Collaborative Learning through Teacher-led Instruction
Teacher-led instruction is an important part of the Latin classroom; Additionally, Mr. Burrow teaches his lessons in such a way that it creates a collaborative learning experience. During active instruction, he engages students to (1) recall or demonstrate the previous knowledge necessary for the new material, (2) help me reteach previous knowledge if needed, (3) make connections between previous knowledge and the new material, and (4) work through the examples after I have taught and demonstrated clearly the new material (I do it; we do it; you do it!). For teacher-led instruction, students will remain in rows.
Collaborative Learning through Traditional Modes
Mr. Burrow oversees each of the following collaborative learning modes and provides help, corrections when needed, and encouragement. A student’s role in the collaborative learning process is assessed and graded within the investment grade category. Please see the appropriate section of the grading tab or syllabus. For students with IEP/504s, I employ all relevant accommodations for these contexts when needed (e.g., printed notes, seating location, etc.).
Mode 1: Partnering: A student is paired with one other student and tasked with (1) working through assignments together, (2) drilling vocabulary, grammar, or other important information, or (3) re-teaching material to each other. For partnering, students will move desks together into sets of two.
Mode 2: Assignment Groups: Students are broken up into groups of 3 or 4 in order to complete an assignment for the purpose of both understanding it and teaching it to the class. In these groups, there are two roles: a facilitator and a teacher. The facilitator ensures that everyone is involved in completing the assignment; then, the teacher will teach the class. For example, groups are assigned to translate a set of sentences and afterwards to present one of them to the class. The facilitator makes sure that everyone’s thoughts are heard equally, and after a consensus is made, the teacher either explains the answer aloud or comes to the board and teaches the group’s sentence to the class. For assignment groups, students will move desks together into clusters.
Mode 3: Translation Groups: In translation groups, students are broken up into groups of 2, 3, or 4 for the purpose of translating a Latin passage. The goal is to enable students to help each other create the most accurate translation of a Latin passage. Although students are working together to form only one translation, all students must write their own copy of it. For translation groups, students will move desks together into clusters.
Mode 4: Homework Review: Any homework assigned will be gone over in class thoroughly. This ensures that students not only have the correct answers (for future review and assessments), but also that they understand the material covered. Our homework review is similar in format to teacher-led instruction, however students begin this format by examining a part of the homework assignment. For homework review, students either will remain in rows or move desks together into clusters.