Spanish III students teach peers on advanced topics The project lasted for two weeks

In order to learn difficult Spanish topics sophomores Daniel Cabrera, Naftaly Uscanga, and Isaac Hugh create and present a powerpoint based off of the information they gathered on their topics. The students had been working on the project since before Spring Break. "My favorite part about the project was when Ms. Barnish assigned each group a lesson to teach the class," Uscanga said. "The reason why this was my favorite is because I learned more when I look up what I was assigned." Photo Credit: Julia Cox

Assigning students different topics, Spanish teacher Geri Barnish created a project based on passive voice, “ser” and “estar” and commands. 

“The way I came up with this project was when I became frustrated with the fact that so many students weren’t understanding the material when I was teaching,” Barnish said. “It was kind of a last resort before I gave them their unit test.”

Presentations were required to include major facts with at least five problems to solve. For example, for “ser” and “estar” students had to create an individual activity for both of the topics. At the end of each activity, presenters did a mini quiz for the audience.

“One of the ways that my group and I communicated during the presentation was through text,” junior Katherine Chanthavong said. “It made it much easier to reach out to our group members when I needed help with the project.”

During the presentations, Barnish used a rubric to make sure that students were addressing all the important parts of the topic. She stressed the necessity of engaging the audience during the presentation by making eye contact and not reading off of the screen.

“My favorite part about the project was being able to create the PowerPoint,” sophomore Samantha Ewing said. “I liked working with the PowerPoint because it was easy to come up with questions for the students and it helped me become familiar with the topic that was assigned to us.”

At the end of the presentation, Barnish had group members fill out a form on how each student felt they contributed to the final product.

“I hope to do more projects like this in the future,” Barnish said. “I really think it made the students learn what they need to do and I also think it is a really good learning technique because it makes students realize how hard it is to deliver a well-planned presentation to the class.”

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