Sunday, March 8, 2009
Using Student-Created Material
University of Texas at Brownsville
Don’t tell them what they can tell you.
This advice was pinned to a cork board in a classroom where I was taking one of my EFL Teaching Methodology courses. At that time the suggestion sounded intriguing, but somewhat unrealistic. Now, fifteen years later, I know it is far from impractical.
Still, I have discovered recently that there is another dimension to that teaching suggestion:
Don’t prepare materials which students can prepare themselves.
I know. It may sound as if I’m trying to avoid one of the teacher’s basic chores: lesson preparation. Well, not this time. In fact, following that motto, I must admit, has added minutes to my lesson planning time, but it has been worth the effort.
I engage students in creating lesson material in two ways, for two reasons.
- I use student-created material as a springboard for introducing and practicing new grammatical structures.
Whenever possible, before introducing a new grammar point, I ask students to create material incorporating an already familiar structure, one that we can build on. I find that students are regularly motivated by tangible evidence of their progress. Clear, objective, and immediate proof of their progress is provided when they can compare their original work to a “new-and-more-advanced” version. It is very concrete, and as such, it brings them a feeling of perceptible accomplishment.
- When the original material is in its more advanced version, I use it as a basis for allowing students the opportunity to become expert peer reviewers.
As we know, teaching a new concept can be very self-instructive. (How many of us really understand the intricacies of some grammar point mostly because we have had to teach it – and appear confident while doing so?) I have noticed a wonderful tendency: as peer-reviewers, students want to provide accurate and thorough feedback. At times, that feeling of responsibility sends them back to their notes, prompts them to discuss the issue with a partner, and encourages them to give that new grammar structure some extra attention. And because that drive is psychologically authentic, it puts students’ learning in a meaningful, and therefore, productive context.
Let me add here that most student-created work is used anonymously in class. It is also submitted electronically, which allows me to create worksheets more easily. I’d like to share with you an activity I have used which incorporates students’ ideas: Lesson on Reduced Adverb Clauses
I always look for new ways of using student-created material in my lesson planning. Do you know of any? How do you incorporate students’ ideas into the teaching of grammar?