We started with the course on Sept. 12 and asked the participants for feedback.
The task was to give written feedback on the beginning of the course. The task was given at the end of the training day. Both lecturers orally repeated the task. As the result one of ten participants responded exactly to the task J.
My experience: we get what we ask, precisely – the answer of the partner depends on what and how we ask.
Our alternative way to set the feedback task could have been: written (white board or sheets) instead of the oral task and repeating it orally (by lecturers) without changing the wording that the participants read on the white board or their sheets.
Fortunately the way we posed the task this time brought us more information than we expected, but we have to consider the risk to get less. So – the analysis of how to formulate the task influences the outcomes of the learning process highly.
The group delivered emotions, advice, expectations and experiences about the training day as well as about particular tasks in the feedback.
Emotions:
Feeling safe and confident
Removing stress and tension among “students”
People here make a good team.
The atmosphere during our lessons was free.
Taking down tensions enables to speak in English (straight in the beginning of the learning process)
It is good to start a course with icebreakers.
There were no shame and shyness among Estonian people during active English lessons.
The hours passed quickly, the time was well spent.
Advice:
Activities should be explained in greater detail. E.g. 1) Read the item; 2) Add one item; 3) List the items.
The pace of the course could be more intensive.
Facilitators describe learning activities, so participants find appropriate tools. E.g. in the course we will use the Internet, write and read – please choose the appropriate instrument (laptop, iPad, apps)
As a lecturer, check the speed and volume of speech – speak slower and louder
First prepare conditions for the task, then start with the task (curtains first, video second).
Instead “What was good/bad about …?” let´s ask “What do you think about the beginning of this course?”
Experiences:
The task to let students introduce their neighbor – I thought I am making things easier for them. Today I understood it is pretty stressful to hear another person speaking about you, the things that he/she has preferred to point out.
The introducing was necessary for taking down tension and to get the possibility to speak in English.
It is nice to be a (good) student for a change
I really enjoyed teamwork with my partner, who was a professional English teacher.
More expressions and a lot of vocabulary are needed for a self-presentation.
I did not understand the meaning of all the questions but I can understand it helped us to start and move on.
I don´t understand yet how to work with blog because it´s new for me but I think I can manage it in time.
Expectations:
To get more specific
To get more focused on my subject
To get feedback from facilitators and the participants
To get directions on how to perform better and efficiently
To get more specific tips for self-presentation
The natural and professional diversity in the learning group is a didactic challenge and both lecturers and group members have to handle it continuously. It supports the learning process, if all involved persons are conscious of that and use the qualities of each other. The group neighbor is always suitable for cooperation, because they are sitting closer and are more available than the course facilitator possibly can be.
The challenge of the lecturer is to notice the quality of the receptiveness of the learning group adequately and as fast as possible. An efficient way is to let the learners practice in the very beginning of the course. This is the phase to “get out” learners´ prior knowledge in the particular field and support the group dynamic. Thereby the facilitator has to avoid the lack in main information about the course content and organisation. We have to place both information and practice in the first class, in appropriate amount, which significantly depends on the participants’ qualities; we´ll start to collect in the very same first class. This is like a circle of processes. It helps to ask participants to form their expectations and the subject to understand before or in the beginning of the course. To know your partner is a human natural need for working together efficiently.
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