LdL-Stunde per Skype nach Norwegen

VOR DER SKYPE-SESSION

Ich stelle mich kurz vor:

Links  1. Skyping with Björn – 2. Focuse on contents

NACH DER SKYPE-SESSION

Resume de ce que nous avons fait aujourd’hui, devoir et préparation de la séance de vendredi prochain.

1. Rassembler les connaissances déjà présentes

Comme nous allons travailler sur l’histoire de France, il est logique de rassembler les connaissances déjè présentes chez les élèves. Je leur ai demandé de s’asseoir en cercle et de dire spontanément aux autres ce qu’ils savent sur l’histoire de France après une courte préparation en binôme. Puis un élève devait faire un résumé de ce qui avait été dit et de me présenter cela en un court exposé devant la caméra. Un objectif poursuivi était aussi de familiariser les élèves à l’usage de la langue spontané et devant un groupe ou une caméra. Evidemment il y a eu quelques malentendus, mais c’est tout à fait normal.

2. Devoir

Puisque cela n’a pas été fait en classe, il serait bon que deux élèves résument les connaissances en une dizaine de phrases et chargent cela dans un video sur youtube, s’ils sont capables de le faire.

Exemple

3. Préparation pour vendredi

Il vous a été distribué des contenus (textes, vocabulaire, grammaire) que vous allez présenter vendredi d’après le systéme LdL. Bon courage pour les préparations.

Skyping with Björn (Bergen/Norway)

Learning by teaching

Example: Teaching foreign language (history)

1. Sharing the new contents

If you be done with the contents of a lesson, say the Middle Ages, and you have to deal with the next one, the Renaissance, you divide the new contents in little sections and allocate them to teams of students, two or maximal three.  So you have for instance 5 sections and 15 students.

2. The students tasks

This students have to introduce the new vocabulary, the new grammar and of course the new history contents. So they share the tasks within the group.

–      One student writes a slide with the new words and thinks about a strategy to explain and teach this words and to make exercises

–      One student writes a slide with the new grammar contents and thinks about a strategy to explain the new grammar and make exercises

–      One student thinks about a strategy to present the history-contents

3.  When do the students  prepare their units?

In order to ease the organization, you have to let the students prepare their units simultaneous:  some colleagues asks how it is possible for the last team to prepare its section if it doesn’t know the contents (vocabulary, grammar) from the other four groups. The question is legitimate, but the experience shows that this is not a problem if the last group doesn’t know the foregoing contents, because the contents they have to present usually are more independent from the precedents as we think. They just have to inform themselves about one or two phenomena.

4. The teachers task

The teacher has to provide the students with interesting contents and materials. In my French classes I proposed to deal with European history, literature and politics. I had to provide articles from newspapers, books and a lot of additive materials. Of course the students used internet. Here you can see sites by students (closes).

5. Frequent asked questions

–      How does the students know how they have to present the contents? Do you give instructions to the students by planning their lessons?

–      Are you giving marks during the presentations?

–      How are you giving marks?

–      We all are doing the same things like you in our lessons. What’s new about the method “Learning by teaching”?

–      Are all the students able to satisfyingly present the contents?

–      What about shy students?

–      What  about faults? If a student presents contents (or pronunciation) wrong, the other students will memorize the false structures?

6. Text  analysis

Brackley and the Bed (by Samuel Selvon)

–      Team 1 (2 students):  Humor

–      Team 2 (2 students):  Caribbean language

–      Team 3 (2 students):  Psychological evolution

Neighbors (by Tim Winton)

–      Team 4 (2 students):  Psychological evolution

–      Team 5 (2 students):  Style