Reported by: MARIA CHRISTINA W. AZUCENA
Whereas education was once thought of as primarily a process of transmission (i.e.,
pouring knowledge into empty vessels),...
Pair Learning:
Pair Learning is a research based learning strategy (done by several group of educators) that started durin...
General Guidelines for Paired Activities
Don't use the same activities too often. Once per week per activity is a reasonab...
How to succeed?
Be precise/brief with the purpose.
Develop a plan for an active learning activity, try it out, collect fee...
APPROPRIATE LEARNING ACTIVITIES IN THE DIFFERENT PHASES OF THE LESSON
To summarize, all lesson plans should be built aroun...
Quotable quote FOR ORGANIZING AND SUMMARIZING
Using graphic organizers
Personal narratives
Anecdote Jingles, rap, song Car...
PAIR LEARNING ACTIVITIES IN DIFFERENT PHASES OF A LESSON CHART
LESSON
BEGINNING
PHASE
(Introduction
& Motivation)
MIDDLE
P...
REFERENCES:
Corpuz, Brenda and Salandanan, Gloria (2011) 2nd
Edition Principles of Teaching 1
© 2006-2013 Regents of the U...
SAMPLE OF ACTIVITY TEMPLATES:
BUDDY CHAT (Question & Answers)
K-W-L Chart ( applicable for focused listing)
Language Learner’s Name:_____________________________________
Date:_________...
Name:_____________________________ Date: ________________
THINK-PAIR-SHARE Chart
Question or Issue to
Discuss
My Opinions ...
Pair learning and activities report (repaired)
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Pair learning and activities report (repaired)

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Pair learning and activities report (repaired)

  1. 1. Reported by: MARIA CHRISTINA W. AZUCENA
  2. 2. Whereas education was once thought of as primarily a process of transmission (i.e., pouring knowledge into empty vessels), a growing body of research has made it clear that the overall quality of teaching and learning is improved when students have ample opportunities to clarify, question, apply, and consolidate new knowledge. There are many number of teaching strategies that can be employed to actively engage students in the learning process, including group discussions, problem solving, case studies, role plays, journal writing, and structured learning groups. The benefits to using such activities are many. They include improved critical thinking skills, increased retention and transfer of new information, increased motivation, and improved interpersonal skills. As the saying goes………. WHAT I HEAR, I FORGET; WHAT I SEE, I REMEMBER WHAT I DO, I UNDERSTAND
  3. 3. Pair Learning: Pair Learning is a research based learning strategy (done by several group of educators) that started during the 70’s in their study on how to improve students skills particularly in Mathematics, then later on, applied the pattern on different core skills or subject. Part of it was originally adopted from the Cooperative way of learning, then the Active way of learning wherein students should not just be a listener. According to research, having students work in pairs on a task is a low-risk strategy which virtually ensures close to 100 percent participation in classes of any size. It’s also a version of a class wide peer tutoring where teachers evaluate and identify students who need help in specific skills and determine the most appropriate students in class to assists the others with those skills. The students are paired somewhat like a coach and a player but rotate roles as activities change and students are required to work on a variety of skills. This kind of learning is designed to complement, not to replace, the existing curriculum by providing opportunities for students to practice what the teacher has taught. Research supports that the use of pairs in the classroom provides more focus on individual student needs rather than a teacher-directed activity that may address the needs of a few students but not be able to meet the needs of all the students. It is not a universal remedy for all of our problems in our learning system, but it is a step toward helping students learn more in a manner they enjoy, and instead of calling themselves as partners, in modern times they call each other as “buddies”. The procedures can be modify for various subject matters and for any class size. Benefits attributed to this kind of learning include: Activity involves all students in tasks they can perform successfully. Increases every student opportunity to read and practice basic skills. It motivates student to do better in reading and math. Expands instructional resources in the classroom It provides positive and productive interaction among students. It creates an opportunity for lower functioning students to assume an integral role in valued activity. Allows students with disabilities to spend more time in least restrictive environment and increases their access to the general education curriculum. Helps teachers accommodate academic diversity. Accelerates student achievement in reading and in math. Affordable and can be easily implemented. Found to be an enjoyable activity by both teachers and students.
