Speaker
Abstract section 3: Content/method
This presentation first shares my background and motivation, explaining how I became interested in working collaboratively with children. It then discusses the benefits of viewing children as collaborators in learning, drawing on literature and my classroom experience. It will then introduce some practical tools that I used to create collaborating work with children. Finally, it shows some learning tasks developed with my students that may adapt in other contexts.
Abstract section 5: References
Butler, Y. (2021). Researching with children as an opportunity for active and intercative learning : lessons from a digital game design. In Pinter, A & Kuchah, K. (Eds.) Ethical and methodological issues in researching young language learners in school contexts, (pp. 27 47). Bristol: Multilingual Matters.
O’Kane C. (2008). The development of participatory techniques:facilitating children’s views about decisions which affect them In Christensen, P., & James, A. (Eds). Research with children: perspectives and practices (pp. 125-155). London: Routledge.
Pinter, A. (2022). Child-centred ethics in second language education: Navigating the ‘ethical maze’when working with child participants in research. Language Teaching for Young Learners, 4(1), 4-29.
Pinter, A., Mathew, R., and Smith, R. (2017). Children and Teachers as Co-researchers in Indian Primary English Classrooms ELT Research Papers 16.03. London: The British Council.
Abstract section 4: Outcomes/results
Participants will gain insights into exploratory practice in collaborative learning task development. By taking part in a discussion about benefits and challenges of involving students in task design across different classroom contexts, the session will explore more practical and feasible ways that are better suit for participants’ own contexts. This approach in turn encourages both teachers and learners to take part more actively in learning, helping them develop a stronger sense of ownership, motivation, and self-fulfillment in the teaching and learning process.
Abstract section 2: Contribution/research questions
This presentation discusses common issues in elementary EFL classrooms, such as low motivation, mixed levels and discipline problems. I propose a shift in teacher’s perspectives toward viewing children as learning collaborators. By giving students more choice in their learning tasks, teachers can promote engagement, encouraging students to work more actively and voluntarily toward completing their shared learning goals. This approach also helps build positive relationships with children.
Abstract section 1: Relevance
The idea of children’s involvement and decision-making in learning task design emerged from issues I strongly felt in my teaching context. Through my recent teaching experience, I realized that what I believed was “good for children” often reflected an adult point of view. The perspective of “children as co-researchers” (Pinter, 2022, O’Kane 2008) offers insight into working together with children toward greater engagement and collaboration. Practical tools such as creating an ideal lesson plan, designing a project (Pinter, Mathew & Smith 2017), or developing games(Butler 2021) provide useful instruments for teachers to involve children meaningfully in classroom decision-making.
| Title | Designing learning tasks with children |
|---|---|
| Commercial Promotion | No |
| Language | English |
| Teaching Context | Teaching children |