The teaching of The teaching of reading and reading and writing using writing using cooperative cooperative

learning learning structuresstructures

School-based Curriculum School-based Curriculum Development (Primary) SectionDevelopment (Primary) Section

28 February 2009

Shap Pat Heung Rural Shap Pat Heung Rural CommitteeCommitteeKung Yik She Primary SchoolKung Yik She Primary School

Miss Kelsey TongMiss Kelsey TongP.2 Reading lessonsP.2 Reading lessons

Miss Kinki TangMiss Kinki TangP.3 reading & writing lessonsP.3 reading & writing lessons

Setting the scene to Setting the scene to cooperative learning in English cooperative learning in English language teachinglanguage teaching

School located in Tin Shui WaiSchool located in Tin Shui Wai

Has joined small class teaching since Has joined small class teaching since 20062006

Small Class Teaching in English in P.1 Small Class Teaching in English in P.1 to P.4 classes to P.4 classes

Split English classes for P.5 and P.6Split English classes for P.5 and P.6

About our studentsAbout our students

Mainly immigrants from mainland ChinaMainly immigrants from mainland China

Parental support not strongParental support not strong

Exposure to English mainly in schoolExposure to English mainly in school

Low motivation level in learning EnglishLow motivation level in learning English

Low self esteemLow self esteem

IndividualisticIndividualistic

Relationships among students in English Relationships among students in English lessons alooflessons aloof

What we want…What we want…

Enhance students’ self esteemEnhance students’ self esteem

Enhance student satisfactionEnhance student satisfaction

Promote masteryPromote mastery

Reduce classroom anxietyReduce classroom anxiety

Develop positive student-teacher Develop positive student-teacher attitudesattitudes

Establish inclusionEstablish inclusion

Develop students’ social interaction skillsDevelop students’ social interaction skills

How Small Class Teaching How Small Class Teaching helps?helps?

Fewer students, more chance …Fewer students, more chance …

for for student student participation and participation and interactioninteraction

to to cater for cater for student diversitystudent diversity

to to promote promote student student learninglearning

to to provide provide quality feedbackquality feedback

to to give give individualized and individualized and appropriate appropriate feedbackfeedback

Our SCT experiencesOur SCT experiences

Has joined Small Class Teaching Has joined Small Class Teaching “Learning Circles” since 2006“Learning Circles” since 2006 Development focuses Development focuses

- 2006 – 2007 Question Techniques - 2006 – 2007 Question Techniques - 2007 – 2008 Cooperative Learning - 2007 – 2008 Cooperative Learning - 2008-2009: Using CL structures in - 2008-2009: Using CL structures in P.2 & P.3 classes (reading and writing) P.2 & P.3 classes (reading and writing) to develop a platform to use CL to develop a platform to use CL

across key stages in language across key stages in language teaching and learning at the school teaching and learning at the school

How Cooperative Learning How Cooperative Learning helpshelps

Our Beliefs:Our Beliefs:

We need to provide students with an We need to provide students with an environment in which an integrated environment in which an integrated approach is used to facilitate all approach is used to facilitate all areas in language development areas in language development (Foyle, Lyman & Thies)(Foyle, Lyman & Thies)

We need to create an environment We need to create an environment conducive to learning which allows conducive to learning which allows children to feel secure, take children to feel secure, take challenges, explore and solve challenges, explore and solve problems so as to investigate their problems so as to investigate their world and develop positive self-world and develop positive self-concepts and self-confidence (Foyle, concepts and self-confidence (Foyle, Lyman & Thies)Lyman & Thies)

Cooperative learning provides Cooperative learning provides maximum opportunities for maximum opportunities for meaningful classroom interaction in a meaningful classroom interaction in a supportive environment that may lead supportive environment that may lead to greater learner achievement, to greater learner achievement, motivation to learn, and overall motivation to learn, and overall psychosocial adjustment (Shaaban, psychosocial adjustment (Shaaban, 2006)2006)

