Eva rc module 2_activity_cooperative learning
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1 Why not CLIL? TASK 2 Using Cooperative Learning in your Unit Plan. Once you have clear ideas about your topic it is time to think how are you going to teach it and work with your students. Complete the following chart to introduce Cooperative Learning. You are going to describe how are you going to organize your students in the class: pairs, groups of three or four, whole group, …… And then you have to choose two cooperative learning techniques you will introduce into your unit and tell us how you are going to work with them: what task are you going to use using them. Class Organization: Cooperative learning is important in my Unit Plan because it means letting students learn from each other when they are doing exercises, dealing with new vocabulary and content, testing each other or solving problems. Encouraging students to share with one another empowers them and takes some of the pressure off the teacher. Moreover, when you use cooperative learning the teacher remains involved in the class, but take a step back. The teacher is the teacher’s guide: go round the class, monitor, encourage, help if necessary, and ensure that everything is OK. It is a Science Project about food and digestion (Healthy habits) where the students can work individually, in small groups (cooperative learning) or all the class together depending on the activity. We have to take into account that Cooperative learning may help enhance CLIL contexts, catering not only for the development of comprehension skills and better reasoning, but also for interaction and communication. Students are given chances both for input reception and output production. Cooperative learning facilitates and enhances autonomy. Students are practicing important social skills. In the Unit Plan we are going to use teamwork. If in the classroom, students sit in teams and work with teammates to master and deepen their thinking about the curriculum, create cooperative projects, and plan collaborative presentations.
Transcript of Eva rc module 2_activity_cooperative learning
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Why not CLIL?
TASK 2
Using Cooperative Learning in your Unit Plan.
Once you have clear ideas about your topic it is time to think how are you going to teach it and work with your students. Complete the following chart to introduce Cooperative Learning.
You are going to describe how are you going to organize your students in the class: pairs, groups of three or four, whole group, ……
And then you have to choose two cooperative learning techniques you will introduce into your unit and tell us how you are going to work with them: what task are you going to use using them.
Class Organization:
Cooperative learning is important in my Unit Plan because it means letting students learn from each other when they are doing exercises, dealing with new vocabulary and content, testing each other or solving problems. Encouraging students to share with one another empowers them and takes some of the pressure off the teacher.
Moreover, when you use cooperative learning the teacher remains involved in the class, but take a step back. The teacher is the teacher’s guide: go round the class, monitor, encourage, help if necessary, and ensure that everything is OK.
It is a Science Project about food and digestion (Healthy habits) where the students can work individually, in small groups (cooperative learning) or all the class together depending on the activity.
We have to take into account that Cooperative learning may help enhance CLIL contexts, catering not only for the development of comprehension skills and better reasoning, but also for interaction and communication. Students are given chances both for input reception and output production.Cooperative learning facilitates and enhances autonomy. Students are practicing important social skills.In the Unit Plan we are going to use teamwork. If in the classroom, students sit in teams and work with teammates to master and deepen their thinking about the curriculum, create cooperative projects, and plan collaborative presentations.The heterogeneous team is a mirror of the diversity in the classroom containing males and females, students of different origins, and students at all levels of achievement.Heterogeneous teams allow peer tutoring, increasing achievement, and allow positive interactions among students of all backgrounds, improving relations.
Cooperative Learning Technique 1: Jigsaw
It helps children with their reading comprehension. It’s a multi-step strategy that involves the use of home groups and expert groups.
Task you are going to work:
ACTIVITY: Reading about the nutrients.
Divide the topic or text you want to introduce into 5 parts. The students start in their home groups. Each student has a different text but all readings are related to the same main topic
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Why not CLIL?
“The nutrients”. Next they move off to their expert group, which bring together students reading about the same subtopic. We have 5 different subtopics (Carbohydrates – Proteins – Fats – Vitamins – Minerals). So every student studying, for example: carbohydrates would be in the same expert group. By discussing the subtopic together they can become experts in it. Finally, the expert groups break apart and the students return to their home groups. Now each of the students is an expert in one are of the main topic (nutrients) and they can share that information with the students in their home groups in essence each student has become a piece of the puzzle. We need five different groups or we the teacher can change the number of groups depending on the number of students in a class.
Cooperative Learning Technique 2: Numbered Heads Together
Numbered heads together1 is a cooperative strategy that offers an alternative to the competitive approach of whole-class question-answer, in which the teacher asks a question and then calls on one of the students with a raised hand. In the numbered heads together, the teacher has students’ number off (e.g. 1-4), asks a question, and then tells the students to “put their heads together” to develop a complete answer to the question. When the teacher calls out a number, the students with that number raise their hands to respond. This structure facilitates positive interdependence, while promoting individual accountability. It also gives confidence to lower achievers because they know they will have the correct answer to give to the class.
Task you are going to work:
ACTIVITY: Questions about the Food Pyramid
We need different groups to speak about the Food Pyramid to have a healthy diet. Each group member is given a number (1,2,3,4…). Then, the teacher asks the class a question about the food pyramid and each group must come together to find an answer. After the time is up, the teacher calls a number and only the students with that number may answer the question. If we want, we can use a picture of the food pyramid.
