In one of my courses we had been working a lot with enmancipation and participation. One of my very capable students challenged me, in a pleasant way, and asked if the students could take turns at taking over some of the teaching that semester. What would you do in a similar situation?
Dear Dr. Kjartan Skogly Kversøy , thank you for sharing nice situation with us.
I tell you about my own experience: Each year I devote two to three days as a seminar to the students and leave the choice of their topics to them. Students were divided as small research groups, and according to what they find useful to their interests even if it is outside the scientific specialization (provided that he is not a politician). Every student has a 10 minute opportunity to show his/her private part and open discussion of his colleagues. It is frankly an enjoyable and useful experience to strengthen the student 's self-confidence, even though it is tired in practical application .. Go on and may be you will put it within your annual plan.
Regards.
Paul: I see this situation as a great opportunity to get students involved in the lessons and a way to assign points. I would assign each chapter to a student or group of students, depending on the number of students and the number of chapters.
In most of my classes, it is a challenge to get students to participate, so this situation is a pleasant surprise! I would use it as an opportunity. Maybe create a Rubric to grade their presentation of each lesson or chapter in the textbook.
Good luck to you, Kjartan. Maybe you could give us an update with your decision and actions.
Teaching is the highest level of learning. Learners' participation has a great bearing on student motivation and the pay off is often appreciable providing the teacher has full control and guides the experience towards the targeted objectives.
Paul Stock Reza Biria Thank you for your positive and optimistic input.
Yes, it is OK but you must set boundary for them in order not to disorganise the class by their other colleagues.
It's great that you have so much engagement with your sessions.
Certainly, use the opportunity of their enthusiasm to engage with lecturing to help them learn and appreciate the subject and also about the task of lecturing. However, it is important to set some rules around this to ensure that people behave appropriately. It may also be useful to get people to tackle this task in groups.
Dear Dr. Kjartan Skogly Kversøy , thank you for sharing nice situation with us.
I tell you about my own experience: Each year I devote two to three days as a seminar to the students and leave the choice of their topics to them. Students were divided as small research groups, and according to what they find useful to their interests even if it is outside the scientific specialization (provided that he is not a politician). Every student has a 10 minute opportunity to show his/her private part and open discussion of his colleagues. It is frankly an enjoyable and useful experience to strengthen the student 's self-confidence, even though it is tired in practical application .. Go on and may be you will put it within your annual plan.
Regards.
I would view this as an opportunity for students to prepare and teach, skills that would be useful in their career. Some professors do that deliberately as part of the curriculum when towards the last third of the semester, each student is required to teach a topic of their choice just as a professor would do.
This is a indicative that your students are engaged and feel they have something to add that is valuable to the learning environment. This can create some excellent conversations between the teacher and the students where everyone has a stake in learning process.
Wow! Congratulations. You have interested and engaged students. i agree with the other respondents: Students learn by doing. We need to encourage students to learn how to learn and be critical thinkers.
Set some guidelines, ask their opinions - and their references. And let them run!
I always tell my primary education students that in any primary class there will be kids that know more about some subject than you do and that they should encourage and support this.
If it is true in a primary class it will equally be true at all higher levels of education.
If you can make use of the passions, expertise and perspectives of students within the broad curriculum framework of your course, go for it.
If the person teaching a topic is passionate that has tremendous pedagogical benefits. And if you can get several passionate people with different perspectives you are all going to learn a lot about the topic.
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