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Student-Led Classes as a Technique for Teaching and Assessing Foreign Languages

Student-Led Classes as a Technique for Teaching and Assessing Foreign Languages . Elena P. Clark UNC-Chapel Hill. “Why exactly are we here ?”. Sometimes Class Feels Like This. ''The best of the best of the best, sir ! With honors.''.

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Student-Led Classes as a Technique for Teaching and Assessing Foreign Languages

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  1. Student-Led Classes as a Technique for Teaching and Assessing Foreign Languages Elena P. Clark UNC-Chapel Hill

  2. “Why exactly are we here?”

  3. Sometimes Class Feels Like This

  4. ''The best of the best of the best, sir! With honors.''

  5. “Congratulations. You're all we've come to expect from years of government training.”

  6. How does student teaching combat these problems?

  7. How does student teaching combat these problems? • Gives students sovereignty over and responsibility for the learning process

  8. How does student teaching combat these problems? • Gives students sovereignty over and responsibility for the learning process • Allows students to research areas of personal interest

  9. How does student teaching combat these problems? • Gives students sovereignty over and responsibility for the learning process • Allows students to research areas of personal interest • Breaks down student/teacher divide

  10. How does student teaching combat these problems? • Gives students sovereignty over and responsibility for the learning process • Allows students to research areas of personal interest • Breaks down student/teacher divide • Causes students to think about process of language/knowledge acquisition

  11. Positive Feedback Loop

  12. Results

  13. Motivation

  14. Knowledge

  15. Confidence

  16. Yet More Student Engagement

  17. Potential Pitfalls

  18. Potential Pitfalls • Poor quality teaching/use of target language • Students overwhelmed with terror • Is it “fair”?

  19. The Process—Part 1

  20. The Process—Part 1 • Choose dates

  21. The Process—Part 1 • Choose dates • In-class brainstorming for topic ideas

  22. The Process—Part 1 • Choose dates • In-class brainstorming for topic ideas • Encourages discussion in target language of potential topics

  23. The Process—Part 1 • Choose dates • In-class brainstorming for topic ideas • Encourages discussion in target language of potential topics • In-class discussion of what makes good teachers and good students

  24. The Process—Part 1 • Choose dates • In-class brainstorming for topic ideas • Encourages discussion in target language of potential topics • In-class discussion of what makes good teachers and good students • Encourages students to play their part when others are teaching

  25. The Process—Part 2

  26. The Process—Part 2 • Individual meeting with students to discuss topic ideas, potential materials, and lesson plans

  27. The Process—Part 2 • Individual meeting with students to discuss topic ideas, potential materials, and lesson plans • Review of materials and lesson plan

  28. The Process—Part 3

  29. The Process—Part 3 • Students teach class

  30. The Process—Part 3 • Students teach class • I grade their efforts with grading rubric posted on class website

  31. The Process—Part 4

  32. The Process—Part 4 • Students write reflection essay in target language

  33. The Process—Part 4 • Students write reflection essay in target language • I grade reflection essay with grading rubric posted on class website

  34. Discussion • Group 1: Discuss potential lesson topics • Group 2: Discuss potential materials and exercises • Group 3: Discuss potential pitfalls and how to avoid them • Group 4: Discuss how to utilize student teaching in the beginning or low-intermediate language classroom

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