A presentation for NQTs on using collaborative learning with EAL learners

1. The power of
collaborative learning
Beginner and Advanced EAL Learners in Your
Classroom
EAL Training
4 June 2013
Twickenham Academy
Kamil Trzebiatowski

2. Introduction: collaborative learning (1)
Why collaborative learning?
▫ more language
▫ interact more with other
speakers
▫ language used meaningfully for a purpose

3. ▫ different ways of expressing ideas (questions,
information exchange – words are repeated)
▫ genuinely seeking new information
▫ easier to work with peers
▫ if L1 is shared, students’ whole
language repertoire is used for learning

4. Introduction: Collaborative learning
• A socially and linguistically inclusive situation
where EAL learners can engage in cognitively
demanding activities
• Different from “group work” as it is based on
‘thinking aloud’ and requires the interaction of
all involved to produce a specific output.

5. Difficulties for EAL Learners
• Completely ignored by their peers due to their
language levels (if beginners)
• Feeling left out as their English academic
language is not fully developed
• Unable to fully participate when group activities
are un-scaffolded (advanced EAL learners)
• Withdrawing from group activities as unable to
contribute – can lead to disenchantment and
anger

6. Pre-teach vocabulary
• Use gestures
• Use pictures / images
• Use graphic organizers
• Label drawings and pictures

7.  Multicellular organisms
consists of many cells –
humans are made from an
estimated 50 trillion cells!
 Unicellular organisms,
such as bacteria, consist of
just a single cell.
A cell is the basic unit of life. It can be alive as just one or
exist with others to form tissues or organs.

8. Model speaking/listening exchanges
• Provide sentence starters (speaking frames)
• Pick one student to show to the class how the
activity should be done
• Do a “pretend” conversation of your own
• Use your voice emphasis to “underline” any
areas you want to draw your students’ attention
to

9. To Agree

10. To Disagree

11. Writing frames
• If the result is a longer piece of writing, provide
structured writing frames
• Provide a vocabulary bank / glossary to go with
it
• Model orally / visually whenever possible before
students start
• Do you have a sample of good writing from
before? Use it as an example

12. Assign roles
Project Discussion
Leader / Editor Facilitator / Encourager
Recorder / Secretary Timekeeper
Checker Summarizer
Spokesperson Reflector
Elaborator

13. Websites / sources
• www.collaborativelearning.org for more
collaborative learning resources (subjects across the
curriculum)
• Search for “speaking frames” at TES Resources
• Graphic organizers:
http://freeology.com/graphicorgs/
• R:1B - STAFFEAL INFOEAL
ResourcesLanguage teaching ResourcesGraphic
Organisers
• Assigning roles:
http://www.wcer.wisc.edu/archive/Cl1/CL/doingcl/
grproles.htm