Working In Groups

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Julia Miguélez
Esther Sedano
Marina Calvente
Salvador San Agustín
Maika Gutiérrez

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Working In Groups

  1. 2. <ul><li>Approach to class instruction that employs collaboration among students in small or large groups </li></ul><ul><li>Goals: </li></ul><ul><ul><li>Academic achievement </li></ul></ul><ul><ul><li>Social-skills development </li></ul></ul><ul><li>Teacher’s role: </li></ul><ul><ul><li>Giver of the information  facilitator in the learning process </li></ul></ul>
  2. 3. <ul><li>Types (Kagan, 1994): </li></ul><ul><ul><li>Heterogeneous Teams </li></ul></ul><ul><ul><ul><li>high-achievers, low-achievers, mid-range achievers </li></ul></ul></ul><ul><ul><ul><li>offers the greatest potential for peer tutoring </li></ul></ul></ul><ul><ul><li>Random groups </li></ul></ul><ul><ul><li>Interest teams </li></ul></ul><ul><ul><li>Homogeneous language teams </li></ul></ul><ul><li>Size: ideal  4 (allow pair work within the group) </li></ul>
  3. 4. <ul><li>Classroom rules </li></ul><ul><ul><li>Involve the whole class </li></ul></ul><ul><li>Seating arrangement </li></ul><ul><ul><li>each student can easily see the front (teacher, blackboard), see his/her classroom teammates, and have equal and close proximity to each teammate </li></ul></ul><ul><li>Giving directions </li></ul><ul><ul><li>very clear to avoid student’s interruptions </li></ul></ul><ul><ul><li>The teacher should check understanding </li></ul></ul><ul><ul><li>Modelling </li></ul></ul>
  4. 6. <ul><li>USE OF THE VOCABULARY </li></ul><ul><li>INTERACTION </li></ul><ul><li>USE OF THE TARGET LANGUAGE </li></ul><ul><li>SPEAKING AND WRITING </li></ul>
  5. 7. <ul><li>SPEAKING USING THE –ING FORM. </li></ul><ul><li>INTERACTION WITH DIFFERENT POINTS OF VIEW </li></ul><ul><li>USE OF THE COMICS </li></ul>
  6. 8. <ul><li>FREE GROUP FORMATION </li></ul><ul><li>USE OF THE TARGET LANGUAGE </li></ul><ul><li>FEEL FREE TO EXPRESS </li></ul>
  7. 9. <ul><li>THE TEACHER GIVES EACH GROUP A COMPOSITION OF SEVERAL VIGNETTES OF 13 RUE DEL PERCEBE, A SPANISH COMIC. </li></ul><ul><li>40 MINUTES TO FORM IDEAS </li></ul>
  8. 12. <ul><li>Composition with the best descriptions voted by the students </li></ul>
  9. 14. <ul><li>Review of the vocabulary </li></ul><ul><li>Use of the target language </li></ul><ul><li>Correct writing perform. </li></ul>
  10. 15. <ul><li>Use of linguistic knowledge in a comprehensible way to transmit ideas using creativity. </li></ul><ul><li>Interaction with classmates. </li></ul><ul><li>Work in groups </li></ul><ul><li>Learn to respect the other opinions </li></ul>
  11. 16. <ul><li>Teacher distributes a paper with a specific format for the task divided into 6 categories (letters, colour, names, food, animals and cities ) </li></ul>
  12. 17. <ul><li>Teacher helps to form groups. </li></ul><ul><li>Roles: </li></ul><ul><li>Secretary student </li></ul><ul><li>Rest: provide information </li></ul>
  13. 18. <ul><li>RED </li></ul><ul><li>RAYMOND </li></ul><ul><li>RICE </li></ul><ul><li>RABBIT </li></ul><ul><li>ROME </li></ul>
  14. 20. <ul><li>OBJECTIVES: THE STUDENTS TURN INTO A FUN CONTEXT TO REVIEW THEIR VOCABULARY AND COOPERATE WITH THEIR CLASSMATES. </li></ul>
  15. 21. <ul><li>Classroom conditions (fixed furniture) </li></ul><ul><li>Shared space </li></ul><ul><li>Time consuming </li></ul><ul><li>Noise (simultaneous interaction) </li></ul><ul><li>Freedom (different levels of preparation, working capacity, interest) </li></ul><ul><li>Use of mother tongue </li></ul><ul><li>Rejection from teachers (loss of authority) </li></ul>
  16. 22. <ul><li>Differences in speed and work capacities </li></ul><ul><li>Isolated students </li></ul><ul><li>Discipline and responsibility of becoming member of a group work </li></ul><ul><li>Social interaction (motivation, personality and mixability) </li></ul><ul><li>Variety of students, different nationalities in the class or ethnic minorities </li></ul>
  17. 23. <ul><li>Group: half majority nationality and half ethnic minority from the same country </li></ul><ul><li>Half-way through term  uncomfortably factions developing. </li></ul><ul><li>Partly the teacher’s fault  not keeping seating fluid or mixing groups enough. </li></ul><ul><li>Group-building activities  tensions eased </li></ul><ul><li>Inter-class football match </li></ul><ul><ul><li>inter-group rivalry  the most powerful group-maintaining feeling. </li></ul></ul>
  18. 24. <ul><li>Thanks! </li></ul><ul><li>MARINA CALVENTE GARCÍA </li></ul><ul><li>CARMEN GUTIÉRREZ SALAS </li></ul><ul><li>SALVADOR SAN AGUSTÍN KNOWLES </li></ul><ul><li>JULIA MIGUÉLEZ MORALES </li></ul><ul><li>ESTHER SEDANO RUIZ </li></ul>

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