Post on 27-Dec-2015
Chien-Hui Hung (Kate)
Kuei-Wen Chung (Shirley)Yu-Tung Lai (Carol)
Fang-Yi Chen (Vivian)
Wan-Chen Su (Jen)
Shirley Chung
Different terms of collaborative learning: cooperative learning, student team learning, group investigation
Group Learning Approaches (Stahl, 1994)
(Bloomington,1998)
Collaborative learning is “a pedagogical style that emphasizes cooperative efforts among students, faculty and administrators”.(Whipple, 1987)
Kate Hung
You are shopping alone. All of a sudden, one strange person pinches your butt. What pops into your head first?
How “Weird” Could you Be?
A.
GOD~ It’s so disgusting!!!
B.
I am gonna shout at him!!!
C.
HEY!! He’s gone too far~
D.
I am gonna question him about this!!!
You are shopping alone. All of a sudden, one strange person pinches your butt. What pops into your head first?
How “Weird”Could You Be?
A. GOD~ It’s so disgusting!
B. I am gonna shout at him!!!
C.HEY!! He’s gone too far~ D. I am gonna question him about this!
An extremely happy daydreamer.
A peculiarly independent control freak.
An incorrigible stubborn optimist.
An alien living in its own world.
REALLY works?
CONS
1. Improve the quantity of language use.
2. Improve the quality of language use.
5. Develop social skills.
1. Improve the quantity of language use.
4. Enhance the ownership of what is learned.
3. Increase learners’ motivation
1. Negotiated interaction is not guaranteed.
2. May not involve every individual.
3. Increase burden on teachers.
4. More time-consuming.
5. Demand more efforts in classroom management.
PROS
REALLY works?
CONS
1. Improve the quantity of language use.
7. Provide a supportive learning environment.
10. Promote attitudes and relationships.
6. Elevate thinking skills.
9. Help achieve the goal of “Learning to learn.”
8. Makes assessment less threatening.
6. May lead to frustration and resentment.
7. Cause complaints among peers.
8. Not take care of diverse learning styles.
9. Hard to find the best way to group learners.
10. Hard to achieve fair evaluation.
PROS
Introduction
Pros and Cons of Group Work
Diverse Work Styles in Task Design
Application of Accommodating Diverse Work Styles in Task Design
Issues of Grouping
Issues and Solutions of Assessment
Conclusion
Vivian Chen
Give yourself 1 point if you AGREED with the following survey items and 0 point if you DISAGREED.Add the points under each heading.The greatest total indicates the way you usually prefer to work in class.
2 4
6 8
19
22 2
4
5 7
10 1
2 1
5 1
8 2
1
1 3
9 1
1 1
7 2
3 2
5
Survey items
Total:
Total:
Total:
Independently With a partner With a group
Comparison of Analytic and Relational Learning Styl
es (Adapted from Anderson, Cohen, Ramirez a
nd Castaneda, Witkin and Moore)
Learning Styles
Characteristics
Analytic Learning
Style
Left-brain Learners
Relational Learning
Style
Right-brain Learners
Perception and
Information
Processing
Linear, verbal,
reflective thinkers
Dislikes excessive input
Better at abstractand mathematical
learning materials
Holistic, emotional,
impulsive thinkers
Prefers rich, varied input
Better at concreteand visual material
Comparison of Analytic and Relational
Learning Styles
Learning Styles
Characteristics
Analytic Learning
Style
Left-brain Learners
Relational Learning
Style
Right-brain Learners
Learning Strengths
More easily learns material
that is abstract, impersonal, and
practical
More easily learns materialwith a human, social content
Likes to work independently
or with a partner
Likes to work with
others
Prefers predictable
routinesand familiar
activities
Prefers variation and
creativityIn activities
Comparison of Analytic and Relational
Learning Styles
Learning Styles
Characteristics
Analytic Learning Style
Left-brain Learners
Relational Learning Style
Right-brain Learners
Interpersonal
Relations
Self-esteem is less dependent
upon the opinion of
peers
Learning performanceIs improved if group or
authority figure offers
praise and support
Task-oriented
Inattentive to subtle
emotionalcues in
interpersonal interaction
Sensitive to verbal and
nonverbal cues in
interpersonal interactions
Socially oriented
Jen Su
Students’ learning styles (analytical or relational) influence his/her preferences for academic task completion.
