PPLI Spotlight on Schools Using peer teaching in Transition Year - Flipbook - Page 2
Spotlight on Schools - Using peer teaching in Transition Year
Using peer teaching in Transition Year
In this project, Catherine McAullife presents her
TY project in which her students deliver short
MFL lessons to first-and second-year students
and discusses the potential positive impacts on
both student cohorts who take part.
‘Enseigner,
c’est apprendre
deux fois.’
[to teach is to learn twice]
Joseph Joubert (1754-1824)
What does the project entail?
Transition Year students undertake a peer teaching module as part of their MFL TY course. Over
the course of 4 - 6 weeks, the senior students aged 16 or over work together in small groups
preparing mini classes to teach to first- or second-year students.
On a pre-arranged date, the TY students visit the younger students and teach them during a single
or double class. The ‘peer teaching’ class is located in the school library allowing the TY students
space to set up their ‘teaching stall’. The young students are divided into groups of four or five and
they will visit each ‘workstation’ for 10-minutes on rotation.
At the end of the lesson, the TY students award the younger students a certificate rewarding them
for their efforts and participation.
How is the project organised?
Stage 1
Divide your TY class into small
groups of 3 or 4.
Ensure that there is a mix of genders and
abilities.
Stage 2
Each group brainstorms a theme
that they would like to teach.
It must also include a cultural theme.
Stage 3
Each groups teaching activity
should last 10 minutes.
A framework could be provided to students to
demonstrate what can be achieved in 10 mins.
Stage 4
Students prepare materials and
refine their plan.
Students practice the delivery to other groups
in their TY class for feedback.
Stage 5
Delivery to 1st and 2nd year
students.
Delivering
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