Applications of Guided Design to Foreign Language Teaching.

Autor/in	Malueg, Sara Procious
Institution	Pacific Northwest Conference on Foreign Languages, Portland, OR.
Titel	Applications of Guided Design to Foreign Language Teaching.
Quelle	(1975), (8 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Cognitive Objectives; Course Organization; Curriculum; Decision Making Skills; Educational Innovation; Educational Objectives; Language Instruction; Language Skills; Problem Solving; Productive Thinking; Second Language Learning; Spanish; Teaching Methods + Suchen Sie Ihr Suchwort? Kognitives Lernziel; Course organisation; Kurskonzept; Curricula; Lehrplan; Rahmenplan; Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; Language skill; Sprachkompetenz; Problemlösen; Produktives Denken; Zweitsprachenerwerb; Spanisch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Guided Design is an approach to course design aimed at developing a student's decision-making skills as well as teaching specific principles and concepts. A seven-point hierarchy of educational needs is defined, including: (1) self-preservation, (2) safety, (3) belonging, (4) respect, (5) knowledge, (6) sensitivity-sensibility, and (7) self-actualization, the primary focus being on the last three points. Any Guided Design course has four specific goals: (1) to solve single-answer problems and perform all the intellectual abilities with the desired content, (2) to solve open-ended problems and perform all the desired intellectual modes, (3) to develop and use a value system, and (4) to play the role of a professional. A course using the Guided Design approach begins with an introduction to the system and the decision-making process. Students are organized into four- to seven-person teams. Each project is an extension of the basic idea of programmed learning (information, question, action, feedback) to the solution of an open-ended problem relating to some portion of the subject matter the student is expected to learn. A detailed example of Guided Design as applied to the teaching of Spanish as a second language is given, and suggestions for other projects in language classes are made. Experience has so far shown positive results. (CLK)
Anmerkungen	Not available separately; see FL 007 842
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01