Control and Responsibility 2 -- Mary Gibson

The class expert

Students choose a narrow aspect of the topic for a given unit and serve as the "class expert", giving an oral presentation and helping to lead that part of the class discussion. They may choose an assignment which will come early or late in the semester according to their personal calendar. They also are responsible for choosing a topic which they find of interest.

Description of activity or assignment

Each student chooses one (or more) units from the semesters list for which they will undertake the role of class expert. Once they have chosen their unit, they are put into groups and the topic is broken down further with one or more students researching and focusing on a specific aspect of the topic. (see example) At the class period for that specific area of the unit topic, the student gives an oral presentation of what they have discovered. A class discussion follows. This puts the students in the role of leading the class instead of the instructor doing the lecture.

Materials needed

Handout: Topic outlines broken down into elements which can be researched and/or developed by one or two students.

Procedure and time needed

1-2 hours needed to develop outline and breakdown of units.

Day 1 (2-3 weeks into semester): Once the semester has started and I've covered at least one unit so they are familiar with my format, I let them know that they will have to choose one unit for which they will become the class expert. In my Drama class this means they have to choose one play. They have approximately one week to think about this. (5-10 minutes to explain)

Day 2: They assemble into groups according to the unit they have chosen. Each group gets an outline showing the breakdown of the unit. They have to divide the topic up according to the number of people in the group. (see example) Allow 20-30 minutes for this group activity.

DUE day: Each expert does an oral presentation of what they have discovered in their research and reading. In the course of the class discussion which follows I fill in any facts or information that the expert may have missed. They turn in their written notes/outline for up to 50% of the total and receive up to the other 50 % for the presentation.

I have found that this assignment results in higher class participation because in order to research their own part, each student must learn about the whole topic. Once they have served as an expert, they often are more free in discussions even when it is not their topic because they have been empowered with knowing that they are as expert as anyone else.

Attachment: Topic outline breakdown I.B1 and I.B2