Key elements Key elements in cooperative learningin cooperative learning

Positive Interdependence Positive Interdependence

Individual AccountabilityIndividual Accountability

Group ProcessingGroup Processing

Group SkillsGroup Skills

Face-to –Face InteractionFace-to –Face Interaction

Cooperative Learning Cooperative Learning structuresstructures

Over 200 strategiesOver 200 strategiesInvolve different schools of thought Involve different schools of thought (Kagan, Slavin, Johnson)(Kagan, Slavin, Johnson)

Promote student participation and Promote student participation and interaction, interdependent & interaction, interdependent & individual accountabilityindividual accountability

Common cooperative learning Common cooperative learning structures in our language structures in our language classroomsclassrooms

Roundrobin/RoundtableRoundrobin/RoundtableThink-Pair-ShareThink-Pair-ShareNumbered Heads TogetherNumbered Heads TogetherGallery TourGallery TourBlackboard ShareBlackboard ShareSequencingSequencingTeam Word-WebbingTeam Word-WebbingThink-Pad BrainstormingThink-Pad BrainstormingFan-N-PickFan-N-PickThree Stars and One WinThree Stars and One Win

Applying cooperative Applying cooperative learning at classroom learning at classroom levellevel

Key features for consideration Key features for consideration flexible use of various strategiesflexible use of various strategiesoptimal opportunities for student optimal opportunities for student interactionsinteractionseffective time and group managementeffective time and group managementinformative/corrective teacher and peer informative/corrective teacher and peer feedback feedback focused self evaluation based on shared focused self evaluation based on shared learning goallearning goal

What was in my mind What was in my mind when I planned my when I planned my lesson?lesson?

To provide more opportunities for peer To provide more opportunities for peer interactionsinteractionsTo inform students of learning To inform students of learning intentions intentions To motivate learning and promote To motivate learning and promote social skillssocial skillsTo use time effectively To use time effectively To manage group routines and the To manage group routines and the lesson efficientlylesson efficiently

On student participationOn student participation

Is seating of students arranged in such Is seating of students arranged in such a way that enables pupils to receive a way that enables pupils to receive the maximum possible teacher the maximum possible teacher attention and facilitate interaction attention and facilitate interaction among students?among students?– heterogeneous learning heterogeneous learning groups are smallgroups are small

(groups of three to four members of (groups of three to four members of different abilities)different abilities)

– group members are group members are “knee to knee and eye “knee to knee and eye to eye”to eye” arranged but they all can see the arranged but they all can see the teacher at the front of the roomteacher at the front of the room

The P.2 Reading The P.2 Reading LessonsLessons

Reader: The mean giantReader: The mean giantLevel: P.2Level: P.2No. of students: 25No. of students: 25Teaching targets:Teaching targets:

To sequence simple given information To sequence simple given information

To respond to characters and events in To respond to characters and events in simple imaginative texts through making simple imaginative texts through making predictionspredictions

To develop collaboration skills: be open To develop collaboration skills: be open and responsive to others’ ideasand responsive to others’ ideas

Learning objectives:Learning objectives:Use the interrogative pronouns Use the interrogative pronouns [what] to find out specific [what] to find out specific informationinformation

Use adjectives to describe people Use adjectives to describe people ((concept learningconcept learning - what kind of - what kind of person do you want to be)person do you want to be)

Recycle correct use of punctuation Recycle correct use of punctuation marks marks

Pre-reading(i)(i) Revisit high frequency wordsRevisit high frequency words

(ii)(ii) Teach core vocabulary “colour”: Teach core vocabulary “colour”: RoundtableRoundtable

Pedagogical purposes:Pedagogical purposes:~students share prior experiences among students share prior experiences among

teammates and colour their own rainbow (WS)teammates and colour their own rainbow (WS)~team buildingteam building~develop mastery of the core vocabulary contentdevelop mastery of the core vocabulary content

The lesson procedures The lesson procedures using CL structuresusing CL structures

