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 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