Since we trust that you have worked on the first part of the elwa course 'Sustainable language teaching and learning' before starting this course, we won't explain our understanding of foreign language teaching and learning again. Neither will we introduce the different tools of teacher learning again, since we have already done so quite thoroughly in the previous part. However, we will give all participants the chance to introduce themselves and to get into touch with other colleagues. Moreoever we will include an overview of both parts of the course for all of you to remember what you have read and heard about in part 1.
It would be interesting to know how much the teacher was involved into the flow of the project, and where it is potentially useful to check on it somehow to make sure there are no bottlenecks of some kind.
Well, after the class read the book, the pupils had time to work on writing the scenes – which had to be handed in for corrections and advice, e.g. with respect to additional sounds or more explanation needed etc. .
The pupils work in groups during lessons and the teacher is around, can be asked or can talk to the different groups. Hence the teacher always has on overview on what is going on.
The most difficult part is to convince the pupuls that the speaking also needs practicing – this is often underestimated – and has to be experienced (epsecially for pupils who do not listen to the teacher’s advice). That is probably one of the outcomes of the project:)
Hence the whole process does take several days (double lessons) – also because texts have to be corrected, rewritten, arranged, practiced, recorded…
I actually did this with a 7th grade during my last internship, but in German. The teacher and I didn’t really give the kids such a restricted structure but let them write scripts for either a stage or a radio play. It was mostly silly stuff but even in class 7 they did some amazing things with recording apps on their phones.
Thank you for the detailed instructions, I also like the more open alternative settings though. It sounds like a very valuable task, especially making up own dialogues allows for some creativity and seems only possible if the students really understand the text.
6 Comments
It would be interesting to know how much the teacher was involved into the flow of the project, and where it is potentially useful to check on it somehow to make sure there are no bottlenecks of some kind.
Well, after the class read the book, the pupils had time to work on writing the scenes – which had to be handed in for corrections and advice, e.g. with respect to additional sounds or more explanation needed etc. .
The pupils work in groups during lessons and the teacher is around, can be asked or can talk to the different groups. Hence the teacher always has on overview on what is going on.
The most difficult part is to convince the pupuls that the speaking also needs practicing – this is often underestimated – and has to be experienced (epsecially for pupils who do not listen to the teacher’s advice). That is probably one of the outcomes of the project:)
Hence the whole process does take several days (double lessons) – also because texts have to be corrected, rewritten, arranged, practiced, recorded…
I might like to do that with my class 10 and the novel [i]bend it like Beckham[/i]. Can you tell us more about the equiptment needed?
Was this project done mainly in class or as homework?
I actually did this with a 7th grade during my last internship, but in German. The teacher and I didn’t really give the kids such a restricted structure but let them write scripts for either a stage or a radio play. It was mostly silly stuff but even in class 7 they did some amazing things with recording apps on their phones.
Thank you for the detailed instructions, I also like the more open alternative settings though. It sounds like a very valuable task, especially making up own dialogues allows for some creativity and seems only possible if the students really understand the text.