APPENDIX B: TEACHING NOTES
Note: If you have read through the Guide in its entirety, some of the material in the Instructors notes will be somewhat redundant. There is generally more here than in the
GUIDE Teaching tips appendix. I am assuming that some instructors will chose to begin their tour of AH-EPS by taking my suggestion in the Introduction to begin with the
videos. For the most part, if you do that, you may also need to have a copy of the Guide or this appendix open to the module for reference. These notes should basically just
complement the instructions in the Guide and those on the video. For modules 1-5 there are basic, model lesson plans included.
Introduction - Instructors notes
A. Introductory video notes
The AH-EPS program is set up so that, for the most part, all learners have to do is follow the instructions carefully. The exception to that is the more individualized work with their
personal word list practice. That is especially important when it comes to practicing the PMPs the haptic techniques, both the number of repetitions that are best and even the
every other day format, not over-practicing the haptic procedures--which can easily become counterproductive
The videos are “calibrated” at upper beginning level vocabulary for learners. Even if students cannot understand every word they should be able to follow along enough to get
the idea of what AH-EPS is about.
Generally, the requirement to mirror the model on the screen is accepted by students and they readily join in. Occasionally, for any number of reasons, a student may be reluctant
at first to actively participate. If that is the case, see if you can elicit a very minimal level of observable movement or just invite the nonparticipant to join later. In our experience,
just observing the PMP work is, for many, enough to orient them sufficiently to the system so that soon they are able to get involved as well.
The video introduces AH-EPS and a set of techniques for getting pronunciation, meaning and usage from the dictionary. The “dictionary” techniques are representative of the kind
of gesture pedagogical movement patterns that AH-EPS uses. The placement of the dictionary work at that point in the introduction process is also intended as an
introduction to the AH-EPS system itself. The basic dictionary protocol will later become a component of the homework framework as well.
B. AH-EPS Haptic Video System AHVS guidelines
When working with a video, students should be no more than about 8 meters from the instructor or the equivalent in terms of relative size visually on the screen. That is critical
to learners being able to see the PMP detail well enough to mirror or follow effectively. If
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they are using an iPhone or laptop, the image should be as close to eye-level as possible-- and placed on desk or shelf, not held in one hand
In general the videos are performed slowly enough for all learners. If some do get behind or cannot keep up, feel free to stop and do a video again, perhaps with a bit of
explanation, if necessary.
It is not important that students initially pronounce the vowels sounds of the warm up or any PMP all that accurately. The goal is to get the movements down and the coordinate
the voice with the PMPs. In most cases the sounds will gradually approximate the target with consistent practice. The idea is that the PMPs begin to drive better, more accurate
articulation.
C. The Warm up protocol WUP
