Capstone Summer 2010
MASTER OF
Instructional Science and Technology
School of Information Technology and
Communication Design
California State University Monterey Bay
Selwa Alkadhi
Dr. Nancy Lockwood
Language learning through context
 For security and logistical reasons, most of the
troops named for deployment get selected not long
before the actual deployment date.
 It becomes critical that they get their language
training in the most effective and efficient teaching
methods that maximize their learning in the short
time available.
 Introducing the concept of incorporating words of
different parts of speech in an additive manner in
correspondence with their positions within a sentence
structure according to a provided template.
 Students will use the template to incorporate words
from the Language Survival Kits (LSK) in order to
produce relatively understandable survival sentences.
WHERE
WHAT
WHO
 Students learn a limited number of vocabulary.
They learn how to formulate and express some
simple sentences.
 They practice sentence structure by
interchanging vocabulary of the same part of
speech.
 They build on their new skills by adding more
words one by one to the sentences they have
already mastered.
 BIS Language Guide provides students with
indispensible communication tools they need in
preparation for deployment within a limited time.
 It teaches to construct sentences in Iraqi dialect that are
immediately useful in the context where they are needed.
 It provides instructors with reusable templates for a
variety of themes or lesson plans.
 It provides tools for language instructors to adapt and
utilize when teaching familiarization of other languages,
since the tools are not limited to Iraqi dialect.
Analyze
learners
Evaluate and
revise
State
objectives
Require
learner
participation
Select
instructional
methods,
media, and
materials
Utilize media
and materials
Analyze Learners
General Characteristics
The number of students, grade or age level,
gender, socioeconomic factors, exceptionalities,
and cultural or ethnic diversity
Entry Competencies
The types of knowledge expected of the learners.
Do the learners have the knowledge base required to
enter the lesson?
Learning Styles
The learning style preferences of the
individual students.
State Objectives
Statements describing what the
learner will do as a result of
instruction.
 Focus on the learner, not the
teacher.
 Use behaviors that reflect real
world concerns.
 Objectives are descriptions of the
learning outcomes.
Select Instructional
Methods, Media & Material
A bridge between the audience and the
objectives. The instructor decides what
method will primarily be used.
What media will be used: photos,
video multimedia, a computer?
Using store bought materials,
getting an outside resource to
provide materials, modifying
something you already have, or
making
your own.
Utilize Media & Material
Plan how to implement the available
media and materials.
How to incorporate them to help
students meet the lesson objectives.
Prepare the learners- Give the
students an overview, explain
how they can take this
information and use it and how
they will be evaluated up front.
Require Learner
Participation
Prepare how to get each learner
actively and individually involved
in the lesson.
All activities should provide
opportunities to manipulate the
information and allow time for
practice during the demonstration
of
the skill.
Evaluate and Revise
Measure whether or not the lesson
objectives were met.
Were the media and the instruction
effective?
The evaluation should match the
objectives.






http://itcdland.csumb.edu/~salkadhi/evidence/cap
stone/AlkadhiS_Capstone/AlkadhiS_Capstone.htm




U
tilize Methods, Media, & Materials
Plan of how you are going to implement your
media and materials. For each type of media
and/or materials listed under Select, modify,
and design describe in detail how you are going
to implement them into your lesson to help your
learners meet the lesson's objective. Please
write in full sentences; do this for each item.
My goal is to expand the use of this project as a
teaching tool for other languages especially within
the DLI. The teaching method itself, and the
vocabulary template can be incorporated into a
variety of languages including Spanish, French,
German and Russian.
MY FAMILY
That’s all
folks!