current methods (1)
TRANSCRIPT
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CURRENT METHODS OF LEARNING AND
TEACHING COOPERATIVE LEARNING
& TASK-BASED LANGUAGE TEACHING
Carla Díaz Durán Carmen Alonso Rubín Paula Ingelmo Hidalgo R. María Sañudo Ortiz
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COOPERATIVE LEARNING
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1. What is cooperative learning? 1.1 Aims of cooperative learning. 1.2 Five basic elements of cooperative learning. 1.3 Three types of cooperative learning groups.
2. Four leading models.
3. Application of cooperative learning to English
class. 3.1. Basic principles of Kagan Structures 3.2. Sample Kagan Structures 3.3. Advantages of Kagan Structures
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1. What is Cooperative learning?
A successful teaching strategy in which small teams, each with students of different levels of ability.
Each member of a team is responsible not only for learning what is taught but also for helping teammates learn.
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1.1 Aims of Cooperative learning
To promote cooperation rather than competition
To develop communicative competence
To create the conditions for students’ joint activity
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1.2 Five basic elements of Cooperative learning
Positive interdependence Interaction: Face to face
Individual and group accountability
Teaching interpersonal and small group skills
Group processing
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1.3 Three types of cooperative learning groups Formal
cooperative learning groups
Formal cooperative
learning groups
Cooperative base groups
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2. Four Leading Models - Student Team Learning (STL): Focuses on team
goals and team success.
- Learning Together: Focuses on discussions about how
the groups are working together.
- Jigsaw: It reduces racial conflict among school children,
promotes better learning, improves student motivation, and
increases enjoyment of the learning experience.
- Group investigation: Each group chooses a topic and
then, they make a presentation, which is shared with the entire
class.
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3. Application of cooperative learning to English class: Kagan
Structures
Kagan Structures are strategies based on cooperative learning to promote learning of second languages.
This structures are designed to increase levels of participation by students.
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3.1 Basic principles of Kagan Structures
Positive interdependence
Individual Accountability
Equal participation Simultaneous interaction
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Positive interdependence
The ganance of one of the students is related to the
gain of her partner.
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Individual Accountability
This principle is true when individual public participation is required. The students must perform to at least one of his partners.
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Equal Participation
All students participate equally, while with other approaches, the students who perform are always the same.
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Simultaneous Interaction
Working in pairs, the participation of the students increase because half of the class group is producing language. In traditional Classroom, only one person speak at the time.
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3.2. Sample Kagan Structures
Timed Pair
Share
Team Interview
Numbered heads
together
Mix-N- Match
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3.3. Advantages of Kagan Structures
✓ Understandable information ✓ Natural context
✓ Negotiation of meaning
✓ Lowered Affective Filter
✓ Peer support
✓ Increased motivation ✓ Grater Language use
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TASK-BASED LANGUAGE TEACHING
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1. Background. 2. What is a task? 3. What is task-based language teaching? 4. TBLT Advocates. 5. Real World task/Pedagogical task. 5.1. Some examples. 6. Types of tasks. 7. Learner roles. 8. Teacher roles. 9. Pedagogical materials. 10. Advantages. 11. Procedure. 12. Conclusion.
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1. Background
Task-based language learning has its origins in
Communicative Language Teaching.
Two early applications of a task-based learning
within a communicative framework for language
teaching were:
- The Malaysian Communicational Syllabus
(1975) - The Bangalore Project Prabhu (1987)
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What is a task? According to David Nunan:
" is a piece of classroom work which involves
learners in comprehending, manipulating,
producing or interacting in the target
language while their attention is principally
focused on meaning rather than form"
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So…What is task-based language teaching?
TBLT is an approach to teaching a
second foreign language that seeks to
engage learners in interactionally
authentic language use by having them
perform a series of tasks.
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TBLT Advocates
David Nunan
C. Candlin
Rod Ellis
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Real world task/ Pedagogical Task
Nunan distinguishes between two kinds of tasks:
- Real world tasks:which are designed to emphasize those skills that learners need to have so they can function in the real world.
- Pedagogical tasks: are intended to act as a bridge between the classroom and the real world in that they serve to prepare students for real-life language usage.
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Some examples
Real-world task: role-playing
Pedagogical task: find the differences
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Types of tasks Willis proposes six types of tasks:
- Listening.
- Ordering and sorting.
- Comparing.
- Problem solving.
- Sharing personal experiences.
- Creative tasks.
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Some examples
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Learner roles
- Group participant.
- Monitor.
- Risk-taker and innovator.
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Teacher roles
- Selector an sequencer of tasks.
- Preparing learners for tasks.
- Consciousness-raising.
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Pedagogical materials
- The materials that can be used are unlimited.
- Popular media.
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Some examples:
Newspaper
Television
Internet
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Advantages:
- Students are free of language control. - Natural context. - More varied exposure to language. -Students spend a lot of time communicating.
- It is enjoyable and motivating.
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In conclusion - Promoting communication skills in a second language classroom. - Let us to use a lot of methodologies.
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Webgrafía http://www.teachingenglish.org.uk/articles/a-task-based-approach
http://www.pearsonhighered.com/samplechapter/0131579061.pdf
http://eng.1september.ru/2003/44/3.htm
http://cooperativelearning.nuvvo.com/lesson/216-5-basic-elements-of-cooperative-learning
http://www.jigsaw.org/overview.htm
http:/www.edletter.org/past/issues/2000-mj/models.shtml
http://www.kaganonline.com/free_articles/dr_spencer_kagan/299/The-Two-Dimensions-of-Positive-Interdependence
http://www.kaganonline.com/free_articles/dr_spencer_kagan/279/Kagan-Structures-for-English-Language-Learners
http://differentiatedinstruction.pottsgrove.wikispaces.net/Numbered+Heads+Together