  4. 4. General Guidelines for Paired Activities Don't use the same activities too often. Once per week per activity is a reasonable use. Vary the accountability by occasionally having students turn in the work. Read a sample then comment specifically on it. Have students occasionally pair up with the student behind them, since friends often sit side by side. Request students vary their seating arrangements to increase their chances to work with different people. Reflect some of the informal activities in the formal evaluations in some way. For example, include a short essay question that was used in a think/pair/share. Be candid with the students as to why you are asking them to do these things. Explain attention span, the need for engaging material individually and socially. Give them specific amount of time to chat and a specific prompt for discussion, to prevent students from discussing unrelated topics. Give them less time than you think they actually need, add more seconds only when necessary. It is much better than to let the minutes drag on with the students getting off task. NOTE: Research shows better learning occurs by using active learning. Here are some guidelines in Planning an Active Learning Activity for pair learning system. When planning an active learning activity, answering the following questions will help clarify your goals and structure: What are your objectives for the activity? Who is interacting? Will students pair up with someone beside them? Or perhaps someone sitting behind/in front of them? Should they pair up with someone with a different background? Someone they don't know yet? When does the activity occur during the class? Beginning? Middle? End? How much time are you willing to spend on it? Will they write down their answers/ideas/questions or just discuss them? Will they turn in the responses or not? If they are asked to turn them in, should they put their names on them? Will you give individuals a minute or so to reflect on the answer before discussing it or will they just jump right into a discussion? Will you grade their responses or not? How will they share the paired work with the whole class? How will you share the feedback and insight you gain from their responses? If they are responding to a question you pose, how are you going to ensure that they leave with confidence in their understanding? Often, if the various student answers are not discussed without the instructor explicitly indicating which ones are "right", students become frustrated. Even with a question that has no absolute "right" answer, students want to know what the instructor's stand on the question is. What preparation do you need to use the activity? What preparation do the students need in order to participate fully?
  5. 5. How to succeed? Be precise/brief with the purpose. Develop a plan for an active learning activity, try it out, collect feedback, then modify and try it again. Start from the first day of class. Always try the question or task yourself first. Whenever possible, also try it on a colleague. Be explicit with students about why you are doing this and what you know about the learning process. Negotiate a signal to stop talking. Randomly call on pairs to share. Find a colleague or two to plan with (and perhaps teach with) while you're implementing active learning activities. Continue learning through reading, and practice.
  6. 6. APPROPRIATE LEARNING ACTIVITIES IN THE DIFFERENT PHASES OF THE LESSON To summarize, all lesson plans should be built around a student-learning-centered, measurable, and rigorous objective that you derive from standard-aligned learning goals. Effective plan for a lesson should be revolve and connect within the different phases of it. Strategies, approach and activities should be planned objectively. Engaging discussion with students activities – pairs and trios, especially – is a low-risk strategy which ensures individual participation in a class of any size. The sampling of basic activities listed below can be adapted to almost any topic or setting of any particular subject matter, and different grade levels. BEGINNING Introduction/Opening/Initiatory Activities MIDDLE Presentation/Orientation/Developmental Activities END Practice/Application/Evaluation Concluding Activities KWL (know, want to know, learned) – what the students know and what they want to know. FOR DATA GATHERING Interview FOR APPLICATION/CREATIVE ACTIVITIES Solving real-word problems (using skills and information related to the curriculum Video clip that relates the content Library research Performances and demonstration of skill mastery Editorial related to the lesson Internet research Authentic projects – created for a real purpose Posing a scientific problem and require students to formulate a hypothesis or predict what will happen next. Reading Portfolios of students’ best work and work in progress Cartoon or comic strip related to the topic Non-abusive lecture Power point presentation Game Inviting resource speakers Brochures Simulation Field trip Writing/performing a song, rap or any musical piece Puzzle, brain teaser Experiment News reporting Mysterious/Puzzling scenario that will pull students into a higher levels of thinking Panel discussion Television talk shows Song followed by its analysis Hands-on-learning Mock debates/trials Picture without a caption- after stating the objectives, students will be ask to put a caption on a picture and explain the why. Case study Mock job interviews
