Using cooperative learning techiniques to reinforce leadership skills in the English class of the Group 10-4 at the Liceo Joaquín Gutierrez Mangel, 2016

UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
USING COOPERATIVE LEARNING TECHNIQUES TO
REINFORCE LEADERSHIP SKILLS IN THE ENGLISH CLASS
OF THE GROUP 10-4 AT THE LICEO JOAQUÍN GUTIÉRREZ
MANGEL, 2016
Fabiola Quesada Sandí
January, 2017

Introduction
 Education’s responsibility is to give students the
necessary tools to go ahead in the future
 The Cooperative Learning Methodology emerges as
an option to enhance the needs of a multicultural
society

Justification
 It promotes students learning by encouraging social
interaction, creating a climate of respect for
differences, encouraging self- esteem, and motivation
 The combination of Cooperative Learning and
leadership is the best solution for future problems

Problem Statement
How can cooperative learning techniques
reinforce leadership skills in the English class of
the group 10-4 at the Liceo Joaquín Gutiérrez
Mangel, 2016?

General Objective
 To determine leadership skills’ reinforcement by
using cooperative learning techniques in the
English class of the group 10-4 at Liceo Joaquín
Gutiérrez Mangel, 2016.

Specific Objectives
1. To identify cooperative learning techniques that encourage
leadership skills in the English class
2. To describe leadership skills through the use of cooperative learning
techniques in the English class
3. To observe the classroom’s environment regarding leadership skills in
the English class after the application of the cooperative learning
4. To include cooperative learning techniques that reinforce leadership
skills according to the new English curriculum program from the MEP

Variables
 Cooperative learning techniques
 Students’ teamwork development
 Leadership skills
 Classroom’s enviroment

POPULATION
LiceoJoaquínGutiérrez
Mangel
Group 10-4
16 students
11 girls
5 boys

SPECIFIC OBJECTIVES THEORY AUTHOR(S)
To identify cooperative learning
techniques that encourage leadership
Socio Cultural Theory
Motivational Theories
Vygotsky (1978)
Slavin (1992)
To describe leadership skills through
the use of cooperative learning
Social Interdependence
Student Team Learning
Johnson & Johnson
(1998)
Johnson & Johnson
(1999)
To observe the classroom’s
environment regarding leadership
skills in the English class after the
application of the cooperative learning
techniques in the English class.
Cognitive Theories Slavin (1995)
Theoretical Framework

Research Method
Mixed Approach
Qualitative
Quatitative
Descriptive
Observation
-Pre test
-Post test
Questionnaire
Interview

OBSERVATIONS
The investigator observed some teamwork
activities through the use of cooperative
learning techniques such as jigsaw, team game
tournament, and group investigation.
Interpretation of the Results

PRE-TEST
To evaluate a topic studied in class with an
activity that did not involve Cooperative
Learning techniques.

POST-TEST
To observe the classroom’s environment
regarding leadership skills in the English class
after the application of the cooperative
learning techniques

INTERVIEW
Interview to the English teachers of the Liceo Joaquín
Gutiérrez Mange about the development of the English
classes and techniques that teachers applied during their
classes.
The teacher’s perception of the teamwork activities is
going to take into account.

QUESTIONNAIRE
-To understand the perception and preferences of
students about English classes, teamwork,
leadership characteristics.
-The questionnaire was applied to the students in
Spanish for a better understanding.

GRAPH Nº 3: ACTIVITIES STUDENTS OF ENGLISH ENJOY THE MOST
Source: Chart Nº 3

GRAPH Nº 5: FREQUENCY IN WHICH STUDENTS PERCEIVE THEY LEARN
WORKING IN GROUPS
Source: Chart Nº 5

GRAPH Nº 11: STUDENTS’ OPINION REGARDING CHANGES FOR THE
ENGLISH LESSONS
Source: Chart Nº 11

GRAPH Nº 14: FREQUENCY STUDENTS HELPED ANOTHER STUDENT IN THE
GROUP

GRAPH Nº 16: FREQUENCY STUDENTS PARTICIPATED IN GROUP
DISCUSSIONS

-None of the group had a
leader
-8 studentes approved
the quiz
-5 students were able to
answer the teacher’s
questions
-3 groups had a leader
-15 students approved
the quiz
-12 students were able
to answer the teacher’s
questions
Pre-Test
Post-Test
Pre-test vs Post-test

FIGURE Nº 1: GROUP TEAMWORK OBSERVATION
Source: Quesada, Fabiola (2016)

VARIABLE CONCLUSION
Cooperative Learning Techniques
• The techniques were dynamic and had an easy
procedure that could be carried out in classroom.
• It had a path to follow which helps in the class
organization, skills, vocabulary and learning
process.
• Ss had better results in the quiz about the topic
developed with Cooperative Learning Techniques.
Students’ Teamwork Development
• The pre-test showed a significant number of
students who worked individually.
• During the post-test: ss collaborated with each
other to obtain the best results.
• Ss performed their role during the activity with
organization.
Conclusions

