Learn to Teach-Teach to Learn: a Modern Application with Classical Arabic

Mohammed Amejee

University of Cambridge International Examinations

amejee.m@cie.org.uk

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