Post on 18-Nov-2014
INTERACTION PATTERNS
BY: LILIANA BORBOLLA April 22, 2009
UNIT. 30
At the end of the unit the participants will be able to decide what type of group pattern is suitable, considering different reasons and factors according to the class and aims they want to achieve.
Aim: aim of the lesson and aims of activities. Learning style: some learners prefer
individual tasks, while others prefer group work.
Level: most classes are mixed-level. depending on what activities, similar or different level learners might be working together. Personality: Leaders and followers need
to be combined.
Class size: Larger classes need careful plans.
Learners’ experience: Gradual introduction is necessary for new types of grouping.
Activity: Variety and flexibility in grouping is
necessary for different types of activities. Group dynamics: considering the
relationship of learners
S S-S Ss Ss-Ss T-S S-T T-Ss Ss-T
1. TEACHER AIM 2. LEARNING STYLES 3. STUDENTS’ ABILITIES AND LEVELS4. STUDENTS’ PERSONALITIES 5. THE CLASS SIZE 6. THE PREVIOUS EXPERIENCE OF THE
STUDENTS.7. THE BALANCE OF THE INTERACTION
PATTERNS IN A LESSON 8. THE GROUP DYNAMICS. SUCH AS THE
RELATIONSHIPS BETWEEN THE STUDENTS
2. MUSICAL CIRCLES.
•Draw a number of circles on the floor.
•Children walk around the room and when the music stops, they must
stand in a circle.
•Only 6 children can stand in a circle.
•Each circle forms a group and you can do some simple action games in
the groups.
•Prepare children carefully for the activity .
•Organize them in ways appropriate to the goal of the language-learning activity.
•Be clear and precise when giving instructions.
•Show them ho to do the activity .
•Involve them in your demonstrations .
•Be positive about their efforts .
•Loosen your control of the activity GRADUALLY.
•Engage their intrest through having a clear & meaninful purpose for the activity.
1. Take one stick with your name .2. Take one set of dominoes. 3. Form groups of 4. Each group must be
formed by 4 different colors. 4. Now play dominoes. The 29 cards
must be used.
Am I including a variety of Interaction patterns in my lesson?
It is better to always pair strong-weak students, this way the strong one helps the weak one
If i group my students there is too much noise and indiscipline., I’ll better have them work individually
1. Active role 2. Passive role3. Brainstorm4. Chart5. Context6. Dominant7. Feedback8. Nominate9. Open pairs10. Closed pairs
11. Group dynamics12. Interaction
pattern13. Mixed ability 14. Role play15. Scan 16. Warmer17. Mingle18. Get student’s
attention
19. Cooperative20. Discipline21. Energy levels22. Grade
language23. One-to-one24. Open class
25. Sitting arrangement
26. Seating plan27. Teacher role 28. Teaching space 29. Rapport, build
rapport30. Routine
TERM DEFINITION
ACTIVE ROLEWhen students think about their own learning and what their
own needs are and try to help themselves learn more, they are taking an active role
PASSIVE ROLE Is the opposite of an active role.
CLASSROOM MANAGEMENT
The strategies used by a teacher to organise the classroom and the learners, such as seating arrangements, different
types of activities
CLOSED PAIRSWhen students do pairwork with the person sitting next to them and no one else listens
CO-OPERATIVE Working together and helping each other.
DISCIPLINEThe way a teacher keeps control of students in the classroom
DOMINANT To have a very strong influence over what happens
TEACHER-CENTRED If a teacher dominates, the lesson is
TERM DEFINITION
ENERGY LEVELSThe feeling in a classroom. If students are interested and working hard. Or if students are bored or tired.
GET STUDENTS’ ATTENTION
To make students listen to the teacher, possibly after they have been doing group or pairwork
GRADE (LANGUAGE)To use language that is the correct level for the students and is not too difficult.
GROUP DYNAMICS The relationship between members of the class.
INTERACTION PATTERNSInteraction patternsThe ways in which students work together in class, such as open class, pairwork, group work and individual work.
INVOLVEMENT Taking part in an activity, being involved in it.
LEARNING CONTRACT
An agreement between the teacher and the students about their roles and responsibilities (i.e. what the teacher will do and what the students will do to help the students to learn).
TERM DEFINITION
MIXED ABILITY, MIXED LEVEL
The different levels of language or ability of students studying in the same class
MONITOR
To watch over students in order to make sure that they are doing what they have been asked to do, and help them ifthey are having problems
NOMINATETo choose and name one student to speak or do a particular task.
ONE-TO-ONEA teaching situation which involves only one teacher and one student.
OPEN CLASS
When the teacher leads the class in an activity and each student is paying attention to what is happening. When students respond, they do so in front of everyone in the class,
OPEN PAIRSIn ----------------, one pair does a pairwork activity in front of the class. This technique is useful for showing how to do an activity and/or for focusing on accuracy.
RAPPORT The relationship between the teacher and students
TERM DEFINITION
BUILD RAPPORTTeachers try to build or create a good rapport or relationship with their students.
ROUTINESomething which is doneregularly such as a teacher setting writing homework every Friday
SEATING ARRANGEMENTThe way the students sit in the classroom, e.g. in rows, in a circle around the teacher, in groups around differenttables.
SEATING PLAN A plan of where the students should sit in the classroom
TEACHER ROLE The way a teacher chooses to manage the classroom
TEACHING SPACEThe areas in the classroom that can be used for teaching, e.g. the board, the walls, the desks, the open floor
MINGLEA mingle is an activity which involves students walking round the classroom talking to other students
TKT COURSEBOOK Children Learning English. Jayne Moon.
Ed. Macmillan Heineman. A course in language teaching. Penny
Ur