(iii)(iii) Teach core vocabulary “adjectives to Teach core vocabulary “adjectives to describe people”: describe people”: Think-Pair-ShareThink-Pair-Share

Pedagogical purposes:Pedagogical purposes:

~students think of and share adjectives with students think of and share adjectives with partnerspartners

~students are then invited to share their students are then invited to share their responses with the whole classresponses with the whole class

~students get actively involved in students get actively involved in vocabulary building for later applicationvocabulary building for later application

iv)Focus on familiar topics and themes “things at Focus on familiar topics and themes “things at home”:home”: Team Word-Webbing, Blackboard Team Word-Webbing, Blackboard Share and Gallery TourShare and Gallery Tour

Pedagogical purposes:Pedagogical purposes:

~ students generate as many ideas as they can students generate as many ideas as they can on WSon WS

~ on completion, teams share word-webs with on completion, teams share word-webs with other teams to exchange information and other teams to exchange information and build concept build concept

~ galley tour enables reflection on learninggalley tour enables reflection on learning

v)v) Focus on familiar topics and themes Focus on familiar topics and themes “animals”:“animals”: Think-pad Brainstorming, Think-pad Brainstorming, Blackboard Share and Gallery TourBlackboard Share and Gallery Tour

Pedagogical purposes:Pedagogical purposes:

~ students generate as many ideas as they students generate as many ideas as they can on separate think-pad slipscan on separate think-pad slips

~ stronger students can help slower stronger students can help slower teammates generate ideas once they use teammates generate ideas once they use up their own slipsup their own slips

While-readingWhile-reading(i)(i) Storytelling by teacher Storytelling by teacher

Pedagogical purposes:Pedagogical purposes:~ teach book conceptteach book concept~ use illustrations on cover to predict storyuse illustrations on cover to predict story~ read the story to students and teach the read the story to students and teach the

guessing skills through pictorial cluesguessing skills through pictorial clues

(ii)(ii) Guided readingGuided reading

Pedagogical purposes:Pedagogical purposes:

~ train reading skills train reading skills

~ teach pronunciation and intonation in teach pronunciation and intonation in readingreading

~ develop predicting skills develop predicting skills

~ check for understandingcheck for understanding

(iii)(iii) Shared reading Shared reading Students pair up to share the readingStudents pair up to share the readingresponsibility (interactive reading) responsibility (interactive reading) Invite a pair of students to role playInvite a pair of students to role play

Pedagogical purposes:Pedagogical purposes:~ make reading content accessible to allmake reading content accessible to all~ allow less confident students the chance allow less confident students the chance

to read in a non-threatening situationto read in a non-threatening situation~ praise students on efforts using specific praise students on efforts using specific

criteriacriteria

Post-readingPost-reading Check for understandingCheck for understanding

Students write a new endingStudents write a new ending

Pedagogical purposes:Pedagogical purposes:~strengthen creative abilities and strengthen creative abilities and

imaginationimagination~introduce `introduce `concept-basedconcept-based’ learning on ’ learning on

what kind of person students want to bewhat kind of person students want to be

P.3 From reading to P.3 From reading to writingwriting

Reader: Well done, Max!Reader: Well done, Max!

Level: P.3Level: P.3

No. of students: 20 in 5 groupsNo. of students: 20 in 5 groups

Teaching targets:Teaching targets:

To learn reading skills on inferring and To learn reading skills on inferring and responding to the textresponding to the text

To learn different kinds of foods and sportsTo learn different kinds of foods and sports

To learn how to lead a healthy life To learn how to lead a healthy life

What was in my mind What was in my mind when I planned my when I planned my lesson?lesson?

How can I provide more opportunities How can I provide more opportunities for student-to-student interaction?for student-to-student interaction?

How can my students strengthen their How can my students strengthen their interpersonal and small group skills?interpersonal and small group skills?

How to monitor the groups and give How to monitor the groups and give feedback effectively?feedback effectively?

