1. Strategies
to encourage students to
work effectively in teams
Daniela Munca-Aftenev, ETRC Spring 2013 School
2. WATCH and BRAINSTORM
Free writing activity
How is the video connected to teaching
students ?
3. Task 1
• Work in groups of 5
• Roles: note taker, artist, Web expert, creative
coordinator, content coorinator
• “Best Teacher Website”
• Design the website: layout, structure,
components
• Create a name
• How the website will improve the overall
collaboration of teachers with students and
school administration
4. Task 2
• Work in 2 teams per 5 members
• 2 Evaluators who will observe the
teams
• Build the tallest structure possible
using the materials provided
8. The shift from Topic based curriculum to
Competence based curriculum
• change of paradigm from teacher-centered to student-centered
• revision of the traditional methodologies and roles of teachers
• teachers are increasingly becoming facilitators of learning
• organizing teamwork, managing classroom activity
• more of T time is likely to be spent supporting individuals and less on
whole class teaching
• decision making, in-depth thinking, and problem
• learning experiences more relevant and meaningful,
• encourage active citizenship
• as well as to create an environment conducive to reflective thinking
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9. The countries that seem to be particularly
successful in implementing policies
of cross-curricular key competences:
Efficiently use the following instruments:
• Setting appropriate curriculum goals and standards;
• Developing teacher competences;
• Shaping school practices:
• Giving appropriate feedback through assessment and evaluation.
• The application of effective competence development oriented
• Innovative learning environments
• Intensive use of ICT facilities
• Frequent and meaningful project work and teamwork,
• New assessment methods
• Various individualized techniques of organizing learning
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13. Group work can also encourage and
help students to:
•  use and manipulate knowledge in practical situations;
•  develop language and social skills needed for cooperation;
•  use exploratory language to try out ideas;
•  stretch their language as they talk critically and constructively;
•  support and build on each other’s contributions;
•  take turns in discussion;
•  develop other important life skills including:
–  organization;
–  negotiation;
–  delegation;
–  team work;
–  co-operation;
–  leadership
14. Group work can also encourage and
help students to:
• Develop and increase their thinking skills
• explain and negotiate their contributions to the group
• establish what they know and to find out what they have
yet to learn
• acknowledge and utilize the strengths and talents of
individual students
• explore a topic in a limited time frame
• develop a sense of responsibility through group
accountability and assessment.
15. Strategies for everyday use
• Decide the size of the group (two to six)
• Assign students to groups
• Do not change group assignments with each new task
• Arrange the room so that groups can work together without
disrupting other groups
• Plan instructional materials to promote interdependence.
• Give only one copy of the materials to the group.
• Assign roles to assure interdependence (Give job titles such
as summarizer, researcher, recorder, encourager, and
observer)
16. Strategies for everyday use
• Structure individual accountability as well as a group assessment
(individuals' rewards are based both on their own scores and on the
average for the groups as a whole)
• Discuss desired behaviors: request that students take turns, use
personal names, listen carefully to one another, and encourage
everyone to participate.
• Monitor student behavior. Circulate around the room to listen and
observe groups in action. Note problems in completing assignments and
working cooperatively.
• Allow opportunities for groups to orally report their findings to the whole
class.
• Give feedback to each group about how well the members worked with
one another and accomplished tasks and how they could improve.