WEBVTT 00:00:00.001 --> 00:00:05.001 Okay, what I asked you to do is just to say-- first of all, does this meet the criteria. 00:00:05.001 --> 00:00:08.009 Would this-- would this part be communicative? 00:00:08.009 --> 00:00:13.004 [ Inaudible Remark ] 00:00:13.004 --> 00:00:19.008 >> I think we have disagreement here, that's good, okay, 'cause I see nodding, yes. 00:00:19.008 --> 00:00:26.008 Maybe we can have minimally communicative, so is there an information gap? 00:00:26.008 --> 00:00:27.005 >> Yes. 00:00:27.005 --> 00:00:29.001 >> Yeah, okay. 00:00:29.001 --> 00:00:30.004 There's an information gap. 00:00:30.004 --> 00:00:32.000 Is it goal directed? 00:00:32.000 --> 00:00:33.001 >> Yes. 00:00:33.001 --> 00:00:38.006 >> Yeah, will it lead to extended discourse or one word answer? 00:00:38.006 --> 00:00:39.002 >> Extended. 00:00:39.002 --> 00:00:45.002 >> Extended, somebody has to give a description, okay. 00:00:45.002 --> 00:00:48.007 Has anybody done this like you have to draw a picture based on this, 00:00:48.007 --> 00:00:51.004 there's an actual game based on this principle. 00:00:51.004 --> 00:00:55.000 I can't remember the name of the game, but they are crazy drawings 00:00:55.000 --> 00:00:56.008 and they're very hard to do actually. 00:00:56.008 --> 00:00:59.007 And then at the end people have to compare and see, 00:00:59.007 --> 00:01:03.002 and then you guess you determine who the winner is, okay. 00:01:03.002 --> 00:01:05.002 So, do you think this is successful? 00:01:05.002 --> 00:01:08.003 Do you think this would work in a classroom? 00:01:08.003 --> 00:01:09.005 Yeah, Sarah. 00:01:09.005 --> 00:01:17.001 >> Yes, I guess my critique of it would be that the end-- the end part of it. 00:01:17.001 --> 00:01:23.002 They don't get anything out of it except just here is a random picture and let's see 00:01:23.002 --> 00:01:28.006 if they match, versus like here is a picture of me or my mother, and then they can laugh 00:01:28.006 --> 00:01:31.002 about how off they were for example. 00:01:31.002 --> 00:01:36.001 Just the picture drawing didn't seem to be relevant to their lives. 00:01:36.001 --> 00:01:41.007 >> Right, what is-- what's the point of this task from the developers? 00:01:41.007 --> 00:01:44.003 Why did they come up with this task do you think. 00:01:44.003 --> 00:01:46.000 What are they trying to get the students to do? 00:01:46.000 --> 00:01:48.000 Yes, communicate to-- 00:01:48.000 --> 00:01:48.007 >> Use adjectives. 00:01:48.007 --> 00:01:53.001 >> Yeah you can see it: "And pay attention to adjective agreement", right. 00:01:53.001 --> 00:01:58.000 So, and also there's a vocabulary set there. 00:01:58.000 --> 00:02:03.002 We want them to use parts of the face, eyes, nose, long hair, whatever, okay. 00:02:03.002 --> 00:02:06.005 So, yeah okay, it kind of works. 00:02:06.005 --> 00:02:08.001 They do kind of like this. 00:02:08.001 --> 00:02:09.008 Our students have used-- we've done this. 00:02:09.008 --> 00:02:11.005 It's quick, it works quickly. 00:02:11.005 --> 00:02:15.003 They understand it, it's intuitive, that's important. 00:02:15.003 --> 00:02:17.005 You know, I think there are other things we could do with this. 00:02:17.005 --> 00:02:19.003 We could extend it and make it better. 00:02:19.003 --> 00:02:20.002 Yeah, Laura. 00:02:20.002 --> 00:02:26.005 >> I think a task like this might be more successful in being more authentic to real life 00:02:26.005 --> 00:02:34.000 if they were doing something like drawing a map, like my house is on the corner of two streets 00:02:34.000 --> 00:02:36.000 and the streets are named this and this. 00:02:36.000 --> 00:02:40.000 You know, and then they learn things that they would use in real life and they'll be using 00:02:40.000 --> 00:02:45.000 that vocabulary instead of drawing someone's face. 00:02:45.000 --> 00:02:47.000 And then I guess that would depend on which students you have. 00:02:47.000 --> 00:02:51.000 If you have students that are looking for survival skills 00:02:51.000 --> 00:02:55.002 as in communicating it outside the classroom, or if you're trying 00:02:55.002 --> 00:03:00.000 to develop I guess more of an academic vocabulary. 00:03:00.000 --> 00:03:03.000 >> So think about when people would actually draw as an activity, 00:03:03.000 --> 00:03:05.005 as a task outside the classroom and then use that. 00:03:05.005 --> 00:03:08.000 Okay, that's a nice-- that's a good point. 00:03:08.000 --> 00:03:12.000 >> Along with the context, just contextualization thing aspect, 00:03:12.000 --> 00:03:16.000 we could even practice drawing faces if we were to give an example 00:03:16.000 --> 00:03:19.000 of you're an eye witness to a crime, to a robbery. 00:03:19.000 --> 00:03:24.000 And then draw the face of who you thought was the perpetrator. 00:03:24.000 --> 00:03:32.002 And then try to explain that to your friends or the cops or something like that. 00:03:32.002 --> 00:03:33.005 >> I like that, it's clever. 00:03:33.005 --> 00:03:38.005 >> It comes up in situations where it's not so horrible like when you're looking for someone 00:03:38.005 --> 00:03:42.002 you say-- "Hey, have you seen this person?" and they say, "What do they look alike?" 00:03:42.002 --> 00:03:44.000 Or you're saying "Hey, do you know so and so?" 00:03:44.000 --> 00:03:46.000 "I think I might, what do they look like?" 00:03:46.000 --> 00:03:47.000 >> Anytime that happens. 00:03:47.000 --> 00:03:50.000 Oh well they're the blond with long hair, blue eyes. 00:03:50.000 --> 00:03:51.000 >> Right. 00:03:51.000 --> 00:03:55.000 >> You know, big ears. 00:03:55.000 --> 00:03:58.000 >> There is a-- there's a game like quality to this which they do like, 00:03:58.000 --> 00:04:02.002 so they get to compare and it's "that's what you drew, that's not what my description." 00:04:02.002 --> 00:04:06.000 So there is something that's fun but it's not very authentic. 00:04:06.000 --> 00:04:07.000 I agree with you. 00:04:07.000 --> 00:04:08.400 Okay, so let's move on.