantly improve learning of another "physical" process. Subjects who viewed the "gesture-articulated" instructor, rather than just the spoken presentation did better on the post test. This study is particularly relevant in that it deals with gesture enabling cognition of what is a very "tactile" concept, that of manipulating gear movement and direction.

AMPISys, Inc.

In haptic pronunciation teaching as unpacked in several earlier posts, it is apparently the case that not only is gesture with video more effective, but gesture+video+touch is even better. The basic reasons for that are that (a) touch makes gesture not only more systematic but (b) provides it with more impact, (c) whether done by the learner or just observed. And furthermore, (d) just training learners in haptic-anchored gesture, at least initially, is for many, if not most, instructors simply too far outside of their comfort and zone of "haptic intelligence." (See Research References page)

I came up with this system over a decade ago and still use videos (of myself) when introducing students to the basic gestural inventory, or pedagogical movement patterns (PMP). I'm just so much better online . . . (and you will be, too!)

References:
Alibali, M., Young, A., Crooks, N., Yeo, A., Wolfgram, M., Ledesma, I., Nathan, M.,  Breckinridge Church, R. and E. Knuth. (2013). Students learn more when their teacher has learned to gesture effectively. Gesture 13:2, 210–233.
Carlson, C., Jacobs, S.,  Perry, M. and R. Breckinridge-Church. (2014). The effect of gestured instruction on the learning of physical causality problems. Gesture 14:1, 26–45.

The best, fastest, most moving and touching way to improve English pronunciation! (AHEPS v3.0 Previews)

These videos are still a work in progress but will give you a pretty good idea of what each module of Acton Haptic English Pronunciation System v3.0 - Bees and Butterflies (Serious fun!) is about. (AHEPS is, of course, just about the ONLY moving and touching pronunciation system around!)

AHEPS v3.0 Bees and Butterflies
(Serious fun - really!) 

• M1 Matrix (haptic learning) - Basics of using movement and touch and the visual field in pronunciation teaching (and vocabulary work!)
• M2 Single (short) vowels - and haptic anchoring of word stress
• M3 Double (long) vowels - and "pure" vowels in unstressed syllables
• M4 Syllable Butterfly - rhythm grouping
• M5 Basic Intonation - 5 patterns
• M6 Tai Chi Fluency - speaking fluency and pitch range
• M7 Rhythm Fight Club - increasing speed and confidence
• M8 Advanced intonation - and expressiveness
• M9 Baton Integration - in class technique for integrating pronunciation change
• M10 Linking - Focusing on connections between words 
• M11 Unstressed vowels  

For an overview of v3.0, go HERE!

For preliminary information on purchasing the system go HERE!

New pronunciation teaching videos by Adrian Underhill!

Credit: Youtube.com

Macmillan has just released the first of Adrian Underhill's new pronunciation teaching video series. Here is the announcement from his blog, AdrianPronChart.wordpress.com. Adrian has always been one very tuned in to the visual/physical side of pronunciation teaching. His Pronunciation Chart is excellent. Aspects of that framework were instrumental in the design of the Essential Haptic-integrated English Pronunciation (EHIEP) framework.

The complete video series, planned to be 35, 3-minute videos should be a good complement to the Acton Haptic English Pronunciation System (AH-EPS) haptic video program. Knowing Underhill, it will, I'm sure, provide a thorough and entertaining presentation for both teachers and learners. (Once a little more of it is available, I'll review it in depth and link it to our work.)

What he typically does well is provide understanding of key elements of (British) pronunciation for learners and instructors, a wide range of applicable techniques--especially kinaesthetic--and practice opportunities/guidelines following from that. If that is what you are looking for, you probably cannot find a better video-based source. (If you are still more dead-tree-bound, Gilbert's work is my recommendation as a good place to begin.)

