Cooperative Learning Structures: With Foreign Language Teaching and Learning

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COOPERATIVE

LEARNING
STRUCTURES
With foreign language teaching and
learning
GET TO KNOW YOU ACTIVITY
 Name
 School
 Favourite TV Show
 Favurite food
MEMORY TEST
COURSE SCHEDULE
Day/ Session Topic Time
Date

Tuesday Session 1. What are Cooperative Learning 8:00 to 10:00


1 structures? 10:30 to 12:oo
+ 2. 5 Types of Cooperative Learning 10:00 to 10:30
Session 2 structures:
Break  Question-and-Answer Pairs
 Think-Pair-Share
 Circle of Writers
 Numbered Heads Together
 Fan-N-Pick
3. Management techniques

Wednes Session Micro-teaching 8:00 to 12:00


day 1+2
MAIN OBJECTIVE
 To train teachers in using cooperative
learning structures in the language classroom
SPECIFIC OBJECTIVES
1. Describe 5 types of cooperative learning
structures that stimulate participation.
2. Identify management techniques to help
cooperative groups run smoothly.
3. Demonstrate competence in using the
structures with language teaching and
learning.
QUESTION-AND-ANSWER PAIRS
Timi Function Procedure Title of CL
ng Structure
5 Information 1. students in pairs begin by Question-and-
min. sharing writing individual Answer Pairs
Teambuilding questions and answers for
Communication themselves.
skills 2. Student exchange
questions-but not
answers-and answer each
other's questions.
3. The pair compares
answers to correct or
praise.
WHAT IS COOPERATIVE LEARNING?
(THINK-PAIR-SHARE)
Timi Function Procedure Title of CL
ng Structure
3 Information 1. The teacher asks a Think-Pair-
min. sharing question. Each students Share
Teambuilding spends time to think
Communication alone.
skills 2. Members of each pair
discuss with each other
what they have learned.
3. The teacher calls
students at random.
These students share
about their pair’s
discussion.
COOPERATIVE LEARNING
“Cooperative learning is the use of small
groups so that students work together to
maximize their own and each other’s
learning. Within cooperative situations,
individuals seek outcomes that are
beneficial to themselves and beneficial to
all other group members.”
Johnson, D., Johnson, R., & Holubec, E.
.(1994)
WHAT ARE CL STRUCTURES?
 ‘Structures’ are easy to learn series of
repeatable steps that can be used across the
whole curriculum to develop mastery,
thinking skills, communication skills or for
information sharing, teambuilding and class
building.
 CL Structures are tools that teachers use to
organize students interaction and optimize
their learning.
WHAT ARE THE REASONS BEHIND
STUDENTS' LOW PARTICIPATION AND
LOW MOTIVATION IN LANGUAGE
CLASSROOMS?

In your groups use Circle of Writers to answer the question


CIRCLE OF WRITERS
Timi Function Procedure Title of CL
ng Structure
5 Information 1. A group of four members has Circle of
min. sharing- only one piece of paper. Writers
builds 2. Group members take turns
individual to write. One member writes
accountabilit while others brainstorm.
y 3. The next member receives
the paper and adds a
personal contribution.
4. As a conclusion, the teacher
calls on a few students to
share with the class what
was written in their group.
LEARNING STYLES, LEARNER
CHARACTERISTICS AND MULTIPLE
INTELLIGENCES

 Learn and teach your topic to your partners.


 Explain your understanding using Numbered
Heads Together and Travelling Heads
Together
NUMBERED HEADS TOGETHER
Timi Function Procedure Title of CL
ng Structure
10 To develop 1. A team of four is Numbered
min. mastery established. Each member is Heads
Simultaneous given numbers of 1, 2, 3, 4. Together
interaction 2. Questions are asked of the
group. Groups work together
to answer the question so
that all can verbally answer
the question.
3. Teacher calls out a number
(two) and each two is asked
to give the answer.
TRAVELING HEADS TOGETHER
.Students work in groups
.When groups finish, they report to other groups
TYPES OF STRUCTURES 5
1. Question-And-Answer Pairs
2. Think-Pair-Share
3. Circle of Writers
4. Numbered Heads Together and Travelling
Heads Together
5. Fan-N-Pick
MANAGEMENT TECHNIQUES
1. Build a climate of Cooperation
2. Class meetings
3. Team then Teachers
4. Establishing Routines
5. Arranging the classroom for Cooperative
learning

In your groups use Fan-N-Pick to answer the questions


about managing cooperative learning classes.
FAN-N-PICK
Timi Function Procedure Title of CL
ng Structure
10-15 To develop 1. Each team receives a set of Fan-N-Pick
min. mastery cards with questions.
Practice 2. One student fans the cards
Information and says,' pick a card’. The
sharing student picks a card, reads
Teambuilding the question out loud, and
Communication allows five seconds of think
skills time.
3. The student to the right of
the reader answers the
question.
4. The student to her right
responds with more
information, a correction or
praise.
CLASS BUILDING ACTIVITY 1
 Find Someone Who …………….
ACTIVITY 2
CLASSROOM CLASSIFIEDS
 Individually write short classified
advertisements with things that you can
teach or help with, or things you want to
learn or need some help on.
MICRO-TEACHING ASSIGNMENT
 Discuss the procedures for your assigned CL
structure.
 Design an activity that will make use of this
structure from your course book in 15 min.
 When the time is up groups demonstrate
their activity.
CHECKLIST FOR SETTING UP A
COOPERATIVE LEARNING STRUCTURE
Remarks No Yes Teacher’s Actions
1. Organizes students in pairs or groups
quickly.
2. gives clear instructions for how to do the
activity.
3. specifies a time limit.
4. walks around monitoring.
5. uses the assessment book to record her
observations of task work and groups work.
6. offers help to students having problems.
7. is attentive to all groups/pairs.
8. stops the activity at the assigned time.
9. elicits answers/gives feedback.
WHAT ARE CL STRUCTURES?
 ‘Structures’ are easy to learn series of
repeatable steps that can be used across the
whole curriculum to develop mastery,
thinking skills, communication skills or for
information sharing, teambuilding and class
building.
 CL Structures are tools that teachers use to
organize students interaction and optimize
their learning.
CAROUSEL
 Work in your foursome groups to design and draw
a poster that would illustrate a CL structure.
 When you finish post your poster on the wall.
 Assign one person to stand next to the poster and
be ready to explain it to the other groups.
 Groups take turns to rotate around the room to
read and watch other groups’ products. They
also give feedback which is written in forms such
as notes to be stuck on the display.
 In your groups answer this question: What have
you learned from your tour to improve your own
product?

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