Cooperative Learning is a very formal way of structuring activities in a learning environment that includes specific elements intended to increase the potential for rich and deep learning by the participants. ‘Pair work’ is a classroom activity in which the whole class is divided into pairs. It is really a type of group work, using 'groups' of two. Because the point of pair work is to get students speaking and listening, the content of a pair work session should be mainly oral. The paper discusses the historical background of pair work. It presents a list of different Cooperative Learning Techniques using pairs along with a detailed description of the teachers and students activities for each technique. Although there are many advantages of using pair work in classrooms, it also has a few limitations. The paper attempts to help teachers overcome these limitations.
Why activity is important in teaching?
It is equally important that each activity is meaningful, and ensures learners’ learning progress and advancement through the didactic unit or input sessions.
Activities should build on previous activities and avoid being repetitive, they should enable learners to engage with and develop their skills, knowledge and understandings in different ways.
Activities help learners to make and sustain the effort of learning. They provide practice in the basic language skills – listening, speaking, reading and writing. They encourage learners to interact and communicate.
Why should English language teachers add something new to their instructional strategies and classroom routines? In this webinar, teachers learn the difference between summative and formative assessments, discover how they are already using formative instruction, and learn new formative assessments strategies. Teachers learn how to choose a formative assessment strategy to inform their instructional practices and to increase student learning, engagement, and involvement in their learning.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Lisa Pye is the English Language Fellow in Quito, Ecuador. She brings over 20 years experience in education as a teacher, teacher trainer, professional workshop creator and facilitator, and project manager, in both the U.S. and international environments like the Czech Republic, Madagascar and Costa Rica. Lisa holds a Master’s degree in Art History from CUNY Hunter College, a Master’s degree in Public Administration from Syracuse University, and is currently completing her dissertation in the Cultural Foundations of Education department also at Syracuse University. Lisa supports multicultural, multilingual, and experiential education and learning, Girls Education endeavors, STEAM, and the connections between arts, photography, literacy, and identity.
► Find the webinar here: https://youtu.be/JfZTqqz7e3Q
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This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
academic achievement of the college students in Jammu. The main objectives of the study were
(i) to highlight the present status of colleges in Jammu, (ii) to investigate the behaviour of the
college teachers in Jammu (iii) to examine the academic achievement of the college students as a
result of teacher’s behaviour (iv) to highlight the causes which affect academic achievement of
the college students (v) to sort out the relationship between the teacher’s behaviour and
academic achievement (vi) to recommend strategies for the improvement of teachers behaviour.
All the working college teachers along with the students of colleges were the population of this
study. A random sampling technique was used for selection of the sample. Public colleges were
included in the sample, further teachers and students from each college were also randomly
selected as the sample of the study. Two questionnaires, one for college teachers and other for
college students were developed for the collection of data. Collected data were tabulated
analyzed and interpreted in the light of objectives of the study by applying statistical tools of chisquare
and Pearson’s Product – Moment coefficient of correlation(r). The level of significance
महाराष्ट्राच्या ठार्णे जजल््यातील शहापूर एक आददिासी तालुका आहे. या तालुक्यात म ठाकूर, महादेि कोळी,कातकरी,िारली अशा आददिासी जमाती राहतात. या जमातीपैकी म ठाकूर समाज लोकसंख्येने अधिक आहे. पारंपररक शेती, शशकार, देिदेितांच्या पूजा –प्रार्थना, िेशभूषा, हत्तत्तयारे, अिजारे, माती ि दगडाची भांडी असे पारंपररक जीिन ही त्तयांची िैशशष्ट््ये आहेत. परंतु बदलत्तया काळात पारंपररक गोष्ट्टी हळूहळू लोप पाित चाललेले आहे. येर्णारर निीन वपढी परंपरा-संस्कृती पासून दुराित चाललेली आहे. म ठाकुर समुदाय संस्कृतीचे जतन समुदाय संग्रहालयाद्िारे कसे करता येईल हे या लेखाद्िारे शसद्द करर्णे हा या लेखाचा उƧेश आहे.महाराष्ट्राच्या ठार्णे जजल््यातील शहापूर एक आददिासी तालुका आहे. या तालुक्यात म ठाकूर, महादेि कोळी,कातकरी,िारली अशा आददिासी जमाती राहतात. या जमातीपैकी म ठाकूर समाज लोकसंख्येने अधिक आहे. पारंपररक शेती, शशकार, देिदेितांच्या पूजा –प्रार्थना, िेशभूषा, हत्तत्तयारे, अिजारे, माती ि दगडाची भांडी असे पारंपररक जीिन ही त्तयांची िैशशष्ट््ये आहेत. परंतु बदलत्तया काळात पारंपररक गोष्ट्टी हळूहळू लोप पाित चाललेले आहे. येर्णारर निीन वपढी परंपरा-संस्कृती पासून दुराित चाललेली आहे. म ठाकुर समुदाय संस्कृतीचे जतन समुदाय संग्रहालयाद्िारे कसे करता येईल हे या लेखाद्िारे शसद्द करर्णे हा या लेखाचा उƧेश आहे.
