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Cooperative learning for esl

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Presentation for KORCOS about how to integrate ESL learning into your classroom using Cooperative Learning.

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Cooperative learning for esl

  1. 1. Presenter – Sean Graham
  2. 2. My Background  5 years teaching ESL  1 year middle school math  4 years sciences (7-10, biology, chemistry)  I can’t spell to save my life…and I’m a horrible singer
  3. 3. Let’s get to know each other 1) Turn to your shoulder partner and say “Hello” 2) Introduce yourself “My name is Sean.” 3) Ask your partner the following questions a) What school do you teach work at? “I teach/work at CMIS. b) What is your specialty? “I’m a high school science teacher.” c) Did you take this session for Cooperative Learning, ESL, both, or there wasn’t anything else interesting on during this time slot? “I wanted to learn more about both ESL and Cooperative Learning. d) One more question of your choice, “Do you think we can sneak out of here without making too big a scene?” 4) Draw a picture and write your partner’s answers 5) Present your partner
  4. 4. How do you teach ESL students?  Teaching ESL means just using good pedagogy  There is no magic technique or trick to teaching your ESL students  Differentiate, engage, care
  5. 5. What is Cooperative Learning?  It’s a collection of teaching strategies that focuses around small groups that complete a single task and promotes social skills and requires group members to be accountable.
  6. 6. Five Basic Elements of Cooperative Learning 1. Positive Interdependence 2. Face-To-Face Interaction 3. Individual Accountability 4. Social Skills 5. Group Processing
  7. 7. How is it different from traditional group work?  Interdependence – for the group to succeed everyone must contribute in a meaningful way  Everyone in the class is a teacher  Social Skills – there is a focus on teaching social skills along with teaching content  Individual and Group Evaluation – each member of the group assesses their own contribution to the group and the group as a whole
  8. 8. Why should I use Cooperative Learning in my ESL classroom?  One of the most common complaints with regards to learning English from teachers, students, and parents is that the students don’t talk enough  That’s all you do in a cooperative learning group!  But my students can’t speak English!  Then start with pictures and manipulatives and work up to simple interviews  Many cooperative learning activities can be modified to be done with very little vocabulary to begin with
  9. 9. Is it safe???
  10. 10. Turn to your shoulder partner and ask/answer this question  What do you like about having students work in groups?  What do you think is the biggest problem with students working in groups (especially with ESL students)?
  11. 11. It’s hard to do something you’re not good at in front of others  If the students don’t think it’s safe, they won’t try to talk or participate  Classroom Activities: Ice-breakers, interviews, circle talk, human knot, name game, name tags Make groups!
  12. 12. Give students roles randomly  Everyone in a group will help with creating a finished product/answer, but everyone should also have a special role that is vital to completing the task
  13. 13. Possible Roles in Groups  Presenter – the person that will present the group’s work to the class  Time Keeper– the person that listens carefully and/or reads the directions, ensures everyone is on task  Leader – ensures that everyone gets a turn to participate and have their ideas heard, helps resolve disputes  Recorder – writes down everyone’s combined ideas and work  Encourager – this person encourages everyone to do a good job ***Often encourages others with their English  Supplies – goes and gets any supplies when something is needed
  14. 14. Tasks:  1. Read the case study: I want to work by myself  Only do part 1 of the reflection  READ  2. Everyone shares what they think the teacher feels and why  SHARE  3. Discuss how she could have handled the situation better  DISCUSS  4. Collaborate to turn individual answers into a single group answer  GROUPS ANSWER  “You feel ___________ because ____________.”  “We think she could have ________________.”  5. Present to class  PRESENT
  15. 15. What accommodations would be needed to support an ESL student doing a similar activity in your class?
  16. 16. Assigning Tasks  The goal should force the students to work together  The best tasks don’t always have a right answer  Grouping/sorting  Create something that requires shared work such as making a comic book, a skit, or a poster  Give prompts to help answer  “The five things we learned were…”  “Our groups idea is ….”
  17. 17. Classroom activities:  Think-Pair-Share  Jigsaw  Numbered Heads  Three-step interview  Coaching  Grouping (sort, spectrum, puzzle)  Graphic Organizers
  18. 18. Think-Pair-Share  Everyone thinks about answers on their own (often writes it down)  Then they share their answers with a partner  Then the partners tell what their partner’s answers w ere (not their own answer) 1 2 4
  19. 19. Jigsaw  Each student (or group) learns about a topic (or part of a topic)  It is then each student (or groups) job to teach everyone else in the class about their topic  When you have to teach about something your brain is forced to critically think about it so you can present it to others
