Slp guelph 2013 Franco-Eco FSG - RH
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Franco-Eco FSG
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Slp guelph 2013 Franco-Eco FSG - RH
- 1. SECOND-LANGUAGE PEDAGOGIES: NEW TECHNOLOGIES AND LEARNING OUTCOMES, UNIVERSITY OF GUELPH, 2013 ROSA HONG Speaking the language of Economics in French: Franco-Eco FSG
- 2. Our story : WHO, WHEN, WHERE, WHAT 2010, UTM, Experiential Learning Committee Faculty members: Depts. Economics and Language Studies, the RGASC Facilitators : 4 students in 2 teams Student-Participants: French program Franco-Eco FGS is an interdisciplinary collaboration that, based on Experiential Learning Theory, aims to create practical and student-organized learning experience by offering fun and hands-on activities that allow students to develop discipline focused language skills in French
- 3. Our Story: HOW Franco-Eco FSG/Teaching Opportunity Program 2 teams of facilitators create, prepare and deliver bi-weekly meeting sessions during which students-participants interact in French Facilitators received 10-12 hrs. of training at the RGASC Weekly meetings with French Instructor: TOP – monthly report including reflexive piece on their own learning experience, Portfolio, oral presentations, final interview
- 4. Our story: HOW Samples of Students-Facilitators’ work
- 5. Our story: HOW Samples of Students-Facilitators’ work L'offre et la demande désignent respectivement la quantité de biens ou de services que les acteurs sur un marché sont prêts à vendre ou à acheter à un prix donné. L'équilibre partiel
- 6. Our story: WHY Learning by Doing One must learn by doing the thing, for though you think you know it - you have no certainty, until you try. (Sophocle) Experiential learning theory defines learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience"(Kolb 1984).
- 7. Interaction/collaboration • Activities in pairs or in groups • Positive contribution to other student’s learning • Questions-Answers •Interdisciplinary Collaboration •Teaching and learning opportunity
- 8. Our story: and then… they lived happily ever after Outcomes: Students-Participants Students-Facilitators And, the Dean Excellence Award in Experiential Learning goes to… <…your team directly affected not only your own personal andacademic achievement but also that of other UTM students from the Departments of Language Studies and Economics. Well done. >
Editor's Notes
- 2 teams of facilitators create, prepare and deliver a bi-weekly meeting sessions during which students-participants interact in French by playing word games, debating, watching audio-visual materials, reading related articles, solving problems on Economics concepts, etc. While the first team of two prepares and executes that week’s meeting, the other team takes care of logistics such as emailing students, making photocopies of materials, etc.
- Here are some examples of student works While a team creates and prepares a session, the other teams takes care of logistics – photocopying, emailing students-participants, etc.
- FEFSG team designed activities to help other students in developing and sharpening skills and knowledge not only relevant to the subject matters (French and Economics) but also other abilities such as skills on collaboration, public speech, critical reading and thinking, problem-solving, time management, writing and self-assessment. Students-participants works together with their peers, in group to solve problems and interact in French learning and practicing French in more natural and intuitive fashion.
- FEFSG is based on Task-Based Language Learning theory and ELT. Here is a definition that Kolb proposes to frame ELT. Here the key point for me is &lt;transformation&gt; - which in my view the ultimate end of our teaching vocation, transforming, or enabling students to transform themselves. Also, transformation is what I witness in my facilitators’ progress at the end of TOP and Franco-Eco FSG. Alina, who wasn’t fluent in English and could negociate her task as facilitator not as a TA, made me overwhelmed with her reflexion during our last evaluation meeting by saying that her most memorable and best learning moment was the session that was the least successful. She showed enough insight and maturity to understand that in her failure laid the best learning opportunity. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall. Experiential learning exists when a personally responsible participant cognitively, affectively, and behaviorally processes knowledge, skills, and/or attitudes in a learning situation characterized by a high level of active involvement. (Hoover and Whitehead 1975) Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop. The theory is called “Experiential Learning” to emphasize the central role that experience plays in the learning process, an emphasis that distinguishes ELT from other learning theories. The term “experiential” is used therefore to differentiate ELT both from cognitive learning theories, which tend to emphasize cognition over affect, and behavioral learning theories that deny any role for subjective experience in the learning process.
- Happy Ending