How to ensure individual How to ensure individual accountability?accountability?

Pre-readingPre-reading

(i)(i) StimulationStimulation

To activate students’ background To activate students’ background knowledge of different kinds of food knowledge of different kinds of food

(Whole class teaching & Questioning) (Whole class teaching & Questioning)

The reading lesson The reading lesson procedures using CL procedures using CL structuresstructures

(ii) Brainstorming (ii) Brainstorming (Roundtable)(Roundtable)

- To use nouns to identify food items- To use nouns to identify food items

Pedagogical purposes :Pedagogical purposes :~Be certain that students give as many Be certain that students give as many

responses as they can responses as they can ~Be certain that every student Be certain that every student

understands how to describe different understands how to describe different kinds of foodkinds of food

~Monitor students’ responsesMonitor students’ responses

Pre-readingPre-reading(iii) Answer sharing: (iii) Answer sharing: (Gallery Tour)(Gallery Tour)

Pedagogical purposes:Pedagogical purposes:~students’ vocabulary bank can further be students’ vocabulary bank can further be

enrichedenriched~students can check their mastery of word students can check their mastery of word

spellingspelling

(iv)(iv) Recycling book concepts and prediction Recycling book concepts and prediction skills: skills: (Whole class teaching & (Whole class teaching & Questioning) Questioning) ~Develop prediction skill as an aid to reading Develop prediction skill as an aid to reading

comprehensioncomprehension

While-readingWhile-reading(i)(i) To teach the pronunciation and meaning of the wordsTo teach the pronunciation and meaning of the words

(Guided reading & Shared reading) (Guided reading & Shared reading) (ii) To teach and recycle inferring and predicting through (ii) To teach and recycle inferring and predicting through

interacting with the text & picture clues interacting with the text & picture clues (Think-Pair-(Think-Pair-Share)Share)Pedagogical purposes of CL structures:Pedagogical purposes of CL structures:~ students are provided some think timestudents are provided some think time~ students can rehearse a response with a partnerstudents can rehearse a response with a partner~ students participate in the whole-class sharingstudents participate in the whole-class sharing~ to better motivate students in reading the textto better motivate students in reading the text

While-readingWhile-reading(iii) To respond to the text & check for (iii) To respond to the text & check for

understandingunderstanding (Fan-N-Pick)(Fan-N-Pick) Pedagogical purposes of CL structures:Pedagogical purposes of CL structures:~ Read out the questions – Read out the questions –

speaking skills trainingspeaking skills training ~ Think of an answer Think of an answer

reading and speaking trainingreading and speaking training ~ to rehearse a response with a partnerto rehearse a response with a partner

learn from each other, equal opportunity to learn from each other, equal opportunity to share ideas, high degree of interactionshare ideas, high degree of interaction

Post-reading/ Pre-writingPost-reading/ Pre-writingTo build up the bridge from reading to To build up the bridge from reading to writing writing

(i) Stimulation(i) Stimulation- To activate students’ prior knowledge of - To activate students’ prior knowledge of ways to lose weight ways to lose weight (Whole class teaching (Whole class teaching & Questioning) & Questioning)

Post-reading/ Pre-writingPost-reading/ Pre-writing(ii) Brainstorming and organizing of ideas (ii) Brainstorming and organizing of ideas

(Word-Webbing)(Word-Webbing)

Pedagogical purposes of CL structures:Pedagogical purposes of CL structures: ~ self reflection upon personal experiences~ self reflection upon personal experiences

~ group discussion about topic~ group discussion about topic

~ list out vocabulary to be used in writing later ~ list out vocabulary to be used in writing later onon

~ build up the connection on writing~ build up the connection on writing

(iii) Sharing of ideas (iii) Sharing of ideas (Blackboard Display)(Blackboard Display)- - to learn from others’ work to learn from others’ work

The read-write lesson The read-write lesson procedures with CL procedures with CL structuresstructures

