Learn to Teach-Teach to Learn: a Modern Application with Classical Arabic
Mohammed Amejee
University of Cambridge International Examinations
Sustaining a Global Society: Languages of the Wider World
Thursday 29th March 2012
School of Oriental and African Studies
i Learn i Teach Education System iLiTES.org
Pilot project in Cambridge with Classical Arabic Six mixed-ability adult heritage learners Language learning modularised Learners must teach the completed module successfully
before progressing to the next Each activity is followed by short analysis Collaborative approach to resource creation Flexible and sustainable financial model First module entitled Familiarisation complete. Learners
currently teaching
Activities Bank
Lesson Planning and Feedback
Confucius (551 BC – 479 BC)
What I hear, I forget
What I see, I remember
What I do, I understand
Vygotsky (1896 – 1934)
The one who does the talking, does the learning
Mel Silberman (1942 – 2010)
What I hear, I forgetWhat I hear and see, I remember a littleWhat I hear, see, and ask questions about or discuss
with someone else, I begin to understandWhat I hear, see, discuss, and do, I acquire knowledge
and skillWhat I teach to another, I master
Lernen durch Lehren (LdL) (learning by teaching)
Jean-Pol Martin
Advantages/Disadvantages of the iLiTES & LdL Approaches
Advantages Learners better
prepared mentally Learners more likely to
engage Subject knowledge
consolidated Transferable skills from
teaching Formative assessment
necessarily integrated Resource sharing
Disadvantages More time required May not work as well
with larger groups May not work as well
with younger learners Risk of dilution of
subject knowledge Stage fright
Questions & Discussion
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