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excellence in business communication

Questions and Answers of Excellence In Business Communication

7 What evidence of mediation do you see from your tasks?
6 How do the Interpersonal tasks uncover cultural perspectives in your EUs and EQs?
5 How do these tasks show what the learner can do in this mode along different levels of engagement?
4 How do you use the outcome of the Interpretive or Receptive tasks to design the Interpersonal mode or Interaction tasks?
3 Memorization of role plays or dialogues is not an Interpersonal task. Why not?
2 Why does improvisation matter? What is the problem with predictable exercises?
1 What is a characteristic of the Interpersonal/Interaction mode? What is not?
7 Drama Pedagogy and Aesthetic Education strategies help learners be free of habit and routine, allowing exploration, experimentation and risk-taking. Why is this helpful for this Interpersonal mode?
6 Mediation within this mode is more than just for language; it is for intercultural mediation as well. Discuss and give an example.
5 Why is it important to make meaning and negotiate meaning with the language we have, even if it is not error free?
4 What are some benefits for learners when they plan and prepare the Presentational mode deliverable together in the Interpersonal mode task?
3 Planning improvisation is more realistic than practicing forms. Discuss.
2 When I look at an image or work of art, I see perspectives of the culture within.Why do images reveal what matters?
1 Some instructors say that language learners should aspire to be like native speakers and error free. Discuss.
7. What does practice at spontaneity and improvisation look like?
6. Why does what I can say matter more than how I say it?
5. To what extent is the learner compelled to express meaning through a task?
4. Does non-nativeness make sense?
3. To what extent can we operate with partial competence and still make meaning?
2. Why does unpredictability matter?
1. How are we able to communicate when our responses and interactions are not error free?
7 How do ‘I can’ statements help learners understand what they own?
6 With the exemplars in the chapter so far, explain at least three characteristics of Interpretive assessment tasks.
5 How do you align the Capacities of Imaginative Learning with Interpretive performance tasks?
4 How do Interpretive tasks help learners for Mediation?
3 Explain Conception as it pertains to the Interpretive-Receptive mode.
2 Why should themes, topics, or materials not be pigeonholed, compartmentalized, or withheld by the year of study? What do our learners already own?
1 Why is even word level ownership meaningful when learning intercultural concepts?
7 Why should the learner pose the questions? What are the consequences of only answering questions?
6 Small novel challenges are positive risk-taking measures key to ownership and transfer in the Interpretive mode. Give task examples and discuss.
5 Why is text elaboration better than simplification? How does it help mediation?
4 Your colleague plays a video segment three times. Is that an interpretive task?
3 The onus of accessibility is on the task: Make adjustments on the ‘ask’ of the task and not the text itself.
2 The task is the liaison, acting as intermediary between the learner and the text.
1 The text does not determine the complexity; the task does. Discuss.
10 The best Interpersonal mode tasks are those which guide learners to discuss what they will include, choose, and decide for the creation of the Presentational mode deliverable. This is why the
9 Choose materials that will serve as models for learners to recreate anew, perhaps for a different audience, purpose, or even reinvented as a different medium. The materials a teacher provides for
8 All learners can make use of the entire set of tools and materials, just for different tasks.
7 Remember that the task is the liaison, acting as intermediary between the learner and the text. The onus of accessibility is on the task: Make adjustments on the ‘ask’ of the task and not the
6 For multi-levels in one room, use our AATT exemplar to differentiate through tasks but one text. Novice learners might work with an infographic to identify or list, while Intermediate target level
5 Intermediate and higher levels have established a mental framework on the topic and can listen, view, watch and read for more detail, higher inference between the lines, and summarize.
4 Infographics are wonderful at any level, but particularly for Novices because they are so accessible: many images, short phrases, bullet points, and concise, with a lot of key information ‘at a
3 Scaffold student independence in the Interpretive mode by designing tasks at all ranges with the same piece.
2 Using the chart of authentic materials, choose about nine or ten pieces inclusive of the range of types represented in the chart.