By contrast, for a number of reasons, AH-EPS:

• Does not do as much explicit explanation and metacognitive management
• Is haptic-based rather than kinaesthetic
• Presents a more restricted set of formal features to work with
• Uses a vowel chart that is the mirror image of the AdrianPronChart
• Focuses on doing some limited teaching for the instructor, in class
• Sets up impromptu, spontaneous modelling and correction of pronunciation
• Is designed primarily for instructors with little or no background in pronunciation teaching

A most welcome addition. Check it out.

TESOL 2014: Why didn't they mention THIS?

As evident in the previous post, it was a good conference for Hapticians and friends. If you work at it and go to a conference with focus, that'll always be the case. A few more post-Portland thoughts:

• The 50/50 rule held. Half of the presentations you attend are good. Half of those involve something that you can take back to your school or classroom. (The other half you can still learn from!)
• Of the roughly 2 dozen refereed presentations related to speaking, listening and pronunciation, a little more than half a dozen provided practical training and techniques. Three of those were haptic. (There were another couple dozen or so unrefereed publishers' sessions pitching books, software and materials.) The others were research-based.
• The three haptic presentations (General workshop, intonation workshop and "fight club" demonstration) were not only packed, but fun. We have do much more of that.
• The reaction to our haptic work was better than in the past, in part because we are getting better at presenting it. We are better now at scaffolding in the "body" training so that few in the audience cannot keep up. (Has taken us a long time to get that right.)
• Haptic work is highly relational. At a conference, when you are trying to connect with your audience, that is great. In the classroom, using the haptic video system (AH-EPS) may be a better strategy, depending on your level of training in pronunciation teaching and the nature of the crowd in front of you. (See several earlier posts on that!)



Clip art;
Clker

• The word, haptic, is finally getting out. That has been our primary objective for the last two years. It is apparently spreading a little better "horizontally" than "vertically" . . . After our workshop, one of the participants came up to me very much excited about what she had just experienced. She begins by commenting that the day before she had been to two workshops on pronunciation by "experts" in the field. Then (using emphatic gesture) she says:

 "Why didn't they mention THIS!!!"

Good question.

Haptic Pronunciation Teaching (v2.0) Rides Again!

This is big. AH-EPS v2.0 and the new ActonHaptic website are ready. On the website are links to everything you need to do "haptic." Reviews on the new system have been great. AH-EPS has been about 10 years in the making. It can be adapted for any group of students, either by letting me do the initial teaching on video for you (See previous "FLIP" post!) or you take a little time to train yourself and do it yourself.
For starters, I'd recommend one of the two sets below. The introductory offer on "AH-EPS v2.0 Package" provides the complete set of tools, including Instructor and Student DVD sets, hardcopies of both books, 4 months of streaming on Vimeo.com and a webcam consultation with me to help you set it up, if necessary--or just share the fun.
The other option, AH-EPS v2.0 Intro Lite, has the same basic stuff but does not include the DVDs and hard copies. This is a good choice if you'd prefer to just get up to speed quickly with the latest developments or even to work through parts of it yourself to tune up your "pedagogical English body and voice" or your accent.
And, if you post one of those GETONIC popshops on your website or blog or social media site, every time somebody purchases what is on that tag you get a 5% commission! Keep in touch!

Flipping over Haptic (video) Pronunciation Teaching!

Nice piece (originally published in Bilingual Basics, August 2013) in TESOL Connections this month entitled, "Three reasons to flip your classroom," by Marshall. A few previous posts have looked at the case for "flipping," that is using video to present concepts and then following up with various forms of in class collaboration and engagement. This is the first that I have seen that specifically addresses "flip" methodology in working with English language learners.

The AH-EPS "method" uses something of the same format:

Clip art:
Clker.com

• a 30-minute haptic video 
• where students "dance along with the model on the screen" 
• as they are introduced to some element of English pronunciation 
• and given a strategy/technique 
• which instructor and student then use later in general classroom instruction 
• to introduce, model, correct or provide feedback
• on pronunciation of sounds, words, phrases or longer pieces of spoken language

If you are not already a "haptician," it may be time to consider flipping . . . Go to the new Acton Haptic website to get started!