  20. 20. Numbered Heads  There are several groups  Each member of the group gets a number  Everyone works together to make sure they understand or know the material  Then the teacher says a number and only that number is allowed to answer the question for each group
  21. 21. Coaching  When working on a task such as a worksheet, students take turns being the teacher and student  Student #1 is the coach tells student #2 how to do the problem verbally and gives encouragement  Then for the next question they switch roles and #2 is the coach and #1 is the writer
  22. 22. Make a Connection  Make it personal (connect to their own lives)  Show them (visuals and manipulatives)  Use themes  Create something  Rinse and Repeat!
  23. 23. Classroom Activities  flash cards  graphic organizers  vocabulary journals  word walls  word webs  foldables  manipulatives
  24. 24. Seeing is believing  The lower the students English ability, the more you need visuals  Allow students to answer questions on assignments with pictures AND as many words as they know to describe their answer
  25. 25. Manipulatives  Allows students to get ‘a hold’ on the language
  26. 26. No word is an island?  Use the same words and ideas in several different classes  For example, the word variable is used in math, science, and business  We should help the students make these connections  Use themes to help activate prior knowledge and make more connections to words and ideas  Teach the parts of the word and create a dictionary for common roots, prefixes, and suffixes
  27. 27. Examples of Themes MONTH THEME WEEKLY THEME April Spring 1W: Seasonal Change - Spring 2W: Easter 3W: Plants 4W: Bugs May Me and My Family 1W: Me (Children’s Day) 2W: My Family (Parent’s Day) 3W: Movement, My Body 4W: My Neighborhood 5W: Jobs, Vehicles, Places June Environmental Awareness 1W: Recycling 2W: Pets and Animal Care 3W: Wildlife/Habitats 4W: Dinosaurs
  28. 28. Vocabulary Journal
  29. 29. Graphic Organizers
  30. 30. Foldables http://foldables.wikispaces.com/Foldables http://flesolcobbcentral.typepad.com/cobb_ math_esol/files/CauseandEffectTwoTabBoo k.pdf
  31. 31. Word Walls
  32. 32. Repetition and Review  It takes at least 10 exposures to a word to learn it  It takes time (days, weeks, months) to process new information  Don’t just review for the day or week, but plan to use words in lessons a month or after you taught it  Start or end every class using a similar phrase or vocabulary review  What was one of the visuals or manipulative activities you saw today?
  33. 33. Focus on improvement  Everyone that speaks English started knowing NOTHING  Help students see how much they’ve improved  Keep portfolios  Add more words to the word wall, word webs, or vocabulary journals every week  Give check lists at the start of units and check them at the end  Focus on improving yourself too  Who talked more today the students or me?
  34. 34. Discuss!  Think-Pair-Share  In your groups, come up with a list of the five best things you learned today (I just forgot that you knew)  Summarize your groups five points in a graphic organize
  35. 35. Evaluate  The whole point of being a teacher is to prepare students for life beyond the classroom  In the real world is there always a teacher giving you a grade to tell you how well you’re dong?  No, so we need to teach the skills of self reflection so they can evaluate their own learning
  36. 36. Evaluation continued…  ESL  try let students demonstrate some of the learning with minimal use of language  projects with a choice of formats of presenting is helpful  Cooperative Learning  Important features in group evaluation  Social skills  Ability to complete task  Individual contribution  Improvements for the future
  37. 37. Criteria Score (1-4) Reason We accomplished the task Each person did their job We encouraged each other We had positive attitudes We stayed on task Everyone participated
  38. 38. Tic-Tac-Toe MIND MAP Make a mind map that shows ho w different concepts are connect ed in this unit (should have many connections and explain why con nections are present) POEM, RAP, SONG Create a rap, poem or song to he lp you remember and organize a topic (or all topics) from this unit FLASH CARDS Create flash cards for key vocabu lary from this unit, they should h ave a definition, example, and so me sort of diagram/picture MNEMONIC DEVICE Create a mnemonic device for re membering a topic (such as MR. GREEN) SUMMARY Make a summary of everything fr om this unit on one A4 piece of p aper COMIC Create a comic strip that explains a topic from this unit (minimum 5 frames) GAME Design and make a game to help students study topics from this u nit WORD SEARCH / CROSSWORD Create a word search or crosswor d puzzle using vocabulary from t his unit JOURNAL Write five journal articles about examples of when you see (or fe el) homeostasis happening in yo ur everyday life (should include h ow a negative feedback loop con trols this example)
  39. 39. Self-Reflect  Earlier, you answered the question ‘What do you think the biggest problem with group work (especially for ESL students)? ’ so…  How can you use what we discussed today to fix that problem now?
  40. 40. Contact Info If you want a copy of any of files or additional materials contact me at… sgraham@cmis.kr Edmodo – mrgram Group Code: dsddx7

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