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Learning by Teaching
- 1. Learning by teaching: Facilitating peer-to-peer tuition in Content and Language Integrated Learning John Blake University of Aizu
- 2. Overview 02 1. Teaching context 2. Content and language integrated learning (CLIL) 3. Learning by teaching 4. Theoretical basis 5. Practical implementation 6. Evaluation 7. Lessons learned
- 3. 1. Teaching context 03 Context • Small niche university in rural northern (and snowy) Japan Courses • Content courses delivered in English e.g. natural language processing, computer science, logic • Class size: 50 students Learners • Computer science majors • Over 90% Japanese and around 90% male • 100% smartphone ownership and free access to wifi
- 4. 2. Content and language integrated learning (CLIL) 04 Learn content • Students learn the subject content, e.g. natural language processing Learn language • Students learn the language of delivery, e.g. English
- 5. 3. Learning by teaching 05 Situation • One teacher, many students. Problem • One teacher develops materials for many students • Teacher creates text-based materials • Students prefer multimodal materials • Difficulty to teach in real-time, e.g. wifi dropping Solution • Switch from one-to-many to many-to-many model • Adopt completely learner-centred approach • Students create multimodal materials themselves • Student developers learn through the process • Student users learn from the materials developed
- 6. 4. Theoretical basis 06 Motivation • Students learn not to help themselves but to help others. • Students need to understand the content to teach the content. Active learning • Students read, listen to or watch content. • Students create audio or video explanation. • Students need to simplify the content, and/or make the content relevant to peers. Time on task • Students draft notes and/or script before recording. • Students make multiple recordings to get quality version. • More time on task, more progress.
- 7. 5. Practical implementation 07 Align assessments with activities • What gets assessed, gets done. Audio materials • “Sound is king.” Slideshow materials • Provide examples but allow creativity • Copyright issues • Scaffolding through peer support Video materials • Pre-production: script, storyboard and shot list • Production: area, actors and ambience (esp. lighting) • Post-production: editing and subtitling Password-protected or open-access • Students were comfortable sharing their explanations with course participants. • A few were happy for materials to be released online.
- 8. 6. Evaluation 08 Student feedback (students) • Triangulated: observation, focus group and questionnaire Professor’s feedback • Four professors in same university Tutor reflection • Time intensive to create initial system • Current quality control system is bottleneck • Recommend animated rather than live action video “enjoyed watching video explanations” “preferred to watch animated slideshows” “win-win scenario” “approval of teach-to-learn approach” “will consider adopting same approach”
- 9. 7. Lessons learned 09 1. Ensure students know intended audience. 2. Explain rationale for learn-to-teach approach. 3. Provide clear rubrics. 4. Provide clear assessment criteria. 5. Provide examples and/or templates. 6. Show how lighting and sound affect video quality. 7. Monitor video production progress • e.g. students submit storyboards and scripts. 8. Be aware that live action is the most difficult, most time-consuming type of video format.