During-writingDuring-writing(i) (i) DraftingDrafting with the help of teacher with the help of teacher

(Whole-class teaching & Questioning)(Whole-class teaching & Questioning)~To learn the writing frameTo learn the writing frame~To gain greater confidence in developing a To gain greater confidence in developing a

piece of writing in groupspiece of writing in groups

During-writingDuring-writing(ii) (ii) Group WritingGroup Writing of ideas of ideas (Jigsaw) (Jigsaw)

Pedagogical purposes of CL structures:Pedagogical purposes of CL structures:~ each team member becomes responsible each team member becomes responsible

for specific lines of sentences for specific lines of sentences ~ shares their writing linesshares their writing lines~ discusses the writing materials discusses the writing materials ~ checks for the completion of writingchecks for the completion of writing

Post-writingPost-writing(i)(i) Proofreading and Editing IProofreading and Editing I

(Gallery Tour, 3 Stars and 1 Share)(Gallery Tour, 3 Stars and 1 Share) - To give and get peer feedback- To give and get peer feedback

Pedagogical purposes of CL structures:Pedagogical purposes of CL structures:~to read the others’ workto read the others’ work~to be encouraged to check punctuation, to be encouraged to check punctuation,

spelling and grammarspelling and grammar~to discuss and think critically during to discuss and think critically during

proofreadingproofreading~to give positive peer feedbackto give positive peer feedback

Post-writingPost-writing(ii) Proofreading and editing II (ii) Proofreading and editing II (Whole-class teaching)(Whole-class teaching)

- Teacher gives corrective & informative - Teacher gives corrective & informative feedbackfeedback

appreciation on others’ good ideasappreciation on others’ good ideas

a better understanding on the use of a better understanding on the use of language language

improve the content of writing such as improve the content of writing such as adding details, combining ideas, rearranging adding details, combining ideas, rearranging ideas, substituting words or phrases with ideas, substituting words or phrases with more appropriate onesmore appropriate ones

Post-writingPost-writing(iii) Independent writing(iii) Independent writing - To complete a writing task on one’s ownTo complete a writing task on one’s own

Some examples of students’ workSome examples of students’ work

Student worksStudent works Ways to lose weightWays to lose weightFirst, I can go running. I can go First, I can go running. I can go running in the playground. It is running in the playground. It is wonderful.wonderful.Second, I can go swimming. I can Second, I can go swimming. I can go swimming in the swimming go swimming in the swimming pool.pool.Third, I should eat more fruits, Third, I should eat more fruits, vegetable, mangoes and apples.vegetable, mangoes and apples.Next, I shouldn’t eat too many Next, I shouldn’t eat too many sweets, pizzas, chocolates, french sweets, pizzas, chocolates, french fries, pasta and hamburgers.fries, pasta and hamburgers.I can eat more vegetables at home I can eat more vegetables at home and restaurant.and restaurant.I can buy more fruits in the market.I can buy more fruits in the market.I am happy.I am happy.Then I can lose weight.Then I can lose weight.

Ways to lose weightWays to lose weightFirst, I can go hiking. I can go First, I can go hiking. I can go hiking in the park.hiking in the park.Second. I can go swimming. I Second. I can go swimming. I can go swimming in the can go swimming in the swimming pool.swimming pool.Third, I should eat more Third, I should eat more pears, and, salad, and pears, and, salad, and sandwiches.sandwiches.Next, I shouldn’t eat too much Next, I shouldn’t eat too much chocolate, beefsteak and chocolate, beefsteak and pancakes.pancakes.Then I can lose weight.Then I can lose weight.

Ways to lose weightWays to lose weightFirst, I can go swimming. I First, I can go swimming. I can go swimming in the can go swimming in the swimming pool. It is fun. swimming pool. It is fun. Second, I can go hiking. I can Second, I can go hiking. I can go hiking in the hill. Third, I go hiking in the hill. Third, I should eat more mangoes, should eat more mangoes, apples and pears. Next, I apples and pears. Next, I shouldn’t eat too much shouldn’t eat too much sweets, chips and pizza. Then sweets, chips and pizza. Then I can loes weight.I can loes weight.

