 |
| Think of the above as a S<>S interaction, with the neutrons, the TL. |
These were essentially changing a weakly dialogic class to something that was more student to student. Drawing on my knowledge of chemistry, I played the role of catalyst. Initiating the reaction but remained unchanged by it throughout. The task in this case was simply asking and answering a question, this going down the line of desks to the end. I had initially envisaged mad scientist style, one row of students asking the target language (how’s the weather?) with the row behind them giving them an open answer (It’s sunny) but it was hijacked by my KET, she made it by column, not row. It still worked either way. Not a bad start, but the experimentation continues. The students in pairs again, ask about the target language, as seen in the short film seen in class. Again, I initiated it, but had no part in the saying of the target language, all the input was from the video.
What was the yield? Most of the students spoke, a few did not. Those that didn’t felt it too embarrassing, but obviously their affective filter. Clearly something is needed to penetrate their ‘lead sheilding’. But the net effect was it was initiated by me, but the speaking was done on the whole, by the students. An experiment in sound if you will.
Cool idea. Do you think you can get to a point (absent attempts to hijack) that your students can be the initial catalysts? That might help lower the affective filters, as well as providing opportunities for leadership (although some might be far too shy even to stand at the front and initiate)?
ReplyDeleteGood question, Andrew, and interesting metaphor, Jason.
ReplyDeleteThat would be terrific if they cold all be 'initiators' in the main scheme of things. But, these are Elementary kiddies and they're deadlocked on listen than to emit or initiate. I could however work something around, teamwork wise. They might stand up in front of the class, if it were roleplay, but to instigate a move, that might take some doing.
ReplyDeleteTom, since I have a science background (in microbiology) I was just being indulgent in the type of prose in the blog entry. But Tom, are there parallels in the class that mimic nuclear fission?