Implications for the design of classroom experiences and assignments are discussed, with specific approaches to devising new and more creative learning experiences for students that will also decrease the likelihood of academic dishonesty. The research employed a wholistic, naturalistic approach in a quasi-experimental mixed design with several pretest and posttest measures. Selected reflections from a pre-service teacher who completed the course are included to depict his struggle to broaden his perspective with respect to self, work roles, and classroom performance. I end with my own reflections on teaching about the issues of diversity and equity. As with any discipline, once basic skills are covered, learning is enhanced by drill and application.
Answers come swiftly through practical action, for only what works in the field counts.
Still, aesthetic and ethical considerations ensure that interaction among fencers remains equitable, purposive, and elegant. This course is built around a program call French in Action , which has an elaborate video segment as its focal point. Students learn the language and intricacies by following and taking part in a lively story with appealing characters and amusing incidents. The key to developing creativity is that while observing the story presented to them, students also learn aspects of the culture and how to fashion a new story on their own authorship by modifying details. In essence, the tale learned from the video acts like a model case which students alter to create their own individual cases.