Thanks for posting as missed the live broadcast... perhaps the best way of evaluating this framework is to try it out, note the reactions and involvedness of your students, and your own comfort with the approach as a teacher. I wonder if the framework might not become a bit repetitive after a few lessons? Variety should be key, so maybe we need to add in problem-solving tasks, and other higher-order cognitive activities. Peer feedback is a tricky area: depends where you teach, in France there is a general reluctance by students to comment on others' utterances. Next, regarding the number of chunks we expect or hope students to retain, surely around 6 per class may be the limit? Overall, the concept of a student-created syllabus is appealing, again depending on "culture", you may or may not reveal this to your class, afterall in many student's belief-systems, the teacher should be making that decision!
![PASULOL รามเกียรติ์ ตอนที่ 4 นนทกพบรัก [Ramakien Ep.4: Nonthok in love]](http://i.ytimg.com/vi/tMUQgmZzf_A/mqdefault.jpg)
Thanks for posting as missed the live broadcast... perhaps the best way of evaluating this framework is to try it out, note the reactions and involvedness of your students, and your own comfort with the approach as a teacher. I wonder if the framework might not become a bit repetitive after a few lessons? Variety should be key, so maybe we need to add in problem-solving tasks, and other higher-order cognitive activities. Peer feedback is a tricky area: depends where you teach, in France there is a general reluctance by students to comment on others' utterances. Next, regarding the number of chunks we expect or hope students to retain, surely around 6 per class may be the limit? Overall, the concept of a student-created syllabus is appealing, again depending on "culture", you may or may not reveal this to your class, afterall in many student's belief-systems, the teacher should be making that decision!
Absolutely! It is all about experimenting and seeing what works!