Keep in touch!

Face it . . . Your pronunciation could look better!

According to research by Lander and Caper at the University of Lancaster, a little  more lipstick and work on your speech style may be in order. (Watched yourself on video lately when you ask a student "look at my mouth" as you provide a model?) Their study demonstrated unequivocally that your listeners' ability to understand you if they can see you can be enhanced considerably with a little tweaking. One feature that made words more easily understood, not surprisingly, was backing off from conversation style toward more declarative articulation, especially in times of potentially disruptive background noise. In addition, although other movement of facial muscles does play a supporting role or is synchronized with mouth and lip movement, it was the mouth that carried the functional load primarily. 

Clip art: Clker

This is a particularly interesting problem in haptic work, in part because the eyes of the student are naturally drawn to the hand and arm movements. Consequently, you must be a bit more conscientious about how you articulate a model word, for example, as you do the corresponding pedagogical movement pattern, to be sure that students can also read you lip patterning as well. Record some of your work, turn off the sound and spend a little time trying to figure out what you were saying . . . 

Obviously nothing to just "pay lip service to!" 

Citation: Investigating the impact of lip visibility and talking style on speechreading performance - http://dx.doi.org/10.1016/j.specom.2013.01.003

AH-EPS Instructor's package!

We'll will be selling the preliminary version of  the AH-EPS Instructor's Package for the first time on April 25th at the BCTEAL annual conference in Vancouver, British Columbia. The conference theme could not be more appropriate, "Brain-compatible language learning." Here is what it will include:

• 10 Teaching Videos (10 video lessons) on 4 DVDs
•  2, 1-hour webcam consultations with AH-EPS consultants (You have to pay for it, even if you don't use w/in 60 days.)
• 1 Instructors Guide (about 70 pages)
• 1 Student Practice Video set (3 DVDs). That is enough DVDs for 3 students. (It is recommended that students do the homework practice together, in groups of 2 or 3.) 
• 3 Student Workbooks (The workbook is about 120 pages in length. You can pass that out in pieces or all at once.)
• 14 consonant video mini-modules (on 1 DVD)

Cost is $400 plus shipping. 

Additional Student Practice Video sets will cost about $100 (for a DVD set and 3 hard copies of the workbook.) We'll begin shipping orders beginning in June. Ordering information will be available May 1st here and  at www.eslenglish.ca.

Once the final version comes out by the end of the summer, the cost will go up by about $100. Sometime in the fall also the downloadable (and possibly streaming) versions of the package will be available as well. 

If you'd like to get your name on the list now for a set, email me at: wracton@gmail.com. 

Keep in touch! 

Haptic pronunciation teaching system (AH-EPS) launch!

Have been getting many inquires on exactly when everything will be available. Soon. Here is how it looks right now:

1. Our experience with the current Vimeo streaming video has been hit and miss. Without good bandwidth, it is not all that hot. We are primarily marketing AH-EPS to those who don't have high end technology. So, we will probably keep that option fo

r the time being and but  try allowing downloads from Vimeo (including a different cost structure, etc.)

2. The current list price of Instructor's set is going to be about $300 (4 DVDs). That includes

• An introductory video set that you use to convince students to take the course. (One you might use for a information meeting with the public, like advertising.)
• 9, 30-minute video sets. (One for each module) 
• A DVD with 14 consonant videos.
• Instructor's Guide (65 pages) 
• 1-hour webcam consultation

3. The price of the Student Workbook set (including 4 DVDs) will be about $50. That includes:

• 27 video homework practice sets (3 for each of the 9 modules) 
• A DVD with 14 consonant videos. 
• The Student workbook (120 pages)

                              (The Workbook and DVD set can be purchased separately.)

