Act Approach:The Use of Suggestion for Intergrated Learning / Edition 1

by Lynn Dhority

Overview

This edition represents a thorough reworking, expansion and updating of an earlier work, distributed in manuscript from under the title Acquisition through Creative Teaching (ACT). This book is written for teachers, that is, for a wide range of professional communicators and facilitators of learning. It is designed as a practical guide for teachers who wish to learn how to use the art of suggestion to help students tap remarkable brain capacities.

Product Details

ISBN-13:	9782881245565
Publisher:	Taylor & Francis
Publication date:	11/05/1992
Edition description:	Expanded
Pages:	218
Product dimensions:	6.00(w) x 9.00(h) x 0.57(d)
Age Range:	18 Years

About the Author

Lynn Dhority University of Massachusetts Boston, USA.

Table of Contents

Preface — Acknowledgements — CHAPTER: THE BRAIN AS BACKGROUND — Right Brain/Left Brain — The Theory of Leslie Hart — CHAPTER 2: THE CONTRIBUTION OF LOZANOV — The Mental Reserve Capacities — The Limiting Social Suggestive Norms — The Key Principles of Suggestology — The Rok of Suggestion — The Anti-Suggestive Barriers — Lozanov’s Means of Suggestion — Authority — A Childlike State — Pseudopassiviiy — Doubleplaneness — Peripheral Stimuli — Lozanov’sSuggestopedia — The Means of Lozanov’s Suggeslopedia — CHAPTER 3: LANGUAGE ACQUISITION! — LANGUAGE LEARNING — The Pioneering Work of Krashen, Asher and Terrell — The Work of Stephen Krashen — Krashen’s Five Hypotheses — Two Successful Models for Second Language Acquisition — The Total Physical Response Approach (TPR) — The Natural Approach — CHAPTER 4: THE ACT MODEL OF ACCELERATIVE, FULL-SPECTRUM LEARNING — Overview — Bridging Conscious and Subconscious Elements — The Role of Suggestion — The Role of the Physical Environment — The Role of the Teacher — CHAPTER 5: SOME “HOW-TO’S” OF SUGGESTION — Meditation and/or Centering Techniques — Visualization Techniques — Rapport-Building Techniques — Acknowledging Eyes — Voice Intonation — Body Presence — Entrainment: Our Intimate Dance of Communication — How WeDress — CHAPTER 6: THE EVOCATIVE POWER OF WORDS Speaking to the Whole Person — Words as Catalysts — Words for Seeing and Hearing and Feeling — The Use of Metaphors — A Guided Fantasy Recalling a Positive Learning Experience — TempoinGuidingFantasies — Degree of Directiveness — Embedded Suggestions — Embedding Direct Suggestions — Anchonng — The Stoiy as Metaphor — Commentary — Pacing — Leading — Positively Suggestive Language and Images — Positive Inter-Personal Relations and Group Interaction — Renewed Doubt and Challenge — Future Pacing — Name Symbolin — CHAPTER 7: GET11NG STARTED RIGHT — Crucial First Impressions — Before the Course Begins — The First Day of Class — TheRoom — General Arrangement — Purposeful Use of Visual and Peripheral Stimuli — Student Sealing — First Contact — Non-Verbal Messages — Opening Welcome — Grades and Dispelling Fear of Failure — Invitation into a New Language — Invitation to Play: Assuming aFanlasy Identity — Language through Actions: An Initial Semi-Silent Period — CHAPTER 8: THE ACT TEXT — Main Features — Commcreial Texts — Supplementary Materials for Grammar and Practice — CHAPTER 9: MUSIC AND THE PRESENTATION OF MATERIAL — The Role of Music — Background Music before Class and during Breaks — Background Support for Guided Fantasies and Relaxations — Songs: Folksongs, Popular Songs, Classical Art Songs, and Fol.kdances — General Background Music: To Use or Not to Use — The Presentation of New Material: Musical, Relaxed. Global and Multi-Modal — The Global Prelude — The Concert Presentations — The First or Active Concert — ‘The Second orPassive Concert — CHAFFER 10: THE ACTIVATION PHASES — Retrieving and Using What Is Learned — Activation Is More Than Speech Production — Setting the Stage for Easy Activation — Puppets and Rapport — Primary Activation Activities — Whole Group Choral Echo/Antics — Role Reading in Diads or Triads — Individual or Small Group Role Reading — Ccwnprehension Check — Secondary Activation Activities — Appealtothelmagtnauo — Using Props — Singing. Miming and Dancing — Drama*izations — Games — The Accelerative Snowball Effect — CHAPTER 11: ERROR CORRECTION, GRAMMAR ANDHOMEWORK — Error Correction — TheRole of Grammar — Homework — CHAFFER 12: DOCUMENTED RESULTS I — The ACT Courses at the University ol Massacbusetts at Boston — ACT German Courses at the University of Massachusetts at Boston — ACT German: Level I — Students — ClassForrnat — Method — Physical Setting — Instructional Materials — Credits — Grades — Requirements — EvaluationandTesting — Video Taping and Outside Observers — The Students Own Post-Course Evaluations — Testing — Conclusions — ACT German: Level II — Rationale — Level 2 Objectives — Students — Class Format and Facilities — Melhod — Materials — Credits, Grades and Requirements — Evaluation, Testing, and Results — Standardized Testing — Video Taped Drama Peiformance — Conclusions — CHAPTER 13: THE ACT APPROACH FOR THE US. ARMY — A Documented Experiment — Background — Purpose — Objectives — Description of Course — Student Selection — Language Background — Tablel — Disparity in Linguistic Background — Pre-Testing — Course Format — Course Materials — The Instructional Environment — Physical Setting — Psychological Setting and Psychological Means — First Contact — Guiding the Emerging Group Dynamics — First Day of Class — Establishing Rapport — Integrating the Total Physical Response Approach (TPR) — The Use of Music — Activation Techniques: From Skits to Formal Briefings — ATypicalDayinCbss — The Snowball Effect of Success — CourseEvaluation — Procedures and Tests — The Defense Language Proficiency Test (DLPT) — A Special Task Oral Eram (STO) — Scoring — Listening and Reading — Speaking — ResultsandDiscussion — Table 2 — Discussion — DLPT Listening Comprehension — DLPT Reading — STO Listening — STO Speaking — Other — Comparing the Experimental Course with Regular Devens Geniian Courses — Comparing the Achievement of Course Objectives — Table3 — Comparing DLPT Scores — Table 4 — Discussion — CHAPTER 14: TESTING — Some Personal Thoughts on Its Use and Abuse — Testing to Demonstrate Course Effectiveness — Other Ways of Knowing about Course Effectiveness — Testing and Homework to Produce Grades — An Expenment with More Homework and Tests — Some Concluding Thoughts on Our Obsession with Testing — APPENDICES — Appendix 1: ACT Text Exceipt — Appendix 2: Activation Ideas — Appendix 3: ACTFL Provisional Proficiency Guidelines — Appendix 4: Defense Language Institute (DLI) Skill Level Descriptions — REFERENCES — BIBLIOGRAPHY.