1 Consider your perspectives and practices from your Enduring Understandings and Essential Questions for your chosen theme or topic. What are the big ideas and concepts? Do you see these residing in
11. How do these tasks continue to support interpretation without our ongoing instruction?
10. Why do questions matter?
9. How can texts and images from different cultural communities also be about us?
8. How do arts and media reflect, reveal and shape culture?
7. What can we learn about a culture through its texts?
6. How do our experience and understanding influence how we respond and react?
5. To what extent is the learner compelled to understand meaning?
4. How do we tolerate less than total comprehension?
3. What can we do with what we see or hear?
2. To what extent do we need to be told how language works?
1. What is going on? What do you notice?
7 How does a task that is too familiar or highly scaffolded fall short of transfer?
6 Give an example of the learner ‘in role’, and why that strategy helps with mediation and transfer.
5 Explain Complexity, Autonomy and Novelty.
4 Give an example of how you change the audience or need to move a task to transfer.
3 Why should novel performance for transfer not wait until the end of the unit?
2 With the exemplars in the chapters so far, explain at least three characteristics of performance assessment.
1 How do Intercultural Transferable goals help us develop transfer tasks for an articulated curriculum? Give an example.
7 Rote or memorized knowledge and skill drills do not transfer on their own.
6 Transfer tasks gently challenge the risk-averse. Discuss.
5 Summative assessments should be performed without supports for full transfer evidence.
4 Mechanized practice lulls the learner with a false expectation of predictability.
3 Learners must engage in tasks by themselves and beyond themselves.
2 Novelty and unpredictability teach flexibility. Discuss.
1 Understanding begins with creative transfer; engage our learners in these tasks, early and often, rather than low-level recall and linear progression.
7. What will learners do with language after they have left us?
6. How does novelty prepare us for the unpredictable?
5. Why does proof of transfer evidence matter?
4. To what extent do our tasks connect to life beyond school?
3. To what extent are language tasks valued beyond classroom borders?
2. How can we understand the content a culture shares and our participation within it?
1. Why do we create anything?
7 How will you uncover these themes over time, over your curriculum? If the theme is the same, what do you think changes, year after year, unit by unit?
6 How do Enduring Understandings and Essential Questions help us integrate other disciplines in the school curriculum? Why is that important for MFL/World Language Education?
5 What is a cultural perspective or concept that is understood by even the youngest?
4 Can the same Intercultural Transfer Goals be used to develop curriculum for any language offered in your school? What will change? What will stay the same?
3 What are Intercultural Transfer Goals that resurface and recur throughout our lives in every culture?
2 Why should intercultural perspectives and practices drive the curriculum?
1 Explain Pluricultural Competence in the CEFR, the Cultures standard in the ACTFL World Readiness standards or your state or national Culture guidelines or standards for our curricular planning.
7 Our curriculum should give learners the tools to continue the inquiry without us. Discuss.
6 Enduring Understandings and Essential Questions help us design for intercultural, transdisciplinary articulation. Discuss.
5 Aesthetic education helps us reveal messages behind a variety of texts and images.
4 Cultural perspectives are embedded in their products and practices. These come from many disciplines that created authentic texts. Our curriculum is found within every subject.
3 Enduring Understandings differ from Objective statements and Essential Questions differ from Focus Questions. Discuss.
2 Explain Layers, Lifespan and Level to a colleague. Give an example of each.
1 Why do we design Enduring Understandings and Essential Questions through the Culture standard? How do they help us uncover content over time?
4. What should learners revisit and remember?
3. How do cultural perspectives and contexts play a role in revealing these stories?
2. What is going on? What are many ways to notice?
1. How can world language curricula tell the story of cultures?
7 Explain the common context for all three levels of learner engagement in the AATT. Which feature of the AATT is the most compelling for you?
6 Explain Mediation and why it is important for preparing an autonomous language learner.
5 How do Aesthetic Education and Drama Pedagogy help the learner construct meaning?
4 Explain how the “four skills” is an artificial classroom construct. What does language look and sound like in real life?
3 Why might horizontal articulation be easier than vertical articulation?

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