Note: You need at least one Student Workbook DVD set for each 3 students that you have. It is best, of course, for every student to have his or own workbook and DVD set, but we have found that it is possible for 3 students to share the DVDs the 3 video sets in each module in one week. It takes at least a week for each module. (One 30-minute Teaching video set and then 3, 30-minute homework video sets.)  If you are going to be doing classes with AH-EPS, we can work out a deal where you just buy workbooks for everybody and one set of DVDs for each 2 or 3 students. (The workbook, by itself would cost about $25, depending on how many, etc!) Can even set up free webcam consultations with you and teachers, etc.

4. If a student wants to do the course by himself, he would also need to purchase both the Instructor's DVDs and the Student Workbook set.

More info in about a week! 

Keep in touch (KIT)

New Introduction to AH-EPS for students

Inserted below is an excerpt from the beginning of the AH-EPS Student Workbook. If you do consider doing the free "TEST DRIVE" of the Introduction and Modules 1 and 2, this description for students might be helpful in preparing them. The video excerpts of the actual instructional stuff on Vimeo would also be helpful (https://vimeo.com/channels/479545). Not my 12-minute introductory chat with you at the beginning, of course.! 

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AH-EPS (Acton Haptic - English Pronunciation System) is a new, faster way to improve your pronunciation. (The word “haptic” means “movement + touch.” "Acton" is the last name of the Professor at Trinity Western University who created it.)

The complete AH-EPS program has three pieces:

•  Introduction Video lesson (and worksheets) 
• A Teachers Manual that comes with 9, 30-minute video lessons (what we call "Instructional Videos") 
• A Student Workbook that comes with homework practice video sets (3 to be done after each Instructional Video, or 27 total.) 

For some teachers, using just the Instructional Videos are enough. Other teachers use both the Instructional Videos and the Student Practice videos. If you are doing AH-EPS by yourself, you will need both.

Doing AH-EPS exercises is sometimes a little like:

• Sign languages used by the deaf or baseball players 
• “Tai Chi” moves used in martial arts or boxing 
• Dancing or workout exercise 
• A computer or “smart phone” game 

AH-EPS

• Will help you learn and remember vocabulary and pronunciation better. 
• Includes video exercises you do sitting or standing in front of a video player or a computer. 
• If you are in a school, it is a good way for you and your instructor to correct your mistakes. 
• If you are studying on your own, independently, AH-EPS will help you learn to be better at  correcting your pronunciation yourself. (You can also get some extra help online, by webcam, too.

So, try to:

• Do all exercises using a strong voice. Reading out loud is very important. Find a good place to do that so you won’t disturb your neighbors and friends! 
• Use good posture and breathing. (The video will show you how to do that!) 
• After doing the Instructional Video, try to practice three times a week if you can. Not every day, just every other day. For example: Tuesday, Thursday and Saturday for about 30 or 40 minutes each time. 
• Follow the directions carefully. If you are in a class, your instructor can help you check on the new sounds that you are working on. If you are doing AH-EPS by yourself, record yourself doing the conversations and then listen back to it once a week. 
• Do all the exercises. Even stretching is important, just like in sports. You will do a stretching warm up every day. It will stretch not just your arms, hands, eyes, mouth and upper body, but your thinking, your confidence and your English! 

There are 9 modules in AH-EPS. Each one consists of five parts: (A module is a set of exercises that teaches one or two points. A module will usually take at least a week to complete.)

Part A. 30 minute work with the Instructional Video
1. Warm up
2. Review of previous lesson
3. Demonstration of a new sound learning technique (called a PMP!)
4. Training in how to do the PMP (pedagogical movement pattern)
5. Practice using the PMP
6. Introduction to using the PMP in conversation

Part B. After doing the Part A, make a list of words that have that PMP or sound in them to practice with. (There is a place in the workbook for you to write those down.) 

Part C. Homework Day #1 (30 minute work with the Workbook and Student Practice Videos) 

1. Do warm up
2. Do review of the previous lesson.
3. Practice new PMP
4. Practice new PMP in Conversation #1
5. Practice with word list
6. Do one consonant video, if it a sound that you need to improve.