  7. 7. Quotable quote FOR ORGANIZING AND SUMMARIZING Using graphic organizers Personal narratives Anecdote Jingles, rap, song Cartoons, comic strips Compelling stories from history, literature related to the content Verses Organizing a symposium Current events to introduce circular topic Acrostic FOR CONCLUDING ACTIVITIES Finish and review the KWL chart Diagnostic test – if reviewing a past lesson Skit, role-playing Power point presentation Passport to leave – writing down what she/he had learned and discuss it with the class before leaving the classroom Voting – voting for an issue and explain their stand Journal writing – Explain the lesson on absent student; reflecting and conceptualizing the lesson learned with real world examples. Rank ordering - ranking objects, qualities, etc. according to importance Preview of a coming attractions (next lesson). Values continuum- rating their own traits or values base on a Likert scale Ex. LOW HIGH Honesty 1 2 3 4 5 6 7 8 9 10 3-2-1 countdown Students finish the following. Statements: 3 facts I learned today ……. 2 ways to use the information/skills that I learned today ……. 1 question I have …. Devil’s advocate – teacher acts “contravida” or against a certain issue in order to make students think and draw reactions from them. Using analogies Conflict story – presenting a conflicting or contradicting situation then ask the students for the right thing to do. Completing unfinished sentences like- From this lesson I learned that _____________ Brainstorming Synthesize or summarize the lesson Buzz session Interactive games Questions and answer Anticipation guide – this will give the student’s insights on a certain topic. It involves writing down or reading statements then state which is agreeable and which is not and their personal reasons why.
  8. 8. PAIR LEARNING ACTIVITIES IN DIFFERENT PHASES OF A LESSON CHART LESSON BEGINNING PHASE (Introduction & Motivation) MIDDLE PHASE (Presentation, Orientation & Study END PHASE (Application & Evaluation) “PRACTICE and get the objectives” -Functionalizing the new skills -Applying the acquired knowledge -Evaluating the results “CREATE A FRUITFUL MOMENT to meet the objectives” -Briefly orienting pupils to the content of the subject -Exposing the contents -Controlling the insights, actualizing and firming up of the new acquired knowledge “CAPTIVATE THE INTEREST & aim for the objectives” - Lesson greeting - Actualizing foreknowledge - stating the problem -Warm up/review (if doing another topic/level of the same subject matter) SAMPLE ACTIVITIES: -brain teaser -voting activity -play villain -diagnostic test SAMPLE ACTIVITIES: -3-2-1 countdown -my passport to leave -preview SAMPLE ACTIVITIES: -buddy chat -meet the visitor -organizing the details USE OF TEACHING AND LEARNING MATERIALS/AIDS TO CREATE AN INTERESTING VISUALIZATION AND ACTUALIZATION OF THE SUBJECT
  9. 9. REFERENCES: Corpuz, Brenda and Salandanan, Gloria (2011) 2nd Edition Principles of Teaching 1 © 2006-2013 Regents of the University of Minnesota. CENTER FOR TEACHING AND LEARNINGhttp://www1.umn.edu/ohr/teachlearn/resources/active/ Principles of Teaching and Instructional Design, 1988 by Robert Gagne Instructional Job Aid/Preparing a Lesson Plans BRITISH COLUMBIA INSTITUTE OF TECHNOLOGY www.lauracandler.com. PALS - pals@valderbilt.edu U.S. Department of Education - http://dww.ed.gov/practice/practice_landing.cfm?PA_ID=6&T_ID=13&P_ID=24 Praxis™ Study Guide for the Principles of Learning and Teaching Test: Grade 5-12; Grade 7-12 http://www.mhhe.com/socscience/education/edpsych/edpsytop.html#learning – Learning Theories and Strategies.
  10. 10. SAMPLE OF ACTIVITY TEMPLATES: BUDDY CHAT (Question & Answers)
  11. 11. K-W-L Chart ( applicable for focused listing) Language Learner’s Name:_____________________________________ Date:_______________________ WHAT I KNOW WHAT I WANT TO KNOW WHAT I HAVE LEARNED
  12. 12. Name:_____________________________ Date: ________________ THINK-PAIR-SHARE Chart Question or Issue to Discuss My Opinions My Partner’s Opinions Points to Report or Share with Larger Audience

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