VARIABLE CONCLUSION
Leadership Skills
• Three groups performed their role excellent, a
leader motivates them, guides them, and organizes
the whole task.
• The leader presented the results of the group.
• The group without a leader did not perform the
activity well.
Classroom’s Environment
• Ss described their group as: cooperation, organized,
dynamic, creative, and united.
• The students recognized gaps.
• Ss commented that they liked and enjoyed it, and
that they learned a lot; and that the activities were
very dynamic.
Conclusions

1.The teacher should plan the activities and do not improvise
1.TheEnglish classes need to be improved for more attractive lessons
1.The teacher can organize the activity and divide the roles
1.This study can be used to reinforce different skills in English such as
vocabulary, reading comprehension, or oral communication
The teacher should guide and supervise the activities
Recommendations

Justification
•Students need to be taught to be competitive in a currently society.
•Learners need to develop different abilities like, leadership, teamwork,
and cooperation.
•The Minister of Public Education (MEP), created a new updated English
syllabus to help learners to reach a good English’s level.
PROPOSAL OF A LESSON PLAN USING COOPERATIVE
LEARNING TECHNIQUES ACCORDING TO THE NEW ENGLISH
CURRICULUM PROGRAM FROM THE MEP

GENERAL OBJECTIVE
To include cooperative learning techniques that reinforce leadership
skills according to the new English curriculum program from the MEP.
SPECIFIC OBJECTIVES
1. To create a lesson plan for seventh graders, regarding the new English
curriculum programs from the MEP.
2. To develop cooperative learning strategies to reinforce leadership
skills.
3. To integrate authentic assessments materials to learn English based on
real life.

Proposal Development
Stage Nº 1: To prepare a
lesson plan with some
activities that could be applied
in the English classroom of the
seventh graders.
Stage Nº 2: To propose a
training for teachers through
workshop for the application
of those activities

WORKSHOP Nº 1:
To propose cooperative learning strategies To reinforce
leadership skills in the English class
Present some
activities that could
be used to reinforce
leadership skills in
the learning
process.
For the English
professors of the
Liceo Joaquín
Gutiérrez Mangel, to
explain the new
MEP English
curriculum for year
2017.
To give some ideas
to the English
teachers about how
to introduce
cooperative learning
techniques with a
real assessment.

TABLE Nº 4: SEVENTH GRADERS LESSON PLAN, UNIT 2.
Level: 7th
Unit: 2
Domain: Transactional and Social interpersonal (p. 38)
Scenario: Enjoying Life Theme: My Daily Routine
Enduring Understanding: Enjoying life involves paying attention to daily routines and taking care of one’s lives.
Essential Question: How do the things people do every day help them enjoy life?
LEARN TO KNOW LEARN TO DO LEARN TO BE AND LIVE IN COMMUNITY
Grammar and Sentence Frame
Adverbs of Frequency
 Always, Sometimes, Never
Wh questions
 What’s your daily routine?
 I have breakfast at 6:30 a.m.
 I go to high school.
Present tense
Subject + verb + complement
 I watch TV in the afternoon.
Vocabulary
My Daily Routine
 My everyday life:
 Have: breakfast/lunch/
dinner/ snack/brunch
 coffee time/coffee break
 take a bath/shower
 brush my teeth
 get up
 wake up
 go to high school
 finish high school
 Study/watch TV/listen to music/read/go out/take a nap
Phonology
Newly created word when a specific letter is changed, added, or
removed in the initial,
medial, or final position (e.g., think to thank).
Function
Identifying daily routines
Discourse Markers
Connecting words (and, but)
Ex. I watch television and I listen to music
a lot.
I go to bed early, but I wake up late.
Psycho-social
Living safely by practicing healthy routines.
Socio-cultural
Ways of entertainment according to or based
on contexts, eating habits and table manners.
Social Language Samples
Idioms:
with bells on
chill out
hang out
Proverbs / Quotes
Eating and drinking shouldn’t keep us from
thinking. -- Italian ´proverb