Ways to lose weightWays to lose weightFirst, I can go running. First, I can go running. I can go running in the park. I can go running in the park. It’s worderful It’s worderful Second, I can ________Second, I can ________Third, I should eat more Third, I should eat more vegetables and good foodvegetables and good foodNext, I should eat too much Next, I should eat too much pizzas.pizzas.Then I can lose giant weight.Then I can lose giant weight.

Ways to lose weightWays to lose weightFirst, I can go swimming. I can First, I can go swimming. I can go swimming in the swimming go swimming in the swimming pool. It is worderful.pool. It is worderful.Second, I can play badminton. I Second, I can play badminton. I play badminton in the play badminton in the badminton courts. I am happy.badminton courts. I am happy.Third, I should eat more apple Third, I should eat more apple and vegetables.and vegetables.Next, I shouldn’t eat too much Next, I shouldn’t eat too much chese cakes, salad and French chese cakes, salad and French fries. Then I can lose weight.fries. Then I can lose weight.

Ways to lose weightWays to lose weightFirst, I can go swimming I can First, I can go swimming I can go swimming in the go swimming in the swimming pool. It is wontoful, swimming pool. It is wontoful, second I can ________second I can ________Third, I should eat mlik and Third, I should eat mlik and apple.apple.Next, I shouldn’t eat too Next, I shouldn’t eat too many hamburgers and pizzas.many hamburgers and pizzas.Then I can lese wight.Then I can lese wight.

Focus questions for Focus questions for reflectionreflection

Did we make instruction relevant and Did we make instruction relevant and students responsible? students responsible?

Did students work in groups / pairs to Did students work in groups / pairs to accomplish particular learning accomplish particular learning objectives and are interdependent for objectives and are interdependent for successful completion of the successful completion of the objective?objective?

Did we emphasize intrinsic motivation Did we emphasize intrinsic motivation as a key element in teaching and as a key element in teaching and learning?learning?

Did we create a learning atmosphere Did we create a learning atmosphere in which students feel respected and in which students feel respected and connected to one another?connected to one another?

Did our teaching enhance students’ Did our teaching enhance students’ self esteem?self esteem?

Did students help each other?Did students help each other?

Did we provide enough time for Did we provide enough time for reflection and discussion of students’ reflection and discussion of students’ errors or misconceptions?errors or misconceptions?

How is cooperative learning How is cooperative learning different from group learning?different from group learning?

~ ~ promote learning and social skillspromote learning and social skills

~ maximize interaction among students ~ maximize interaction among students (face-to-face interaction, interacting with (face-to-face interaction, interacting with other students’ writing)other students’ writing)

~ encourage individual accountability~ encourage individual accountability

Teacher’s ReflectionsTeacher’s Reflections

How far do we think the strategy How far do we think the strategy is effective in promoting student is effective in promoting student learning?learning?~ by observation~ by observation

~ students’ work~ students’ work

~ own reflections~ own reflections

The finaleThe finale

Cooperative Learning structures are Cooperative Learning structures are but one of the many strategies in but one of the many strategies in language teaching and learning. language teaching and learning. Attention must be paid to key concepts Attention must be paid to key concepts in the English language curriculum in the English language curriculum development development

balance in the curriculumbalance in the curriculum (reading (reading workshop, GE, intervention and enrichment workshop, GE, intervention and enrichment programmes) programmes) task-based learningtask-based learning integrationintegration of language skills of language skills meaningful recyclingmeaningful recycling and spiral learning and spiral learning teaching of functional grammar in teaching of functional grammar in contextcontextvarietiesvarieties in learning materials (both objective in learning materials (both objective and authentic) and teaching and learning and authentic) and teaching and learning approachesapproaches

~Thank YouThank You~