Module 2_activity cooperative learning

1. Why not CLIL?
1
TASK 2
Using Cooperative Learning in your Unit Plan.
Once you have clear ideas about your topic it is time to think how are you going to teach it and
work with your students. Complete the following chart to introduce Cooperative Learning.
You are going to describe how are you going to organize your students in the class: pairs, groups
of three or four, whole group, ……
And then you have to choose two cooperative learning techniques you will introduce into your
unit and tell us how you are going to work with them: what task are you going to use using them.
Class Organization:
I am going to organize my students in pairs, groups of four and whole group. We work in
whole group to share conclusions.
Cooperative Learning Technique 1: JIGSAW
Task you are going to work:
Write the sensations and associations of each colour.
• Make groups of four (Students have a base group of four members to work)
• The teacher assigns two colours to each member of the group: red, orange, yellow,
green, blue, purple, black or white.
• Each student has to find information about each colour they have, then the students
with the same pair of colours meet to create groups of experts of each colour, in
this way they share and complete the information. Each group of experts have to
define the sensations and associations of the colour. Write them in the card.
• After this they have to return with the original group.
• Each expert has to explain to the rest of the group the colour that they have.
They can find information in these webs:
- Coloroscope. CNN
https://edition.cnn.com/specials/health/colorscope
- COLOR IN MOTION
http://www.mariaclaudiacortes.com/colors/colors.html
Cooperative Learning Technique 2: 1‐2‐4
Task you are going to work:
Students have two pictures and a question: What differences do you think there are between
these perfumes? Why?
Students have to contribute, discuss and reach agreements.
• Each student has a sheet that is divided into three parts and numbered 1, 2 and 4.
• In part 1 each student responds individually to the question.
• Then, in pairs, the students comment on their answers and elaborate a more
complete one in section 2.

2. Why not CLIL?
2
• Finally, the students meet in groups of four and elaborate the definitive answer. In
this way all students participate and contribute to the final solution and help each
other, learning from each other.
In order to help them to anwer the question, students have to write five words about each
image, for exemple:
-Colour family
-Some colour qualities like saturation, brightness, value, dynamism...
-Sensations and feelings such as comfort, tenderness, breathless, warm, cool, airy…
-How do you thing the perfume could smell?
-If it is for women or for men
Students also have a scaffold with useful phrases to describe images.