Reflecting on AASP Autumn 2009

This was my second time to teach AASP Autumn (See course blog):

It is strange how sometimes the second time you teach something, you don't feel as good about it, possibly because you have more presence of mind to observe what students are reacting to, and as a result tend to notice difficulties with the curriculum. Or is it because you have higher expectations that it will be better now that it is your second time? Or because the first time is more intuitive and by the seat of my pants rather than planned?

The course went OK...and course evaluations that are coming in seem to show fairly high student satisfaction overall in terms of usefulness and enjoyability and many comment that they increased their confidence for presenting in English in front of an audience. All other instructors went along more or less with the syllabus I piloted last year as coordinator and continued this year, and the satisfaction their classes seems good too.

Basically, in just 8 classes, we teach students the basics of creating an English group presentation and have them present for 15 minutes as a group of 3 or 4 students. Along the way, students record a 1 minute presentation on video for seeing their habits as a public speaker and self-analyze. Then after they do the group presentation, they watch and analyze that as well. It is quite intensive to do a research-based group presentation in just 6 classes when most have never done English presentations before.

1. What went well?

• Compared to last year, the final presentations were more organized and polished. This is probably due to the changes in scheduling--making groups and getting them started right away on the first day, and in supporting students by giving a sample research question and thesis template rather than let the group choose any topic at all.
  
• All students in my classes made their final presentations except for one who was absent due to family funeral--she made up her presentation by recording on a separate date.
• The topics focused on introducing Japanese culture and JLP students came to two of the presentation periods. I was hoping for people to come in more periods, but am happy we got those. I have them on video and can "threaten" my students they need to prepare well next year.
• The self-assessment system worked mostly well, although I disliked replying to all 40 students by email. The advantage of email is a quicker exchange and the text is more permanent for grading/research purposes, but writing short comments on paper may be faster for the teacher. Ideally, students would reflect and exchange comments with peers and instructor using a blog or other portfolio.
• Making groups randomly by lottery on the first day mostly worked. Only two or three groups out of ten in my class had difficulty with teamwork for reasons such as mis-communication about the topic or members who did not really understand or care about what was going on. That will always happen to some extent--I think it builds character among the other members when one member is causing trouble, so it probably good as an educational experience.
  

2. What needs to be better?

• Students feel that getting together to plan, organize and rehearse their presentations as a group is too difficult even using tools such as Google Presentations. So perhaps we should consider simplifying the project further? Group projects always have that element of outside class scheduling and interpersonal difficulties, so if we keep the group projects we will always have to live with that. Going to individual presentations would simplify things a lot...but I don't think so. I think we should live with the complexities despite how stressful they can be for students and instructors.
• The project can be simplified further: Instead of a presentation that uses sources to support a thesis, maybe we could have students argue for an opinion related to their education such as how to change ICU.
  
• The 1 minute presentation could be argumentative...some opinion about how ICU should be changed. The opinion need only include evidence from personal observation. The "My favorite ___" topic could be used for the first class, but not for all classes? We want them to be practicing academic speaking that is persuasive.
• 1 min = How could ICU be changed? -> Group 2~3 students work together to argue a certain need for change in more detail. Sounds interesting. Get them used to Problem-Causes-Solution type analysis to prepare for Winter Project.
• More sample phrases and sample presentations -- I had some on the website, but could not fit them in.
  
• Mini-lessons on PowerPoint online relating to different presentation skills - make those part of a database of presentation skills and phrases that all ICU students can refer to. Link from W3 ELP or the Self-Access Study Center or Critical Literacy Center in the future.
• Use the website more? Students did not seem to know how to use it. Perhaps a Ning is better?