The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown...

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How can we change this? The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc. The teacher asks the Ss to get into groups of four. She gives each group a piece of poster paper, markers, and old magazines. The Ss must cut out a picture and describe it. When they are finished they must present it to the class. The Ss are speaking all in Spanish and the teacher is very frustrated even though the Ss are successfully doing the activity. In some groups one Ss is doing all the work.

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Transcript of The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown...

Page 1: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

How can we change this? The teacher’s objective is : SWBAT describe

someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

The teacher asks the Ss to get into groups of four. She gives each group a piece of poster paper, markers, and old magazines. The Ss must cut out a picture and describe it. When they are finished they must present it to the class.

The Ss are speaking all in Spanish and the teacher is very frustrated even though the Ss are successfully doing the activity. In some groups one Ss is doing all the work.

Page 2: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Think/Pair/Share

Page 3: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Think-Pair-Share

THINK- Teacher gives an assignment and all the Ss do it individually

PAIR - Then they share their answers in pairs

SHARE - Then they share their answers with the class

Page 4: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

What cooperative learning is NOT:

Ss working together in pairs or groups to complete an exercise in the book(individual activity)

Ss paired up to “help” each other Ss working in a group where one student does

all the work and the others get equal credit EFL: Ss working in a group and speaking L1

Putting groups together in a room does not mean cooperative learning is taking place.

Page 5: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

What CL must have: individual accountability

Each group member is held accountable for his or her work. This avoids work done by one person.

positive interdependenceEach group member depends on each other to accomplish a shared goal or task. Without the help of one member the group is not able to reach the desired goal.

forced language use The activity must be structured so that the Ss are

forced to speak English to each other.*It must be organized/structured well in order to meet

these requirements.

Page 6: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Numbered Heads Together

Teacher gives each student in the group a number from 1-4

After the Ss complete their group activity, the teachers calls out a number(#3)

The number 3s from each group must stand and present

*Works best if this is explained in advance to the Ss, then the “pressure” is on!

Page 7: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Cooperative Group Roles

Leader Recorder Timer Speaker Spellchecker/Language Monitor Spy

Ambassador

Page 8: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Ambassador

Once the group has finished the task the Ambassador fulfills their role

They must go to every group and check their answers

They should see which ones they have in common and which ones are different

Page 9: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Recorder

Reader

Speaker

Timekeeper

Group Roles

Page 10: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Encourager

Spy

Group Leader

Language Monitor

Cooperative Learning Roles

Page 11: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Well structured cooperative learning: Give the Ss a small amount of time(it’s YOUR time, not

THEIR time) Individual Responsibility: 1. Numbered Heads Together(1-4) 2. Assign roles ( leader, presenter(to the ‘weaker’ student),

secretary, timekeeper , spy)

The activity forces use of oral language in the target language(they NEED to use English)

The teacher gives Ss the language necessary to complete the assignment(What do you have for #1?)

Leave time for the Ss to share their answers with the class The teacher MONITORS the activity and brings Ss back to

target language.

Page 12: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Go back to former activity and restructure it.

The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

The teacher asks the Ss to get into groups of four. She gives each group a piece of poster paper, markers, and old magazines. The Ss must cut out a picture and describe it. When they are finished they must present it to the class.

Page 13: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Nasa Moon Activity(1-15)

___ Box of matches___ Food concentrate___ 50 feet of nylon rope___ Parachute silk___ Portable heating unit___ Two .45 calibre pistols___ One case dehydrated milk___ Two 100-pound tanks of oxygen___ Stellar map (of moon's surface)___ Life raft___ Magnetic compass___ 5 gallons of water___ Signal flares___ First aid kit containing injection needle___ Solar-powered FM receiver-transmitter

Page 14: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

JIGSAW ACTIVITY

What is it?

Page 15: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

EXPERT GROUPSThe number of different pieces of

information will decide the number of your expert groups(3-5

only)

EX. A five paragraph article will be good for five groups

Page 16: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Students 1-4 Students 5-8

Students 9-12

Students 13-16

Step 1 Give students instructions and questions to answer in their expert groups.

Page 17: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Group 1- one piece of information

Group 2- a different piece of information

Group 3-another piece of information

Group 4-a different piece of information

Step 2 Organize into EXPERT GROUPS(ex. 16 students)

Page 18: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

STEP 3 SS READ INFORMATION, HELP

EACH OTHER TO UNDERSTAND IT,THEN

LEARN IT WELL ENOUGH TO EXPLAIN IT TO A NEW GROUP

Page 19: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Group 1 Group 2

Group 3 Group 4 Group 4Group 3

Group 2Group 1

Page 20: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Group 1 Group 2

Group 3 Group 4 Group 4Group 3

Group 2Group 1

Expert Groups Mixed Groups

Page 21: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Step 4 Organize into MIXED GROUPS

New Group 1- four pieces of information

New Group 2-four pieces of information

New Group 3- four pieces of information

New Group 4- four pieces of information

Page 22: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

STEP 5 EACH “EXPERT” FROM EACH PREVIOUS GROUP SHARES THEIR

INFORMATION WITH THE NEW GROUP.

AFTER PUTTING ALL THEIR SHARED INFORMATION

TOGETHER THE SS SHOULD BE ABLE TO “SOLVE” THE EXERCISE THAT YOU GIVE

THEM.

Page 23: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Step 5 the groups share their answers with the teacher and the class. Hopefully they all have “solved” the problem.

Page 24: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Jigsaws can be used for/to:

Reading selections A short story Teach Grammar rules Teach spelling rules Teach science concepts, math

concepts ,etc.

Page 25: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Do you like Math?

You have 5 pieces of information that you want your Ss to learn.

You have 15 students. How would you arrange your groups? Expert? Mixed?

Page 26: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

5 pieces of information

15 Students

Page 27: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

Do you like Math?

You have 3 pieces of information that you want your Ss to learn.

You have 12 students. How would you arrange your groups? Expert? Mixed?

Page 28: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

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3 pieces of information

12 Students

Other possible formations

Page 29: The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc.

If there is an “extra” number of Ss, what can

you do? Example: 13 students


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