Stress! As an educator I feel it. Meeting tight deadlines, converting to online learning due to COVID-19, finding appropriate learning resources, marking assignments, and addressing student needs can contribute to my stress levels.
One way to promote student engagement is by providing students with real-world hands-on learning experiences. An excellent way to do this is through student-produced video projects.
In 2008, Mary Anne Peters, Julianne Burgess, Elizabeth Sadler, and Zachary Arlow created the LINC for Youth Photography Project and LINC for Youth Video Project at Mohawk College to help newcomer youth learn English in a collaborative environment. The foundation of these unique classes is grounded in multiliteracies theory, youth culture, and technology. At the College, I teach in LINC Youth Video Project (LYVP) with my teaching partner, Emily Imbrogno, and media technician, Zachary Arlow. LYVP is targeted to newcomers ages 18-25, with Canadian Language Benchmarks 4-5. LYVP has students create video projects on topics connected to newcomer youth experiences and interests.
the end of day and I have just finished writing an email update to my teaching
partner about what students did in class. I have a sense of relief that I made
it through the day, while at the same time I’m glad about what we have accomplished.
I’m also delighted that I have someone to share my experiences with who knows
the students, the content, and the design of the class. Team teaching works for
post-secondary, students are often required to work on culminating projects comprised
of various assignments submitted at different deadlines throughout the term. My
teaching partner and I wanted to bring the experience of a post-secondary
culminating project into our classroom, but in a way that was both manageable
and meaningful to our LINC students.
When doing major projects, my teaching partner
and I are always looking for ways to optimize Portfolio-Based Language
Assessment (PBLA) for all four skills (listening, speaking, reading, and
writing). As we focus on teaching our students English to prepare them for
post-secondary education and the workplace, we find ourselves utilizing creative
ways to incorporate PBLA with scaffolded learning. Thus, we came up with the
idea of a cereal box book report.
While teaching a module about working in Canada, I found my students were a bit surprised when I told them that volunteer work was not only valuable to have on a resume, but also one of the best ways to gain work experience in Canada. For many, “paid” work experience seemed to be the only valued work experience they had known. So, when I mentioned to my class that employers like to see volunteer experience on resumes and hear about it in job interviews, students started asking how they could do it.