Approach to class instruction that employs collaboration among students in small or large groups
Goals:› Academic achievement› Social-skills development
Teacher’s role: › Giver of the information facilitator in the
learning process
Types (Kagan, 1994):› Heterogeneous Teams
high-achievers, low-achievers, mid-range achievers
offers the greatest potential for peer tutoring
› Random groups
› Interest teams
› Homogeneous language teams
Size: ideal 4 (allow pair work within the group)
Classroom rules› Involve the whole class
Seating arrangement› each student can easily see the front (teacher,
blackboard), see his/her classroom teammates, and have equal and close proximity to each teammate
Giving directions› very clear to avoid student’s interruptions› The teacher should check understanding› Modelling
USE OF THE VOCABULARY INTERACTION USE OF THE TARGET LANGUAGE SPEAKING AND WRITING
SPEAKING USING THE –ING FORM.
INTERACTION WITH DIFFERENT POINTS OF VIEW
USE OF THE COMICS
FREE GROUP FORMATION
USE OF THE TARGET LANGUAGE
FEEL FREE TO EXPRESS
THE TEACHER GIVES EACH GROUP A COMPOSITION OF SEVERAL VIGNETTES OF 13 RUE DEL PERCEBE, A SPANISH COMIC.
40 MINUTES TO FORM IDEAS
Composition with the best descriptions voted by the students
R e v ie w o f t h e v o c a b u la r y
U s e o f t h e t a r g e t la n g u a g e
.C o r r e c t w r it in g p e r f o rm
Use of linguistic knowledge in a comprehensible way to transmit ideas using creativity.
Interaction with classmates.
Work in groups
Learn to respect the other opinions
Teacher distributes a paper with a specific format for the task divided into 6 categories (letters, colour, names, food, animals and cities)
Teacher helps to form groups.
Roles:
Secretary studentRest: provide information
RED
RAYMOND
RICE
RABBIT
ROME
OBJECTIVES: THE STUDENTS TURN INTO A FUN CONTEXT TO REVIEW THEIR VOCABULARY AND COOPERATE WITH THEIR CLASSMATES.
Classroom conditions (fixed furniture) Shared space Time consuming Noise (simultaneous interaction) Freedom (different levels of preparation,
working capacity, interest) Use of mother tongue Rejection from teachers (loss of
authority)
Differences in speed and work capacities
Isolated students Discipline and responsibility of becoming
member of a group work Social interaction (motivation,
personality and mixability) Variety of students, different nationalities
in the class or ethnic minorities
Group: half majority nationality and half ethnic minority from the same country
Half-way through term uncomfortably factions developing.
Partly the teacher’s fault not keeping seating fluid or mixing groups enough.
Group-building activities tensions eased
Inter-class football match› inter-group rivalry the most powerful group-
maintaining feeling.
Thanks!
MARINA CALVENTE GARCÍA CARMEN GUTIÉRREZ SALAS SALVADOR SAN AGUSTÍN KNOWLES JULIA MIGUÉLEZ MORALES ESTHER SEDANO RUIZ