Cooperative Language learning/ collaboration language learning
Slide 2
Definition of CLL
Slide 3
History of CLL
Slide 4
The 5 elements of CLL
Slide 5
CLL and SLA theories
Slide 6
Types of CLL grouping
Slide 7
Teacher's role
Slide 8
Students' role
Slide 9
Possible CLL strategies
Slide 10
Jigsaw activity
slide 12
Praise-Questions-Polish activity
Slide 14
Lesson Planned for Microteaching on Itinerary
Learner centered teaching and active learning strategiesNoura Al-Budeiwi
Active learning is best demonstrated in a learner-centered approach. This short article explores few active learning strategies and the use of technology in class. Feel free to comment in the comments section.
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
Collaboration and Co-Teaching WorkshopStephen Best
This presentation is a part of the Collaboration and Co-Teaching: A Workshop for Mathematics and Special Educators materials from the Mathematics Improvement Toolkit. The materials were developed by the Educational Development Center for the National Forum to Accelerate Middle Grades Reform
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
Cooperative Language learning/ collaboration language learning
Slide 2
Definition of CLL
Slide 3
History of CLL
Slide 4
The 5 elements of CLL
Slide 5
CLL and SLA theories
Slide 6
Types of CLL grouping
Slide 7
Teacher's role
Slide 8
Students' role
Slide 9
Possible CLL strategies
Slide 10
Jigsaw activity
slide 12
Praise-Questions-Polish activity
Slide 14
Lesson Planned for Microteaching on Itinerary
Learner centered teaching and active learning strategiesNoura Al-Budeiwi
Active learning is best demonstrated in a learner-centered approach. This short article explores few active learning strategies and the use of technology in class. Feel free to comment in the comments section.
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
Collaboration and Co-Teaching WorkshopStephen Best
This presentation is a part of the Collaboration and Co-Teaching: A Workshop for Mathematics and Special Educators materials from the Mathematics Improvement Toolkit. The materials were developed by the Educational Development Center for the National Forum to Accelerate Middle Grades Reform
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
Collaborative learning is the educational approach of using groups to enhance learning through working together. Groups of two or more learners work together to solve problems, complete tasks, or learn new concepts.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
3. 3
INTRODUCTION
Modern instructional approaches like cooperative learning
and collaborative learning helps to deliver the teaching learning
process effectively. Cooperative learning is educational
approaches which aim to organize classroom activities into
academic and social learning experience. These are a great
number of cooperative learning techniques available. Among
them easy to implement structures are Think-pair-share and
Jigsaw. Learning collaborative learning is a situation in which
two or more people learn or attempt to learn something together.
The learning circle has been used to describe a group effort with
clear links to social change.
4. 4
COOPERATIVE LEARNING
Cooperative learning is an instructional method that
encourages the student to work in groups to master material
presented by the teacher. It is a kind of teaching learning
strategy in which students learns together and complete common
goals. In this method students listen, argue, discuss, explain and
teach in their effort to teach each other and master the academic
content presented by the instructor. Group members are
responsible for making sure all members understand the
material.
Cooperative learning method helps students to learn
from each other by creating small mixed group towards a
common purpose in academic subjects, both in classroom and in
other environment. It increases self confidence and
communication skills of the individual, strengthen power of
solving and critical thinking and student participation in the
process of education.
The important cooperative learning techniques are think-pair-
share and jigsaw learning.
5. 5
THINK-PAIR-SHARE
The learning activity involves explaining answers/ideas to
another student. The instructor poses a question to the class.
Students write to response and then share it with a student
nearby. Students clarify their positions and discuss points of
agreement and disagreement. The instructor can use several
answers to illustrate important points or facilitate a whole class
discussion.
1. Instructor poses questions to class
2. Students write a response(1-2minutes)
3. Students pair up with another student nearby
4. Each student explains his/her response to the other.
5. If they disagree, each clarifies his/her position and determine
how/why they disagree
Why use it?
