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

Learn to Teach-Teach to Learn: a Modern Application with Classical Arabic Sustaining a Global Society: Languages of the Wider World Thursday 29th March 2012 School of Oriental and African Studies Mohammed Amejee University of Cambridge International Examinations amejee.m@cie.org.uk

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 forget What I hear and see, I remember a little What I hear, see, and ask questions about or discuss with someone else, I begin to understand What I hear, see, discuss, and do, I acquire knowledge and skill What 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

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