Knowledge is power - this insight is at least four centuries old, formulated by philosopher Francis Bacon during the Enlightenment. His statement has lost nothing in terms of relevance and significance: Knowledge is power, and education is the fundamental precondition for political development, democracy and social justice. This paper explores how African writer Ngugi Wa Thiong’o establishes the relationship between the language and power in the process of decolonising the mind. On the other hand, Freire‟s generative themes is a student centered system of learning that challenges how knowledge is constructed in the formal education system and in society at large. Freire’s student centered approach stands in stark contrast to conventional educational practice, which he referred to as the “banking approach” to education. Freire has been able to draw upon and weave together a number of strands of thinking about educational practice and liberation .His theoretical innovations have had a considerable impact on the development of educational practice all over the world.
Keywords: Colonisation,Banking Education, Reflection, Culture, Codifications, Praxis.
The present study aims to find out the relationship between Self – Efficacy, Achievement Motivation and Attitude towards Teaching of Prospective Teachers. For this purpose a sample of 290 Prospective teachers was randomly selected from colleges of Education in Navi Mumbai of Maharashtra state. The study reveals that there is positive co relation between Self- Efficacy and Attitude towards Teaching of Prospective Teachers. But it is not significant at 0.05 level of significance. There is negative co – relation between Achievement Motivation and Attitude towards teaching of Prospective Teachers and also not significant. Male and female Prospective Teachers differ significantly in their Self –Efficacy but not in their Achievement Motivation and Attitude towards Teaching.
Keywords :- Self –Efficacy, Achievement Motivation,
In the present study an attempt has been made to find out the relationship between emotional intelligence (4dimensions i.e. ability to express and appraise emotions, utilize emotions, manage emotions in self and in others.) and teaching aptitude of school teachers. In addition to this the emotional intelligence of male and female private and government school teachers were also compared. The sample comprised of 200 subjects (50 male + 50 female private school teachers and 50 male + 50 female government school teachers) of District Bhiwani Emotional intelligence scale developed and standardized by Pandey and Anand was used to measure the emotional intelligence. Teaching aptitude test battery constructed and standardized by R.P. Singh was used. Results indicate that three dimensions of E.I. (i.e. ability to express feeling, ability to utilize emotions and ability to utilize emotions in self) shows significant difference among private and government school teachers. There exists significant difference between teaching aptitude of private and government school teachers. Three exists positive correlation between emotional intelligence and teaching aptitude school teachers.
महाराष्ट्राच्या ठार्णे जजल््यातील शहापूर एक आददिासी तालुका आहे. या तालुक्यात म ठाकूर, महादेि कोळी,कातकरी,िारली अशा आददिासी जमाती राहतात. या जमातीपैकी म ठाकूर समाज लोकसंख्येने अधिक आहे. पारंपररक शेती, शशकार, देिदेितांच्या पूजा –प्रार्थना, िेशभूषा, हत्तत्तयारे, अिजारे, माती ि दगडाची भांडी असे पारंपररक जीिन ही त्तयांची िैशशष्ट््ये आहेत. परंतु बदलत्तया काळात पारंपररक गोष्ट्टी हळूहळू लोप पाित चाललेले आहे. येर्णारर निीन वपढी परंपरा-संस्कृती पासून दुराित चाललेली आहे. म ठाकुर समुदाय संस्कृतीचे जतन समुदाय संग्रहालयाद्िारे कसे करता येईल हे या लेखाद्िारे शसद्द करर्णे हा या लेखाचा उेश आहे
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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1. SRJIS / Sunanda Roy & Lalita R. Vartak / ( 2155- 2164 )
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TWO HEADS ARE BETTER THAN ONE
Ms. Sunanda Roy, Assistant Professor,
Adarsha Comprehensive College of Education and Research, Pune
Dr. Lalita R. Vartak, Principal,
Adarsha Comprehensive College of Education and Research, Pune
Cooperative Learning is a very formal way of structuring activities in a learning environment that
includes specific elements intended to increase the potential for rich and deep learning by the participants.
