This document describes a cooperative learning activity that involves students working in groups to research and create posters about different senses. It uses the jigsaw technique where students initially work in expert groups on a particular sense, then reform into new groups to share what they learned with peers. Students will research images online, use dictionaries, and create a poster. They will then assess each other's posters. The activity aims to have students learn about different senses through group work and peer teaching.

1. Why not CLIL? Task 2: Cooperative learning
Ana R. González.
1
Class organization
Students will be organized in 5 different groups. Each group will be working in one sense:
hearing,taste,sight,smellandtouch.
Specificcooperative learning technique used
This activity incorporates different cooperative learning techniques, but the most important is
the Jigsaw technic.
Task explanation
The activity in groups consists on creating a poster about their sense. For that, first day will
work with their team, looking for images on internet, basically, but they will also have the
possibility to look for them in magazines. They will also be using online dictionaries to resolve
theirdifficultieswiththe language. The resultshouldbe somethinglike that:
After each group have completed their own poster, we will create new groups with an expert
of each sense (using Jigsaw technique). They will need to share the important information with
their classmates about their expert sense. In order to help them to communicate themselves,
the teacher will provide a chart where will be the questions they need to ask each other and
the oral answers they will need to say (choosing from different options) and the chart to be
completed bythe children(see the material inthe followingpage).
These might
be the
words they
will need to
look for in
the online
dictionary.
They will
need to use
the
structures
we have
worked on
through the
unit such as:
I can see…

2. Why not CLIL? Task 2: Cooperative learning
Ana R. González.
2
After exchanging the information, every kid will return with their inicial work-team. The last
thing they need to do it is to present their posters to their classmates and hang them around

3. Why not CLIL? Task 2: Cooperative learning
Ana R. González.
3
the class. Each group will assess the other’s team posters and their own completing a rubric
like the followingones:
- Self-assessmentposter

4. Why not CLIL? Task 2: Cooperative learning
Ana R. González.
4
- Co-evaluationposter
Finally, the teacher will show them her
inphographic and visualized also the videos
included in the following link:
https://magic.piktochart.com/output/18309224-
senses_ana-r-gonzalez

5. Why not CLIL? Task 2: Cooperative learning
Ana R. González.
5
Class organization
This activity will be done, first, individually but in the second part of the activity they will work
inpairs.
Specificcooperative learningtechnique used
The first part it’s individually but later, they work with a partner. They will need to share their
works and make his partner guess which animal they have chosen. Finally, they will need to
coach each other and reflect if there is anything in their works they could have done in a
betterway.
Task explanation
The first part of the activity consists on completing a little poster like the one it is included
below. They will write all of expressions and pasting the images in the right place.
Later, children will need to choose an animal from a list and draw or write words according to
the followingitems. All these indication will be shown in a PDI by the teacher.

6. Why not CLIL? Task 2: Cooperative learning
Ana R. González.
6
EXAMPLE OF ANIMAL LIST: dog,cat, pig,horse,rabbit,mouse,dolphin,bird,crocodile.
After doing it children will choose a partner to share their works and make the oral description
to each other. Theywill have the followingcharttohelpthem:

7. Why not CLIL? Task 2: Cooperative learning
Ana R. González.
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An example of alittle conversationpairswill have wouldbe somethinglike this:
Finally, theywill be askedtoreflectabouttheirwork.Inpairstheywill needtoreflectif there
isanotherbetterwayto say something.Forexample:
 Anotherwaytoexpress“smell verybad”istosay “stinky”.
 The pigit isnot onlyscratchy,sometimesitcanfeel softtoo.
Theyneedtodo it inpairsbecause the pair will be encouraginghis/herpartnertothinkmore
carefullyabouthis/herownwork.Theybothcan participate andtheybothneedtoreflect
abouttheirworks.