The document discusses using cooperative learning techniques in a unit plan, including assigning students to heterogeneous groups and using jigsaw and Kagan structures. For the jigsaw technique, students will be split into expert groups to learn about the five senses and then teach their peers. The Kagan structure involves students being dealt cards about the digestive system and taking turns reading questions, answering, paraphrasing answers, and rotating roles.

1. Why not CLIL?
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TASK 2
Using Cooperative Learning in your Unit Plan.
CLASS ORGANIZATION:
Students are going to sit down in groups of five people. As we have a heterogeneous group,
we have to take into account all the different learning levels in the class. The groups will be
created by the teacher, who is going to mix students with different learning levels. Every
group will have an advance level student, a good level student, a mediumlevel student and a
lowlevel student,in ordertoenrichtheirlearning.
Cooperative LearningTechnique 1: JIGSAW
Definition: This technique is a method of organizing classroom activity that makes students
dependent on each other to succeed. It breaks classes into groups and breaks assignments
intopiecesthatthe group assemblestocompletethe (jigsaw) puzzle.
Task: THE FIVE SENSES
The main aim is to learn about the five senses. The teacher has to give a number to each
member of the group. Then all the students are going to join people with the same numbers,
so they are going to work in groups of experts. Every group of experts has to read, process
define and summarize the information about their sense. Once they have all clear, they are
goingto share the informationwiththeirmatesinthe original group.
GROUPS OF EXPERTS TOPIC
Group with numbers 1 The sense of hearing
Group with numbers 2 The sense of sight
Group with numbers 3 The sense of taste
Group with numbers 4 The sense of touch
Group with numbers 5 The sense of smell

2. Why not CLIL?
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CLASS ORGANIZATION:
Students are going to sit down in groups of four people. As we have a heterogeneous group,
we have to take into account all the different learning levels in the class. The groups will be
created by the teacher, who is going to mix students with different learning levels. Every
group will have an advance level student, a good level student, a mediumlevel student and a
lowlevel student,inordertoenrichtheirlearning.
tables andgroups’ distribution
Cooperative LearningTechnique 2: KAGANSTRUCTURE/FAN-N-PICK
Definition: it’s a kind of cooperative learning, that facilitate the learning of a class where
pupils are all actively and simultaneously engaged in learning. Structures minimise the
opportunity for pupils to become distracted, disruptive and then disaffected by giving them
the skillstoworkwithothersand tolearnindependentlyof the ‘teacher’.
Task youare goingto work: DIGESTIVE SYSTEM
Each group of four students get a set of cards. These cards are created by the teacher
directly related to the digestive system (such as a review activity or questions related to a
text or reading). Students are dividedinto groups of four. Student 1 fans out the cards, offers
them to Student 2 and tells Student 2, "Pick a card, any card." Student 2 picks a card and
reads the question or prompt to the group. Student 3 answers the question or responds to
the prompt. Student 4 then paraphrases/repeats, checks, clarifies and praises the answer.
Cards then rotate to the right and steps are repeated so that each person in the group has at
leastone chance at each role.

3. Why not CLIL?
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