‘Pair work’ is a classroom activity in which the whole class is divided into pairs. It is really a type of group
work, using 'groups' of two. Because the point of pair work is to get students speaking and listening, the content
of a pair work session should be mainly oral. The paper discusses the historical background of pair work. It
presents a list of different Cooperative Learning Techniques using pairs along with a detailed description of the
teachers and students activities for each technique. Although there are many advantages of using pair work in
classrooms, it also has a few limitations. The paper attempts to help teachers overcome these limitations.
Keywords: Cooperative learning teaching techniques, Pair Work
―Whenever Problem Solving is desired, whenever divergent thinking or creativity is
desired, whenever quality of performance is expected, whenever the task is complex, when
the learning goals are highly important, and when the social development of the learners is
one of the major instructional goals cooperative learning teaching strategy is desirable.‖
This is a quote by the world renowned experts David W. Johnson and his
brother Roger T. Johnson. Cooperative Learning is a part of a group of 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 much more than just putting
students into groups and hoping for the best. Cooperative Learning is a very formal way of
structuring activities in a learning environment that includes specific elements intended to
Abstract
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increase the potential for rich and deep learning by the participants. (Johnson & Johnson,
1990)
Designs or Types according to number of students:
Cooperative learning techniques can be done using various designs according
to the number of learners in each group. The easiest is making the learners work in dyads or
in pairs. The other designs are the triads or groups of three learners or in groups ranging
from 4 to a maximum of 8 learners per group. (Williams, 2002)
Pair work:
The title of the present paper emphasises that ‗two people working together
have a better chance at solving a problem than one person working alone. This is seen in the
use of pair work in classroom learning. ‗Pair work‘ is a classroom activity in which the
whole class is divided into pairs. It is really a type of group work, using 'groups' of two.
Because the point of pair work is to get students speaking and listening, the content of a pair
work session should be mainly oral. For some types of pair work, it is best if students have
no books, papers, or pencils. It is difficult to give instructions once a pair-work session is
underway, so the activity should be well planned and carefully explained. Otherwise it is
likely to be unproductive. The idea of pair work is to improve listening and speaking skills
by requiring students to exchange information with each other. It should be followed by a
test to make sure that the information between the pairs has been exchanged (TESL).
Historical Background
Pair work can be traced back to what is known as pair learning. It means that one
student teaches another student. In contemporary Pair Learning, the students in pairs are
working with each other according to the specific structure and following a sequence of
activities.
The most ancient predecessor of Pair Learning is 25 centuries old: Socratic
Dialogues. Socrates was not talking ―to anybody,‖ but rather ―eye to eye.‖ With his
sophisticated questions, Socrates helped his counterpart ―giving birth‖ to the conclusion.
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Next predecessor of Pair Learning is 2 centuries old: pair method used by Pater
Gregor Girard to teach poor children in Switzerland. In his school 4 teachers worded with
400 students! What could they do? Girard said, ―You will teach each other and switch the
partners.‖ Since then, the Pair Learning was evolved by efforts of thousands teachers.
(Gromyko, 2009)
Different Cooperative Learning Techniques using pairs:
Sr.
No.
Name of
the
technique
Description
1. Think Pair
Share
1. Students are paired
2. Present a problem
3. Give them time to think on their own about possible answers
4. Allow them to discuss their answers with their partners
5. Call any pair at random to share their answers with the whole
class
2 Timed Pair
Share
1. Teacher announces topic and time limit
2. Teacher gives “Think Time”
3. Partner A shares; Partner B listens
4. Partner B praises
5. Partners switch roles
3 Think Pair
Ink Share
1. Students use wait time to think about an idea or question, write
down their responses, and then pair with a partner for
discussion.
2. Individuals return to what they wrote and modify their first
ideas to reflect new thinking.
3. Students can then share their reflections within a small group
or with a partner.
4 Find
Someone
Who
1. Stand up, hand up, pair up
2. High five your partner
3. In pairs, Partner A asks a question from worksheet;
Partner ‘B’ responds. Partner ‘A’ records the answer on his
own worksheet
4. Partner ‘B’ checks and initials the answer
5. Partner ‘B’ asks a question; Partner ‘A’ responds. Partner ‘B’
records the answer on his own worksheet
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6. Partner A checks and initials the answer
7. Partners high five, separate, raise hand and find new partner
8. Students repeat steps 1-7 until worksheet is complete
5 Paired
Heads
Together
1. Teachers divide the class into pairs.
2. Each members in a pair is given named ‘A’ and the partner ‘B’
3. Questions are asked to the class.
4. Pairs work together to answer the question so that all can
verbally answer the question.
5. Teacher selects a pair and asks the question
6. The teacher calls out ‘A’ and all the ‘A’s have to answer.
7. Alternatively the teacher can call out ‘B’ and all the ‘B’s have to
give the answer.
