Creating An Atmosphere Of Achievement[1]

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Creating An Atmosphere Of Achievement[1]

  1. 1. Adctivating Prior Knowledge
  2. 2. Creating an Atmosphere of Achievement By Ma. Lucy Castañón Ralph MACMILLAN
  3. 3. COOPERATIVE LEARNING <ul><li>According to Anna Uhl Chamot: </li></ul><ul><li>In Cooperative Learning students work in heterogeneous groups on learning tasks that are structured so that all students share in the responsibility for completing the task. </li></ul>
  4. 4. <ul><li>There are a number of models of Cooperative Learning, all provide multiple opportunities for students to engage in active practice of language and content. </li></ul><ul><li>In Cooperative Learning, students of varying degrees of linguistic proficiency and content knowledge work in a group setting that fosters mutual learning rather than competitiveness. </li></ul>
  5. 5. Benefits of Cooperative Learning <ul><li>Additional practice with academic English. </li></ul><ul><li>The use of the native language to draw on prior knowledge. </li></ul><ul><li>The incorporation of content into ESL classes </li></ul><ul><li>The opportunity for students to become more independent learners. </li></ul><ul><li>Teachers who set up cooperative activities in which group members have differing levels of English proficiency make it possible for students to help each other understand and complete the task. </li></ul>
  6. 6. Guidelines for Organizing Cooperative Learning <ul><li>Explain to students why cooperation as a learning strategy is effective in developing a better understanding of new concepts and skills, and in providing opportunities to practice academic English. </li></ul>
  7. 7. <ul><li>Teach the social skills students need to work effectively together through team-building cooperative activities in which students learn how to work cooperatively and how to value the talents of their heterogeneously-chosen team members. </li></ul>
  8. 8. <ul><li>Organize heterogeneous teams consisting of students with a high and low amount of relevant background knowledge, and students with greater and lesser proficiency in English. </li></ul>
  9. 9. <ul><li>Structure cooperative learning activities so that the task can only be accomplished through group interaction. For example, students might have to pool individual information to develop a project or report, or students could have different responsibilities for completing a science experiment. </li></ul>
  10. 10. <ul><li>Assign a role to each group member. Give students role cards that describe their responsibilities, or make a poster of this information. </li></ul><ul><li>Allow cooperative groups the freedom to develop their ideas and solve the problem(s) assigned. Act as a facilitator rather than as a teacher. </li></ul>
  11. 11. <ul><li>For cooperative learning activities, give group recognition (or grades, depending on task) as well as individual recognition. </li></ul><ul><li>Conduct debriefing discussions in which students evaluate how successful they were in working together. </li></ul><ul><li>. </li></ul>
  12. 12. Jigsaw Technique <ul><li>The cooperative learning strategy known as the &quot;jigsaw&quot; technique helps students create their own learning. </li></ul>
  13. 13. How it works <ul><li>Jigsaw is a group structure that can be used across all content areas. </li></ul><ul><li>Teachers arrange students in groups. </li></ul><ul><li>Each group member is assigned a different piece of information. </li></ul><ul><li>Group members then join with members of other groups assigned the same piece of information, and research and/or share ideas about the information. </li></ul>
  14. 14. <ul><li>Students start with a home group. </li></ul><ul><li>That group is responsible for learning an assigned portion of a task that is prescribed by the teacher. </li></ul><ul><li>Then the teacher separates students into new groups -- jigsaw groups -- by assigning one member from each home group to a new group. </li></ul><ul><li>If an activity begins with groups A, B, C, and D, the jigsaw groups have a member from A, B, C, and D. </li></ul><ul><li>In the jigsaw groups, students share information and complete some sort of project or product. </li></ul>
  15. 15. FAIRY TALE FUN - JIGSAW STYLE! <ul><li>Divide the class into five equal groups. </li></ul><ul><li>Each group got one fairy tale to read. The stories are: </li></ul><ul><li>&quot;The Ugly Duckling, </li></ul><ul><li>&quot; &quot;Snow White,&quot; </li></ul><ul><li>&quot;Hansel and Gretel,&quot; </li></ul><ul><li>&quot;Jack and the Beanstalk,&quot; </li></ul><ul><li>&quot;The Three Little Pigs.&quot; </li></ul>
  16. 16. Each group is responsible for collecting the following information : <ul><li>Who are the characters in the story? </li></ul><ul><li>Where does the story take place? </li></ul><ul><li>What are the major events of the story? </li></ul><ul><li>Are there any magical or supernatural events? If so, what are they? </li></ul>
  17. 17. <ul><li>After the students read, discussed, and recorded the above information,split them into jigsaw groups. </li></ul><ul><li>One person from each fairy tale assembled in a new group. </li></ul><ul><li>In their new groups, students are each given three minutes to tell the other group members about the story they have read as well as the information they have collected. </li></ul>
  18. 18. After that, the group has to create a poster and give a presentation that addresses two points: <ul><li>What do all five stories have in common? </li></ul><ul><li>Using what you found in common, write your own definition for a fairy tale. </li></ul>
  19. 19. Benefits of the Jigsaw Technique <ul><li>The students are the ones doing the work; they are making the meaning, so they are doing the learning,&quot; </li></ul><ul><li>Since they know they are moving on to a new group where they are the only one with that piece of the information, they rarely sit back and let other group members do all the work </li></ul>
  20. 20. <ul><li>Encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity. </li></ul><ul><li>No student can succeed completely unless everyone works well together as a team. </li></ul><ul><li>This &quot;cooperation by design&quot; facilitates interaction among all students in the class, leading them to value each other as contributors to their common task. </li></ul>

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