The panel discussion is a valuable, time-tested teaching technique used in classrooms of all types to help students understand the experiences of a particular group of people. My previous experiences facilitating successful Speed dating language learning discussions led me to believe that a panel would be a good method to use here.
In an effort to create a panel that represented a diversity of functions and practitioners, I ended up with too many panelists and, consequently, an ineffective exercise. As the instructor and panel moderator, one has to manage the questions from the class as well as rein in the excitement and enthusiasm of the panel
Speed dating language learning to impart their wisdom. A large makes that difficult.
I asked the class for feedback following the inclusion of
Speed dating language learning panel discussions. They loved the Speed dating language learning but wanted to have time to ask more questions and hear more from each person than time allowed. In reflecting upon their feedback, I had an epiphany: Then you can decide
Speed dating language learning you want to pursue that person… or not!
Employing a speed dating model in the classroom in place of a panel can be an effective way for students to learn a of perspectives in a short amount of time. The design should be intentional and well-thought-out.
Twelve pairs of students asked the same questions to twelve different practitioners, essentially receiving twelve insights on one particular issue in the same amount of time used in a traditional panel discussion.
Each pair turned in a list of three-five questions ranked by their specific interests. As the instructor, I assigned one-two questions per pair. I added follow-up questions to each
Speed dating language learning so students could delve deeper into the issue if time allowed.
Planning the event requires thought and organization. Prior to the actual event, the questions Speed dating language learning be sent to the panelists so they can organize their thoughts. The students in the class should be provided with short biographies for each panelist. Having this information prior to the event will allow the students to use their short time it is a speed event after all most effectively.
Small touches will make a difference. Providing name tags for everyone, water for the panelists, extra paper and writing instruments for taking notes, and encouraging the professionals to pass out business cards will add to the experience for
Speed dating language learning dating language learning parties. It is important to pay attention to time during the activity.
Each round has to be long enough for the students to gather some information and short enough to get to each panelist during the activity. A stopwatch and a whistle are essential equipment. Most important is to leave time for reflection for the students.
At the end of the experience, have students work in their pairs to
Speed dating language learning what they learned.
Ask them to synthesize their learning and report to the group their general conclusions. Then, create an Speed dating language learning for each student, or pair of
Speed dating language learning, to share what they learned with the rest of the class.
This sharing can be done in class or in a written format, which Speed dating language learning be compiled and distributed to the entire class.
The feedback in my class following this activity confirmed for me that this Speed dating language learning was a richer learning experience than a traditional panel discussion. One student remarked that she felt they were getting a special backstage pass to connect with professionals in their field. The activity allowed for deep learning and sparked inquiry into the profession that carried throughout Speed dating language learning semester.
Contemporary pedagogical theory put into practice. Journal on Excellence in College Teaching, 23 2 Creating conditions that matter. Ten proposals for action. Active Learning in Higher Education, 11 Use of any content without permission is strictly prohibited.
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