8. Students can be given chart paper to write their answers and
can show the answers all at once.
Sr.
No.
Name of
the
technique
Description
6 Pairs Check 1. Teacher poses a problem
2. One partner solves the problem while the other coaches;
additions or changes are discussed
3. Students switch roles for the next problem
4. After every two problems, the pairs check their answers with
another pair
7 Pairs
Compare
1. Pairs generate ideas or answers
2. Compare their answers with another pair
3. Then see if working together they can come up with additional
responses neither pair alone had.
8 Rally
Robin
1. Teacher asks questions with multiple possible answers
2. Partners take turns giving
short quick answers
9 Rally Table 1. Teacher asks questions with multiple possible answers
2. Partners take turns writing answers on one paper
10 Rally
Coach
1. Partner ‘A’ solves the first problem
2. Partner ‘B’ watches listens, checks, and praises
3. Partner ‘B’ solves the next problem
4. Partner ‘A’ watches listens, checks, and praises
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5. Repeat starting at step one
11 Three step
interview
1. Teacher Provide interview questions.
2. In pairs, student ‘A interviews student ‘B’, practicing listening
and questioning skills.
3. Students reverse roles and ‘B’ interviews ‘A’.
4. Pairs team up with another pair to form groups of four.
5. Each member of the group introduces the partner interviewed,
sharing interesting points.
12 Mix-Pair-
Share
1. Students silently mix around the room
2. Teacher calls “pair”
3. Students pair up with person closest to them
4. High Five your partner
5. Teacher asks question and gives Think Time
6. Partners share using:
-Timed Pair Share
-Rally Robin
Apart from the above mentioned techniques there are many more pair work
cooperative learning techniques. However the ones that are suitable for large classrooms
without making major changes in the sitting arrangement have been discussed in the above
table.
Who Benefits from Pair Learning? First of All, Students!
o Pair Learning is literally a good luck to any student, the natural environment for
development of their best talents! Pair Learning brings liberty to the school life.
The student‘s liberty in pair classes takes realistic shape.
o Learning time is managed by students: dialogue partners decide on their own
when to begin, make pause, and finish the work
o Pace of work is controlled by students; every pair works as long as students‘
quickness of wit allows: quick learners get everything fast, and can learn more in
the same timeframe; slow students need more time to fill the gaps in
understanding
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o Students possess sufficient liberty to select the topics and exchange them with
other students
o Students on their own choose the ―teachers,‖ i.e. the partners in pair. The more
students are there in the group, the easier each student can choose an appropriate
―teacher‖ who ―can better explain the topic‖
o Students on their own choose the most comfortable place for learning: more light,
warmer or cooler, closer to the window or to the door, etc.
o Hence, the Pair Learning provides the students with multiple liberties: in time, in
pace of work, in topic of learning, in choice of partner in pair, and in choice of
comfortable place for learning.
Experts say that even one of these liberties provided by Pair Learning to the
students is a sufficient motivator to learning. Realistically, Pair Learning provides five! This
is why Pair Learning solves the problem of motivation completely, at once, and for free!
This fact benefits not only the students, but teacher, too – we‘ll talk about teacher‘s benefits
later in more detail.
Who Benefits from Pair Learning? Parents, Too!
o Parents of students learning in pairs observe pleasant changes in their kids:
o Children willingly go to school! Many of them enjoy learning! Parents see that
because kids tend to spend longer hours in the school;
o Eventually, kids less and less conflict with each other and with parents. Children
resolve the conflict situations easier.
o When parents mention that, they ask teacher, ―How come?‖ Teacher explains that
children stay longer at school because their motivation to learning increased.
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Conflicts disappeared because children greatly improve their communication
skills while working in pairs… Children become more socially competent.
o Later, parents notice that kids get A‘s and B‘s only
o More attentive parents later, in two or three years, notice that their children
became healthier: they get cold less frequently than before, and other health
problems steadily came to nought.
Who Benefits from Pair Learning? Teacher, Too!
o ―Teacher‖ is the person who educates, teaches, i.e. school teacher, college
teacher, university professor, etc. The teacher who uses Pair Learning notices the
positive changes
o Students are strongly motivated to learn, they are active and happy in the classes
o No wonder, there are no problems with students‘ behavior both in class and at
breaks
o Students‘ learning and educating improves not only in major classes, but also in
other classes such as arts, sports, etc.
o Teacher‘s function changes; now, teacher is not a ―supervisor,‖ but rather a
―conductor‖ of learning group
o Teacher helps students choosing the appropriate partners for work in pairs
o Teacher helps students to properly work in pairs by using the algorithms for pair
work
o Teacher pays more attention to slow students; quick learners are provided with
additional tasks
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o Teacher better controls learning accomplishments by working with student in
pair
o Teacher takes care to provide the classroom with enough sources of knowledge
such as books, magazines and ―strangers‖
o Now, teacher isn‘t busy with students‘ behavior; however, students impose
stronger requirements on teacher‘s knowledge, and teacher has to meet these
requirements. (Gromyko, 2009)
How to overcome the obstacles in implementation?
