Students Take the Lead for Learning

Putting students in the driving seat as discussion leaders can be a powerful approach to language instruction. That was the takeaway from a presentation given by veteran educator Parthena Draggett at the 2025 AP® Annual Conference in Boston. With over 25 years in the classroom, Draggett has always evolved her classroom practices, and her project-based discussion method is a model for student-centered learning that fosters confidence, fluency, and global awareness.

“I want students to be problem solvers, risk takers in communication and discussion leaders,” Draggett shared during her presentation. 

From Teacher-Led to Student-Empowered

Draggett’s method emerged from a deep reflection on how to make language learning more authentic and meaningful. She asked herself, “How could I spark more interest in communication?” The answer was to shift focus from teacher-directed instruction to student-led inquiry. 

Her approach encourages students to research global issues using authentic resources in the target language, then collaboratively lead class discussions. This structure integrates the three modes of communication—interpretive, interpersonal, and presentational—while weaving in key AP themes and course skills such as making cultural connections, interpreting texts, and presenting ideas orally and in writing.

Preparing for Leadership: Structure and Support

At the beginning of the project, students receive discussion guidelines handout, rubrics, AP themes, and essential questions. They are encouraged to choose topics that matter to them—anything from climate change to human rights—and design their discussion around real-world issues. Each student pair is responsible for generating questions, researching sources, and creating vocabulary lists. Their work is peer-reviewed, revised, and ultimately presented to the class.

On discussion day, students lead the conversation, introduce their topics using evidence, and guide their peers through inquiry-based dialogue. Their classmates come prepared with background research and are encouraged to engage respectfully, building a culture of mutual support and curiosity.

Students are evaluated on leadership, preparation, vocabulary, language use, and communication strategies such as probing questions. Teachers act as facilitators—observing, recording participation, and offering formative feedback rather than just grammar corrections during the discussion.

Encouraging Risk-Taking and Responsible Use of Technology

A central pillar of Draggett’s approach is the belief that students grow most when educators “let them take risks and make mistakes.” By cheering students on and emphasizing communication over perfection, educators create the space for authentic language development.

The conversation also acknowledged modern realities, including student reliance on tools like Google Translate and AI. While concerns are understandable, other attendees at the session advocated teaching students how to use these tools responsibly. For example, ChatGPT can be used to simplify challenging texts—allowing students to comprehend difficult content at their own level while continuing to move forward in their learning. When used thoughtfully, such tools can supplement authentic resources rather than replace them.

As classrooms continue evolving, empowering students to lead discussions offers a compelling way to blend language proficiency with real-world relevance. By shifting roles and fostering collaboration, educators can inspire learners to become confident communicators.