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Enhancing collaboration in the world languages classrooms


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Enhancing collaboration in the world languages classrooms

  1. 1. Enhancing Collaboration in the World Languages Classrooms Presenter: Juanita Pérez 1
  2. 2. Food for Thoughts…  "Reflective teaching must be based on evidence of student learning and reflection is most powerful when it is collaborative." - John Hattie, 2009 2
  3. 3. AGENDA  Greetings  Ice Breaker Activity  Read Aloud  Learning Goals  Foreign Language Rings and Standards  Basic Elements of Cooperative Learning  Making it work!  Review  Questions and Answers 3
  5. 5. READ ALOUD THE ANIMAL SCHOOL By George H. Reavis nqB8nBQw 5
  6. 6. LEARNING GOALS At the end of this workshop the participants will be able to:  Understand the difference between Cooperative Learning and Group work,  Share knowledge with other participants through a variety of structures.  Reflect on their teaching in the classroom 6
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  10. 10. What is Cooperative Learning?  Cooperative Learning is a part of a group teaching/learning techniques where students interact with each other to acquire and practice the elements of a subject matter and to meet common learning goals. It is more than just putting students into groups or teams and wishing for the best.  It is a very formal way of structuring activities in a learning environment that includes specific elements needed to increase the potential for rich and deep learning by the participants.  It is about moving from rote learning to learning how to think critically and in changing circumstances.  It needs to be used consistently and in an organized way. “The process by which a room full of individuals with different backgrounds and experiences become a caring community of active learners.” 10
  11. 11. Group Work, Collaboration and Cooperative  Group Work- The teacher assigns a group project, outlines the task, and gives a deadline for completion. Students are expected to work together and participate equally.  Collaborative learning - a method of teaching and learning in which students team together to explore a significant question or create a meaningful project. Examples: A group of students discussing a lecture or students from different schools working together over the Internet on a shared assignment.  Cooperative learning - a specific kind of collaborative learning. In cooperative learning, students work together in small group son a structured activity. They are individually accountable for their work, and the work of the group as a whole is assessed. Cooperative works face-to-face and learn to work as a team. 11
  12. 12. When do we use Cooperative Learning? “Whenever problem solving is desired, whenever divergent thinking or creativity is desired. Whenever quality or performance is expected, whenever the task is complex. When the learning goals are highly important, and when the social development of learners is one of the major instructional goals… When an instructor wishes to promote positive interaction among learners, a facilitative learning climate, a wide range of cognitive and affective outcomes, and positive relations between themselves and the learners…” From Learning Together and Alone, David w. Johnson, Roger T. Johnson 12
  13. 13. Benefits  Everyone feels their input is important  Everyone has to participate  Everyone is accountable  Keep everyone on task  Work smarter and not harder/ deep critical thinking  Is Fun  Is Non threatening  Use of multiple intelligences  Work on and Practice communication skills and people skills  Respect and listen to others’opinion and ideas 13
  14. 14. Five Essential Elements  Positive Interdependence  Face-to-face interactions  Individual accountability  Structured Activity  Team-building (group processing) skills  Note: Research shows that both competitive and cooperative interaction are a healthy part of a child’s repertoire of behavior. 14
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  16. 16. In Conclusion… Cooperation: WE sink or swim together Competition: I swim, you sink, I sink, You swim Individualistic: We are each in this alone 16
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  18. 18. MAKING IT WORK ! Strategies that work! 18
  19. 19. Three-Step Interview  Step One: One Way Interview Students are in pairs, one is the interviewer, the other is the interviewee. The interviewer takes notes of the responses to use for paraphrasing later to the whole group.  Step Two: The Reverse Students reverse roles.  Step Three: Roundrobin Students paraphrase what they have learned about their teammate to their teams. 19
  20. 20. Silent Card Shuffle Viewing a Video   Refer to your worksheet 20
  21. 21. SAME / Different  Each pair of students (A /B opposite side) on a team of four will receive a picture that are basically the same with a variety of specific differences that when discovered will elicit use of target vocabulary and grammatical structures.  A barrier will be placed between them so that they cannot see the other pair´s paper.  Students will receive a Worksheet where they will write the differences they find.  Students will take turns making statements about their picture that the other team members confirm or amend to discover the differences. 21
  22. 22. A Picture is Worth a Thousand Words! A Travel Agency has a contest for students to créate a postcard selling their favorite countries. Therefore,  Each participant will design his/her own creative postcard to sell his/her favorite country.  Each participant will describe the picture to their teammates. After the discussion, each participant will write a persuasive letter to the Travel Agency to convince them in why his/her postcard should be selected as the winner. Students can read their letters to the group and students can react to it. (Use the Cards – When expressing your opinión) 22
  23. 23. Let’s Have Fun!  AIR TRAFFIC CONTROLLER With zero visibility, they are not to crush. Pilot or Biplane must relay on Air Traffic Controller 1. Players are in pairs, one is the Pilot, the other one is the Air traffic Controller. Pilot simulates being in a plane by extending both arms out to form wings. Air Traffic Controller stands in one place to call out directions to the pilot. 2. Zero Visibility Pilot has zero visibility (blindfolded or closed eyes) and must rely entirely on verbal instructions of the Air Traffic Controller to navigate the plane around the room. 3. Ground to Pilot AirTraffic Controller may give instructions like, ¨”Stop!”,”There is a plane approaching your airspace from the right (left)”, “Continue”, “Reverse”, etc. 23
  24. 24. Match Mine/ Body Parts  Partners sit on the opposite sides of a barrier with identical game boards and game pieces.  Partner ____will arrange game pieces on game board while Partner ___ awaits quietly.  One will be the sender, and the other will be the receiver.  Sender gives the Receiver a word and number to match the Sender’s arrangement of game pieces on the game board.  When finished, partners set game boards side by side to compare for accuracy.  Receiver and Sender develop improvement strategies.  Roles are exchanged and the game is played again. 24
  25. 25. Review and Questions Wrapping-up the lesson:  How does this new learning fit in what you already know?  How will you apply what you have learned today in your WL classroom?  Reflecting on your teaching, what can you gather? 25
  27. 27. Resources  Cooperative Learning Group Activities for College Courses  Kagan Strategies  Silly Sports and Goofy Games (Kagan)  The Animal School  27