Assessment Strategies &
Evidences
(Learning Outcomes)
Learner can
Oral Comprehension: Pre-listening; Listening for the first time; Pair/Group
feedback; Listening for the second time; Post-listening
Written Comprehension: Pre-reading; Reading for the first time; Pair/Group
feedback; Reading for the second time; Post-reading
Spoken Interaction/Production: Planning; Organizing; Rehearsing;
Using/Describing
Written Production: Pre-writing; Drafting; Revising; Editing
Time
Total:
120 min
(3 lessons)
Learner…
 L2.Distinguishes simple
phrases about daily
routines
 R1. Recognizes by
manipulating English
language sounds using
knowledge in phonics,
syllabification and word
parts.
 SI.1 Asks and answers in
a predictable pattern
simple questions about
daily routines
 W2: Writes labels on
familiar objects in a
picture or diagram
 L2. Understand simple information
and phrases about routines, eating
habits, hobbies and hanging out
activities.
 R1. Identify English language
sounds using knowledge in phonics,
syllabification and word parts.
 SI1. Ask and answer in a predictable
pattern simple questions about daily
routines, eating habits, hobbies and
hanging out activities. (e.g., What do
you like to do in your free time?) if the
other person speaks slowly and
clearly.
 W2. Write straightforward
information about themselves in
short simple sentences or provide
that information in a questionnaire,
checking written sentences to look
for mistakes (e.g., subject-verb
agreement, capitalization, spelling,
basic punctuation etc.).
Pre-teaching (Routine, lesson goal, warm up…)
Checking attendance, checking in with Ls, posting and reviewing the
week goal and class agenda, etc.
Warm up:
Ss are going to watch a power point presentation with my everyday vocabulary.
-Have: breakfast/lunch/ dinner/ Coffee time/coffee break -Take a
bath/shower -Brush my teeth -Wake up -Go to high school -
Study/watch TV/listen to music/- take a nap.
Ss mime the vocabulary in groups, in which one students do the mimic and the
others are going to guess the words from the vocabulary
Pre-task
-T is going to ask the ss different wh- questions about their daily routines.
-Ss are going to watch a video: https://www.youtube.com/watch?v=Lti-
hzfOT0Y
-Ss are going to make a grouo grid where ss will identify the different daily
routines presented on the video and describe the video’s daily routine.
Task
-Ss are going to play “find someone who”.
-Ss are going to walk around the classroom and ask their classmates different
wh- questions. Then, ss will write the name of the person who fits the question.
Post task /Assessment
-Ss are going to make a three-step interview
-SS are going to talk with a classmate about his/her daily routines.
-SS are going to write a summary of his/her partner’s daily routine.
10 minutes
15minutes
20minutes
15minutes
25minutes
Options Integrated Mini-Project Time
Situation: A foreign student is coming to Costa Rica, and this person
wanted to visit different tourist attraction in Costa Rica.
-In groups of 4 students are going to create some vacations plans for that
foreign student.
Procedure:
Brainstorming
Organization of information through Graphic organizers or outlines
Drafting and revision Editing and final copy
foreign student.
-Ss need to describe 5 daily routine per day per one week (7 days)
After that though a jigsaw technique students are going to share with the
rest of the classroom the schedules they prepared for the foreign student.
30 minutes, p
Each team, p
each unit
Template taken from the new English Curricular Programs. (MEP)
Procedure:
Brainstorming
Organization of information through Graphic organizers or outlines
Drafting and revision Editing and final copy
foreign student.
-Ss need to describe 5 daily routine per day per one week (7 days)
After that though a jigsaw technique students are going to share with the
rest of the classroom the schedules they prepared for the foreign student.
30 minutes, p
Each team, p
each unit
Template taken from the new English Curricular Programs. (MEP)

CHART 23. COST OF THE PROPOSAL
DETAILS QUANTITY
PRICE PER UNIT
(COLONES)
TOTAL AMOUNT
(COLONES)
TOTAL
AMOUNT
(DOLLARS)
PREPARATION OF LESSON PLAN
Travel 2 days ¢1.000 ¢2000 $4,2
Photocopies 2 days ¢2.000 ¢4000 8
WORKSHOP
Folders 3 folders ¢200 ¢600 $1,1
Photocopies 20 of each page
(10 pages)
¢15 ¢3000 $5,37
Markers 3 different colors ¢800 ¢2400 $4,5
Pencils 3 pencils ¢200 ¢600 $1,1
Coffee 2 packages ¢1.200 ¢2400 $4,30
Sugar 1 package of
individual
packages
¢3.500 ¢3500 $6,27
Tea 1 box of tea ¢2.000 ¢2000 $4,2
Other drinks 4 liters ¢1.200 ¢4600 $8,24
Food 4 ¢1000 ¢4000 $8,14
Plastic supplies 4 ¢600 ¢600 $1,1
Total ¢13715 ¢26100 $56,12
Source : Source: Quesada, Fabiola (2016)
Exchange Rate BCCR: December 09th, 2016. Sell ₡545.00/ Purchase ₡557.00

STUDIES TO BE DEVELOPED
THROUGH COOPERATIVE
LEARNING TECHNIQUES
Eight and ninth graders and
diversified education lesson
plans can be developed.
Technology: English for
communication can be
developed
As well as icebreakers,
warm ups, team buildings,
and some other activities.
IMPACTS OF THE PROPOSAL
Teachers can follow the new
curricular programs goal.
More dynamic in the English
classroom.
Students can deal with
some unprepared real life
situation

Using cooperative learning techiniques to reinforce leadership skills in the English class of the Group 10-4 at the Liceo Joaquín Gutierrez Mangel, 2016

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