Part D. Homework Day #2  (30 minute work with the Workbook and Student Practice Videos)
1. Do warm up
2. Do review of the previous lesson.
3. Practice new PMP
4. Practice new PMP in Conversation #2
5. Practice with word list
6. Do one consonant video, if it a sound that you need to improve.

Part E. Homework Day #3  (30 minute work with the Workbook and Student Practice Videos)
1. Do warm up
2. Do review of the previous lesson.
3. Practice new PMP
4. Practice new PMP in Conversation #3
5. Practice with word list
6. (Do one consonant video, if it a sound that you need to improve.
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The TEST DRIVE will only require that you register to get all the materials (pdf) and free access to the videos for the Introduction and Modules I and 2, either streaming or download. (It can be done either in class or entirely as lab or homework--or some combination of both.)

To get the rest of the system will require purchase of the Instructors Manual (for access to the Instructional Videos) and  the optional Student Workbook (for access to the Student Practice videos.) Those will probably both be available through Amazon.com or Amazon.ca initially, soon-- I hope!

Acton Haptic - English Pronunciation System™

AH-EPS (pronounced "apes") will be the official name of what we earlier referred to as "EHIEP" (pronounced: "ape"). Most of the system will be available in about 6 weeks, at the TESOL Convention in Dallas. Here is an excerpt from the Instructors Manual:

Acton Haptic – English Pronunciation System (AH-EPS) is a multi-sensory system for learning basic aspects of intelligible English pronunciation for classroom or independent study. It is appropriate for:

• Learners of most levels
• Classes of up to 40 students
• Instructors with little previous training in pronunciation teaching
• Non-native English speaking instructors

The most innovative feature of the method is the extensive use of haptic anchoring (movement plus touch.) The overall framework has been developed to provide: 

• More effective ways of integrating new or improved pronunciation into spontaneous speech 
• More systematic use of kinaesthetic/body engagement in pronunciation teaching 
• Improved self-monitoring and self-correction
• Better integration of pronunciation teaching in the curriculum and classroom 
• An integrated system for pronunciation homework and self-study
• AH-EPS has several components: 

1. Set of 30-minute instructional videos (10) 
2. Student Workbook, with accompanying 3-minute audio recordings (27) 
3. Instructor’s Manual with annotated Student Workbook 
4. Set of 30-minute student, independent practice videos (27 in total--requires Student Workbook package) 
5. Video consonant mini-modules (15) - (purchased either as a set or individually, also requires Student Workbook package). 
6. Set of classroom pronunciation integration videos (6) 
7. Webcam or on-site consultations (for instructors or students) 

The complete AH!-EPS haptic video system (AHVS) is a set of 108 video clips that are structured so that basic instruction in pronunciation can be done just working along with the model in the videos and following up with regular practice as indicated. Classroom instructors can use the videos to lead the training and practice in each module for them or can chose to present the material themselves, using the video as a resource:

Classroom instruction typically requires at least (1) and (3).
The recommended classroom package is (1), (2), (3), (4) for each student, (5) consonant modules as relevant to the learner population, and possible (6) and (7) for the less experienced instructor.
 Independent study requires (1), (2), (3) and probably selected consonant mini-modules (5) and perhaps (7) in some contexts. 

Keep in touch for specifics!

Do-it-Yourself! haptic-integrated pronunciation teaching

Clip art: Clker

Clip art: Clker

Haptic work is, by definition . . . touching! As explored in several previous posts, there are a wide range of conditions under which haptic anchoring of movement, visual images and sound may or may not be effective in instruction. (According to new research, by Patterson and colleagues at the University of Liecester, summarized by Science Daily, there may even be a bias in favor of those of us over the age of 65 in responding to the typical "fuzziness" of haptic cinema!)

