how can we change this?
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How can we change this?. The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc. - PowerPoint PPT PresentationTRANSCRIPT
How can we change this? The teacher’s objective is : SWBAT describe
someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.
The teacher asks the Ss to get into groups of four. She gives each group a piece of poster paper, markers, and old magazines. The Ss must cut out a picture and describe it. When they are finished they must present it to the class.
The Ss are speaking all in Spanish and the teacher is very frustrated even though the Ss are successfully doing the activity. In some groups one Ss is doing all the work.
Think/Pair/Share
Think-Pair-Share THINK- Teacher gives an assignment and
all the Ss do it individually PAIR - Then they share their answers in
pairs SHARE - Then they share their answers
with the class
What cooperative learning is NOT:
Ss working together in pairs or groups to complete an exercise in the book(individual activity)
Ss paired up to “help” each other Ss working in a group where one student does
all the work and the others get equal credit EFL: Ss working in a group and speaking L1
Putting groups together in a room does not mean cooperative learning is taking place.
What CL must have: individual accountability
Each group member is held accountable for his or her work. This avoids work done by one person.
positive interdependenceEach group member depends on each other to accomplish a shared goal or task. Without the help of one member the group is not able to reach the desired goal.
forced language use The activity must be structured so that the Ss are
forced to speak English to each other.*It must be organized/structured well in order to meet
these requirements.
Numbered Heads Together Teacher gives each student in the group a
number from 1-4 After the Ss complete their group activity,
the teachers calls out a number(#3) The number 3s from each group must
stand and present*Works best if this is explained in advance
to the Ss, then the “pressure” is on!
Cooperative Group Roles Leader Recorder Timer Speaker Spellchecker/Language Monitor Spy
Ambassador
Ambassador Once the group has finished the task the
Ambassador fulfills their role They must go to every group and check
their answers They should see which ones they have in
common and which ones are different
Recorder
Reader
Speaker
Timekeeper
Group Roles
Encourager
Spy
Group Leader
Language Monitor
Cooperative Learning Roles
Well structured cooperative learning: Give the Ss a small amount of time(it’s YOUR time, not
THEIR time) Individual Responsibility: 1. Numbered Heads Together(1-4) 2. Assign roles ( leader, presenter(to the ‘weaker’ student),
secretary, timekeeper , spy)
The activity forces use of oral language in the target language(they NEED to use English)
The teacher gives Ss the language necessary to complete the assignment(What do you have for #1?)
Leave time for the Ss to share their answers with the class The teacher MONITORS the activity and brings Ss back to
target language.
Go back to former activity and restructure it.
The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.
The teacher asks the Ss to get into groups of four. She gives each group a piece of poster paper, markers, and old magazines. The Ss must cut out a picture and describe it. When they are finished they must present it to the class.
Nasa Moon Activity(1-15)___ Box of matches___ Food concentrate___ 50 feet of nylon rope___ Parachute silk___ Portable heating unit___ Two .45 calibre pistols___ One case dehydrated milk___ Two 100-pound tanks of oxygen___ Stellar map (of moon's surface)___ Life raft___ Magnetic compass___ 5 gallons of water___ Signal flares___ First aid kit containing injection needle___ Solar-powered FM receiver-transmitter
JIGSAW ACTIVITY
What is it?
EXPERT GROUPSThe number of different pieces of
information will decide the number of your expert groups(3-5 only)
EX. A five paragraph article will be good for five groups
Students 1-4 Students 5-8
Students 9-12
Students 13-16
Step 1 Give students instructions and questions to answer in their expert groups.
Group 1- one piece of information
Group 2- a different piece of information
Group 3-another piece of information
Group 4-a different piece of information
Step 2 Organize into EXPERT GROUPS(ex. 16 students)
STEP 3 SS READ INFORMATION, HELP
EACH OTHER TO UNDERSTAND IT,THEN
LEARN IT WELL ENOUGH TO EXPLAIN IT TO A NEW GROUP
Group 1 Group 2
Group 3 Group 4 Group 4Group 3
Group 2Group 1
Group 1 Group 2
Group 3 Group 4 Group 4Group 3
Group 2Group 1
Expert Groups Mixed Groups
Step 4 Organize into MIXED GROUPS
New Group 1- four pieces of information
New Group 2-four pieces of information
New Group 3- four pieces of information
New Group 4- four pieces of information
STEP 5 EACH “EXPERT” FROM EACH PREVIOUS GROUP SHARES THEIR
INFORMATION WITH THE NEW GROUP.
AFTER PUTTING ALL THEIR SHARED INFORMATION
TOGETHER THE SS SHOULD BE ABLE TO “SOLVE” THE EXERCISE THAT YOU GIVE
THEM.
Step 5 the groups share their answers with the teacher and the class. Hopefully they all have “solved” the problem.
Jigsaws can be used for/to: Reading selections A short story Teach Grammar rules Teach spelling rules Teach science concepts, math
concepts ,etc.
Do you like Math? You have 5 pieces of information that
you want your Ss to learn. You have 15 students. How would you arrange your groups? Expert? Mixed?
5 pieces of information
15 Students
Do you like Math? You have 3 pieces of information that
you want your Ss to learn. You have 12 students. How would you arrange your groups? Expert? Mixed?
28
3 pieces of information
12 Students
Other possible formations
If there is an “extra” number of Ss, what can
you do? Example: 13 students