1) high noise level: If pair work is successful, it's noisy. There‘s no way of avoiding this
problem in a classroom — except perhaps in the unusual situation of a room that is
much too large for the class it contains. Of course, students can be asked to speak
quietly, but pushing this may have an inhibiting effect. In a normally crowded
classroom equipped with easily movable desks or tables, the problem can be
alleviated by keeping as much distance as possible between the pairs. The best
‗solution,‘ however is simply to keep pair-work sessions short — twenty minutes is
probably a reasonable maximum. A high level of noise can be tolerated for
approximately that amount of time. If the session lasts longer, the noise will become
distracting and annoying.
(2) Furniture: The best furniture for a classroom is small, light tables, and simple, light
chairs; these can easily be rearranged for pair work. Large tables are difficult to move
and to arrange but if they are accompanied by light, movable chairs, they can often be
left in place and chairs placed opposite each other on both sides. Fixed tables or fixed
desks, particularly those with attached seats discourage pair work but they do not
make it impossible. Something that works fairly well can always be figured out.
(3) Partners with no information to offer: Since information exchange is essential to pair
work, if one student in a group has no information to exchange, the activity will fail.
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When pair work is preceded by an ‗information-acquiring activity‘ — as in the paired
stories activity for example — this problem can be largely eliminated by making sure
that everyone understands their material well. And of course it is also important to
make sure that the information and the method of conveying it are appropriate for the
students‘ level.
The best way to alleviate this difficulty is by ‗rotation‘ — having students change
partners — once, twice, or more — during the activity. Doing this means that each of the
conversations will have to be kept quite short in order to keep the whole activity within the
twenty-minute time span, but that, it is to be hoped, will bring a healthy intensity to the
conversations. Rotation also requires a good deal of shifting from one place to another and
that may cause some complaints during the first pair-work sessions. These complaints will
quickly be forgotten, however, as students get used to doing pair work.
Work with larger groups presents the same difficulties that pair work does but not to the
same degree: the noise level will be lower because fewer students will be speaking at the
same time; furniture is less likely to be an obstacle because less moving is required and large
tables work well; and the success of the activity will not be jeopardized because one student
can‘t participate fully.
Precautions: How to set up pair and group work
o Be sure to fully explain the procedure before splitting the class up.
o Always demonstrate either yourself of with the help of a volunteer exactly what
they have to do.
o Ask them to tell you what they have to do before they do it (in their mother
tongue if need be) to check their understanding.
o Have fill in activities ready for the quick finishers – but be sure that they have
completed the task correctly first and haven‘t just finished early because they
misunderstood what they had to do.
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o Don‘t forget to have feedback time after pair work so that the children don‘t feel
that they have been wasting time. It‘s important to share their work as a whole
group although this doesn‘t have to be systematic.
o Set a clear time limit.
o Control who works with who so children aren‘t always being dominated or
dominating others. (Bertrand, 2009)
Conclusion
Pair work helps to overcome infrastructural arrangements and limitations
as it does not require too much of modifications which may be required for group
work. Hence it is a simple and straight forward way to make the classroom
interactive and enjoyable. It also helps to make learning interesting, long lasting and
meaningful. Furthermore it also facilitates the development of social skills and
communication skills which are essential in today‘s world. This technique gives all
types of students the opportunity to participate in the learning process and enjoy the
feeling of success and achievement.
References:
Johnson, D., & Johnson, R. (1990). Learning Together and Alone, Interaction Book Co,
7208, Edina, MN 55435
Williams, R. B. (2002). Cooperative Learning: A Standard for High Achievement. Thousand
Oaks, CA: Sage.
Kagan online. Pairs check , Cooperative Learning Structures. Retrieved April 30, 2015 from
http://www.kaganonline.com/catalog/contents/BCDDPairsCheck.pdf
About pair work TESL http://flesl.net/Teaching/pair_work.html
Gromyko, G. (Oct, 2009). Paired Learning. Benefits to People. Retrieved May 3, 2015 from
http://www.paarschool.com/en/enPair%20Learning%20Benefits%20to%20People.ph
p