student-led classes as a technique for teaching and assessing foreign languages elena p. clark...
TRANSCRIPT
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Student-Led Classes as a Technique for Teaching and Assessing Foreign Languages
Elena P. ClarkUNC-Chapel Hill
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“Why exactly are we here?”
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Sometimes Class Feels Like This
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''The best of the best of the best, sir! With honors.''
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“Congratulations. You're all we've come to expect from years of government
training.”
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How does student teaching combat these problems?
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How does student teaching combat these problems?
• Gives students sovereignty over and responsibility for the learning process
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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
![Page 9: Student-Led Classes as a Technique for Teaching and Assessing Foreign Languages Elena P. Clark UNC-Chapel Hill](https://reader038.vdocuments.mx/reader038/viewer/2022110319/56649c735503460f94925507/html5/thumbnails/9.jpg)
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
![Page 10: Student-Led Classes as a Technique for Teaching and Assessing Foreign Languages Elena P. Clark UNC-Chapel Hill](https://reader038.vdocuments.mx/reader038/viewer/2022110319/56649c735503460f94925507/html5/thumbnails/10.jpg)
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
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Positive Feedback Loop
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Results
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Motivation
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Knowledge
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Confidence
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Yet More Student Engagement
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Potential Pitfalls
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Potential Pitfalls
• Poor quality teaching/use of target language• Students overwhelmed with terror• Is it “fair”?
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The Process—Part 1
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The Process—Part 1
• Choose dates
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The Process—Part 1
• Choose dates• In-class brainstorming for topic ideas
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The Process—Part 1
• Choose dates• In-class brainstorming for topic ideas– Encourages discussion in target language of
potential topics
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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
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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
![Page 25: Student-Led Classes as a Technique for Teaching and Assessing Foreign Languages Elena P. Clark UNC-Chapel Hill](https://reader038.vdocuments.mx/reader038/viewer/2022110319/56649c735503460f94925507/html5/thumbnails/25.jpg)
The Process—Part 2
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The Process—Part 2
• Individual meeting with students to discuss topic ideas, potential materials, and lesson plans
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The Process—Part 2
• Individual meeting with students to discuss topic ideas, potential materials, and lesson plans
• Review of materials and lesson plan
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The Process—Part 3
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The Process—Part 3
• Students teach class
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The Process—Part 3
• Students teach class• I grade their efforts with grading rubric posted
on class website
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The Process—Part 4
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The Process—Part 4
• Students write reflection essay in target language
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The Process—Part 4
• Students write reflection essay in target language
• I grade reflection essay with grading rubric posted on class website
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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