Liliana Paredes, Romance Studies

The Spanish language program at the elementary and intermediate levels follows a task based approach to teaching (TBLT) and learning a second language.  One of the fundamentals for an effective second language acquisition class based on the TBLT approach is collaborative work and interaction of students. Peer work and group work is not only required, but is the basis for the onset of the acquisition process. However, neither students nor new instructors are completely sure of how to face the many challenges of group work.
The use of flip cameras in graduate student teacher training is meta-methodological in that it helps us reflect on our understanding of group work and its implications within the TBLT approach. Graduate students were recorded with the flip camera while doing group work for the methods class. Then, we used these recording to discuss the implementation of group work successfully to accomplish the task assigned to each group. Upon this reflection, graduate student instructors adjusted their expectations and understanding of collaborative work and group interaction. Ultimately, graduate student instructors associate second language acquisition principles with the approach used in the Spanish program.

Peter Haff, Nicholas School of the Environment

Use of Google Earth as a tool for integrating class field trip experience by combining and displaying sequential geographic, photographic, and textual information.

Caroline Bruzelius,  Art, Art History and Visual Studies

I have been teaching for over thirty years, always in a closed space, “alone” with my students. Teaching has always seemed like a “private” enterprise between me and the students. Using Classrooms 3 and 6 in the Link meant that our course went public: people outside could see us, and we could see them: the wonderful topic of Gothic Cathedrals, and the development of the student’s projects (they work in groups to design their own) could become visible and exciting also to outsiders.