One of the most striking discoveries in our work has been the realization that some of the EHIEP pedagogical movement patterns can be taught well face-to-face but others may be better introduced by a video model, especially vowels, vowel "compaction" and intonation. That video model can be the instructor, him or herself, or someone else--such as in the EHIEP system of videos and student workbooks that I am developing, of course! Why that should be is complex but understood (See this blogpost by Grant on http://filmanalytical.blogspot.ca/)

In essence, it is emotionally and interpersonally very powerful. In some contexts, either because of the personality of the instructor or the class, video is a better option for perhaps half of the PMPs. One reason for that is the impact of eye contact on mirroring in a classroom setting. In essence, vivid "moving" visual feedback from students, whether negative  or positive can dramatically undermine an instructor's ability to teach PMPs. Once they are introduced, however, classroom use of a PMP to anchor vowels, stress, rhythm, intonation or pitch/volume/pace seems to be less susceptible to disruption.

Bottom line: It takes training to do pronunciation work of any kind effectively or efficiently. Either you get trained or have somebody else do it for you, either in your program or through technology. Haptic video and its post-production technology is very promising. I am tempted to use a term like "CAPT Video," Computer-Assisted-Pronunciation-Teaching with Video, were there not already a near-relevant song by that name .  .  .  

Pronunciation & body & media fit

Clip art: Clker

If you have been reading the blog occasionally, you are aware of the basis of the EHIEP model: (a) initial pronunciation teaching and (b) practice outsourced to video with subsequent (c) integrated use in the classroom, (d) strong haptic engagement (movement and touch) and (e) somatic or body awareness and training. For the latter piece, body monitoring, maybe what we need is something like the "BodyMedia FIT" system. I love the company's come on line: "Your body talks. We listen." Wish I had the spare change to buy one of those arm bands, just for fun. The research on effectiveness of the technology, using web-based systems,  is interesting. "Body training," in general, is biofeedback of one kind or another. This type of technology could easily be adapted to provide constant feedback on the quality of movement, relaxation, energy expenditure and body resonance. For much less money and hassle--with a modicum of self-discipline and persistence, learners can experience the same kind of integrated experience of speaking and pronunciation change with us. The future, however, is with technology such as this linked to CAPT (see previous post.) and haptic cinema. But if you have difficulty consistently managing your "current classroom body image" and its caloric correlates, consider "arming yourself" with such a band. 

Better online? Video modelling for line dancing and pronunciation

Clip art: Clker

Clip art: Clker

Video modelling is used extensively in many education and training contexts. The previous post sketched out reasons for using a video model to teach EHIEP techniques, rather than doing it yourself, "in person." (Even a video model of yourself on the screen is generally  better than you "live!" You can also, of course, get training videos from the "EHIEP Store" when it opens in Spring 2013!) For a number of reasons, the use of that procedure is also highly effective with autism. (See this summary by Twyman on "Autism Community" blog of a recent dissertation,  "The Use of Video Prompting on the Acquisition, Maintenance, and Generalization of a Line Dance by Adolescents with Autism Spectrum Disorders," by Gies at Ohio State University. In that study, the basic protocol was structured as follows:

a. View video segment   AND   b. Attempt to imitate
c. Error correction   AND   d. Reinforcement
e. Maintenance checks   AND   f. Generalization checks

Those phases could as well describe an EHIEP training protocol and follow up. (a) and (b) represent the initial introduction and training of a technique on video. (c) and (d) happen when a target sound is either presented or corrected in class. (e) is generally done as homework; (f) represents the (inevitable) recognition of change by either instructor or student. Notice "b" -- attempt to imitate. That is for many about all it takes, not mastery of the pedagogical movement patterns or the target sound initially. Don't take my word for it.  Ask Brad Paisley. 

Why multimedia teaching of aerobics (and pronunciation, I'm sure!) is more effective!

Clip art: Clker

There are times when you read an abstract and you like the conclusion so much that you are actually afraid to read the article! The work reported by Li and Sun (2008) appears to suggest that the virtual reality or video-based version of EHIEP (Essential Haptic-integrated English Pronunciation) could be much more effective than face-to-face. Wow! There are some issues of language in the abstract so I may be misinterpreting the conclusions . . . But judge for yourself:

"The results indicated: (1) the multi-media teaching for sports aerobics, which takes the students' study as the center, pays great attention to the learning environment design is helpful in making the student to establish the correct technical movement concept, and then raise the utilization rate of effective time in class, and increase the teaching information capacity the grades, (2) the sports aerobics received in the experiment group are better than those of the students in the opposite one, and (3) the multi-media teaching has its unique superiority in theoretical knowledge and the technical skill instruction aspects of sports aerobics compared to conventional teaching methods."