1. Keep students engaged in large classes
2. Prime students for whole class discussion
3. Target key concepts for review
4. Enhance students metacognition -they become more aware of
gaps in their thinking
5. Student responses are feedback to the instructor about how they
are making sense of the material.
6. 6
JIGSAW CLASSROOM
The jigsaw classroom is very simple to use. If you are
teacher, just follow these steps:
1. Divide students into 5-or 6 person jigsaw groups. The groups
should be diverse in terms of gender, ethnicity, race, and ability.
2. Appoint one student from each group as the leader. Initially,
this person should be the most mature student in the group.
3. Divide the day’s lesson into 5-6 groups. For example, if you
want history students to learn about Eleanor Roosevelt, you
might divide a short biography of her into stand-alone segments:
(1) Her childhood, (2) Her family life with Franklin and their
children, (3) Her life after Franklin and their children, (3) Her
life after Franklin contracted polio, (4) Her work in the White
House as First Lady, and (5) Her life and work after Franklin’s
death.
4. Assign each student to learn one segment, making sure students
have direct access only to their own segment.
5. Give students time to read over their segment at least twice and
become familiar with it. There is no need for them to memorize
it.
7. 7
6. Form temporary “expert groups” by having one student from
each jigsaw group join other students assigned to the same
segment. Give students in these expert groups, time to discuss
the main points of their segment and to rehearse the
presentations they will make to their jigsaw group.
7. Bring the students back into their jigsaw groups.
8. Ask each student to present his or her segment to the group.
Encourage others in the group to ask questions for clarifications.
9. Float from group to group, observing the process. If any group
is having trouble (e.g., a member is dominating or disruptive),
make an appropriate intervention. Eventually, it’s best for the
group leader to handle this task. Leader can be trained by
whispering an instruction on how to intervene, until the leader
gets the hang of it.
10. At the end of the session, give a quiz on the material so that
students quickly come to realize that these sessions are not just
fun and games but really count.
8. 8
COLLABORATIVE LEARNING
Collaborative learning is a situation, in which two or more
people learn or attempt to learn something together. Unlike
individual learning, people engaged in collaborative learning
capitalize on one another’s resources and skills (asking one
another for information, evaluating one another’s ideas,
monitoring one another’s work). Collaborative learning
activities can include collaborative writing, group projects, joint
problem solving, debates, study teams, and other activities.
Collaborative learning is based on the following principles:
1. Working together results in a greater understanding than would
likely have occurred if one had worked independently.
2. Spoken and written interactions contribute to this increased
understanding.
3. Participation is voluntary and must be freely entered into.
4. Some elements of understanding are unpredictable.
Collaborative learning group will experience different stages of
interaction as they to work together to complete a project,
9. 9
They are:
Forming- getting to know each other.
Storming-struggling to determine how they will work together.
Norming- hopefully finding their niche within the team.
Performing- completing the project
THE LEARNING CIRCLE
It is highly interactive, participating structure for
organizing group work. The goal is to build, share, and express
knowledge through a process of open dialogue and deep
reflection around issues or problems with a focus on a shared
outcome.
Online Learning Circles are teams of distance learners who
use technology to acquire a deeper understanding of areas of
shared interest.
Models of Learning Circle
Model:1 Open Agile Learning Circle
Includes four steps and four capacities
It is an agile system of project and team management. In the
open agile system the learning circle is simple and practical
10. 10
model of effective learning, this model describes learning as a
series of four steps:
The four steps in the learning circle are reflection, learning,
planning and action.
Four capacities: Openness, Search, Love for the work,
Guidance.
Model: 2 Distributed Leadership and Collective
Responsibility
A learning circle is a form of distributed learning and
distributed leadership. It has been an essential part of recent
school reform approaches. No single person is teaching the
group, but rather the task of leading, teaching and learning is
distributed among all the participants.
11. 11
CONCLUSION
The modern instructional strategies increase student’s
engagement and achievement. It can boost self esteem and
school attitude and fosters acceptance of students with diverse
needs. It helps to develop consideration and cooperation. All
these techniques refers to students working together to
accomplish a common goal or purpose.
