Five Resources that can be used to Teach Speaking and Listening in the content Area for my Inquiry
My inquiry plan explores how the use of technology in Science supports student knowledge. It is therefore imperative to look at the resources that are going to form the platform that allows the teacher to teach speaking and listening in the content area of the inquiry.
To begin with, to teach speaking and listening in the content area of my inquiry, I will need to apply the guidelines of reciprocal teaching provided in the book, 50 Instructional Routines to Develop Content Literacy. Through this approach, the children will be able to master how to listen keenly because they will adapt to the teacher as the instructor shares short stories whereby the learner is required to write a summary of what he/she has grasped from the reading. Besides, this strategy is significant in enriching the teacher on how to teach the learners on the speaking skills because it gives the students room to engage in class discussions as they talk about what points to write in summary. This is vital because it acts as a tool that makes the kids participate in the shared reading.
Equally, another resource that I will use to teach speaking and listening in the content area for my inquiry is the organization of the kids as listeners and speakers. For example, when educating them on the topic, “States of Matter,” I can come up with a chart, presented through power point, showing various objects and ask the students to name what they can see.
Similarly, another resource that I will use to teach speaking and listening in the content area of my inquiry is the excellent communication skills by the instructor. It entails the application of the correct intonation and voice to ensure that the students have an understanding of what is being mentioned. It may also involve pausing at the right times and asking the students whether they are getting what is happening. This assesses their listening skills. Through giving oral responses, their speaking skills are enhanced.
Besides, another resource that I will use to teach speaking and listening in the content area of my inquiry is the readings from Fisher, Frey & Lapp (2016). In this case, I will use the information that has been provided by this group of writers to identify the areas that may form an obstacle to the understanding of the various texts by the students. To that end, I will be able to teach the listening and speaking to the kids through ensuring that they have the correct intended message from the readings.
Finally, I will use diagrams as a resource to teach speaking and listening in the content area for my inquiry. For instance, after listening to a speaker online, who is talking about Newton’s First Law of Motion, I can go ahead to draw a diagram of an object moving in a straight line. The material is then acted upon by an external force. I will require the students to provide me with the answers on the behavior of the object that was moving in the straight line. This is important because it enables the tutor to have an understanding of whether the children were keen and in a scenario where they have not been following, the teacher is given an opportunity to improvise some ways to improve the listening skills of the students.