And there you have it . . . 

HICP/Essential Haptic-integrated English Pronunciation (Hiccuping Ape!) system availability!

Have had many inquiries as to when the HICP-EHIEP ("Hiccuping Ape!") system (videos, I-manual, S-workbook and "webcamsultations") will be available, in what form--and what it will cost! The short answer is: as soon as possible, but by March, 2013, in time for the TESOL convention in Dallas. I will post updates here as to specifics as we get the pieces ready to roll out. The "stuff" included and approximate pricing will be as follows:

A. EHIEP Haptic Video System (EHVS)
      *9 basic, 30-minute modules, each containing 4 video teaching clips (demonstration, training, practice and classroom protocol version) along with a video scaffolding/review of the practice versions of all previous protocols. A module takes about one week to complete.
      *15, 5-10-minute consonant repair modules (th/th, s/sh/z/zh, r/l, w/y, f/v, word-final voiced consonants, etc.) These modules are used as needed.

B. Instructors' manual - Program overview and detailed instructions for introducing the system and using it in the classroom.

C. Student workbook (Probably available through Functionall Books) - Graphic illustrations of the pedagogical movement patterns of each protocol, reference charts, word lists, self-assessment checklist and worksheets for homework assignments for the protocols. (There are a minimum of 3 homework assignments for each protocol, done every-other-day, along with audio recordings for additional practice.)

D. Webcamsultations (Typically, one for each protocol, but more are available, depending on the technology of the school or institution, including,"Teach this protocol to the class for me today - LIVE!")

Current price estimates:

Streamed HICP-EHIEP videos and/or DVD set with Instructors' Manual ~$800 (CAD) 

Student workbooks ~$15 (available online)
Student practice videos and audios ~ $40

Webcamsultations: from ~$50 per half-hour
*Participants in the Pre-conference Haptic Pronunciation Institute at TESOL 2013 receive DVD of EVHS

A Wii sample of haptic anchoring of rhythm

Clip art: Clker

To see how easy it would be to bring haptic anchoring into video and virtual reality, check out any of  the Wii teasers. The touch function in this case is carried out by the hand-held controllers. In the current version there is little active haptic feedback provided directly (it is primarily visual) but some others do have such response systems already. Likewise, the controllers could be set to require a squeeze or button push or move across the visual field on a stressed syllable. The EHIEP "Fight club" protocol (linked here in the "Hollywood" version) uses a very Wii-compatible pedagogical movement pattern, just with boxing gloves on the attacking hands--and the targets, the opponents abs--practicing the 16 basic rhythmic feet of English. (The usual disclaimer: No animals or graduate students were harmed in the production of this YouTube video . . . )

Half-haptic, "Whole Brain" Power Teaching

I am often asked how "Power Teaching" relates to HICP work. The answer is . . . well, sort of. It does involve gesture-synchronized speech and what is certainly whole brain/body engagement. The main differences are that PT makes extensive use of iconic gesture (drawing a picture of something) and involves only accidental haptic (movement plus touch) anchoring.

Actually, there are occasions when I use some (relatively wacky) PT-like routines to get learners warmed to the idea of full body work in the first place. The other more interesting dimension of PT, however, is what is often called the "yes set," that is getting students to agree to follow commands--as "retro" as that may sound. Learning the EHIEP protocols requires students to mirror and follow along with either a video model or a "live" instructor and do it with considerable precision until the basic haptic strategies are  mastered,  so they can be used in the classroom whenever the need arises.

With apologies to our excessively  "Critical" colleagues, sometimes the judicious application of a little pedagogical "power"(teaching) in class is not a bad idea!