Peer collaboration is far more than a creative seating arrangement. Preparation and guidance are key elements. Not
only this.
To support collaborators with diverse work styles, teachers must consider task types and design carefully.
Kinsella, K. and Sherak, K. (1998). Designing ESL Classroom Collaboration to Accommodate Diverse Work Styles.
In your group, rank the following activities from the best designed one to the least appropriate group work.
Headlines Distribute different newspaper articles to each group and have them first read the article and then come up with a headline. Group presentation includes summarizing the article and explaining the headline. First Day in a Foreign Country Brainstorm with your group what troubles you may encounter when arriving at a foreign country on the first day.
1.________________
2.________________
3.________________
4.________________
Practice with the articles As a pair, complete the story by filling in the blanks with the correct article (the/a/an).
Panel presentations Divide the class. Assign each group a section of the text. They then decide how they, as a group, will present the ideas to the class.
When ranking, take the two learning styles (analytical and relational learners) into consideration.
HeadlinesDistribute different newspaper articles to each group and have them first read the article and then come up with a headline. Group presentation includes summarizing the article and explaining the headline.
We enjoy working closely with classmates to achieve a common goal and approaching assignments with a global perspective. This activity requires the use of varied input and creative brainstorming and problem-solving skills.
I’m good at tasks demanding analysis
and attention to detail. I like
activities which are more factual or
practical in nature. This activity requires
the use of detail-oriented
verbal/analytical skills and a specific
final product.
First Day in a Foreign CountryBrainstorm with your group what troubles you may encounter when arriving at a foreign country on the first day.
I like objective, abstract and impersonal curricula. I don’t see any academic value in this kind of unstructured
activity which primarily draw upon classmates’ relevant experiences and personal reactions and don’t feel
comfortable talking about my personal experiences.
I enjoy sharing perspectives and hearing from my peers. And I like this sort of free-form and personal interactive task
that invites multiple responses and builds collective knowledge.
I feel comfortable when asked to focus
on a serious academic pursuit.
This task has expected outcome
and each group needs to present the
ideas well to the class. I like the
feeling of competition.
In this reading task, no classmates are asked to share experiences
and thoughts.I am less comfortable with small group tasks
that require systematic analysis
and linear organization. I don’t like vague directions for task completion.
Panel presentations Divide the class. Assign each group a section of the text. They then decide how they, as a group, will present the ideas to the class in the best way.
Being forced to complete it in collaboration annoys me. I
value less distracting and solitary task completion. This task can actually be done by students working
alone or at home.
I don’t like tasks that only requires independent
objective analysis and a single best answer. This activity does not really lend itself to multiple
perspectives and negotiation of meaning.
Practice with the articlesAs a pair, complete the story by filling in the blanks with the correct article (the/a/an).
In your group, rank the following activities from the best designed one to the least appropriate group work.
Headlines Distribute different newspaper articles to each group and have them first read the article and then come up with a headline. Group presentation includes summarizing the article and explaining the headline. First Day in a Foreign Country Brainstorm with your group what troubles you may encounter when arriving at a foreign country on the first day.
1.________________
2.________________
3.________________
4.________________
Practice with the articles As a pair, complete the story by filling in the blanks with the correct article (the/a/an).
Panel presentations Divide the class. Assign each group a section of the text. They then decide how they, as a group, will present the ideas to the class.
When ranking, take the two learning styles (analytical and relational learners) into consideration.
Individual
Analytic and relational learners have the same intellectual capacity. They only process and use materials in different ways.
Individual learning and working styles are not entirely innate or unalterable, but they are ingrained and affirmed by years of conventional classroom roles and norms. So, learner flexibility can be cultivated.Our classes do not comprise only two types of learners.
Kate Hung
♣ Challenges
♣ Self-esteem
♣ Performance
♣ Tasks at hand
♣ Harmony
♣ Individuals
♣ Interaction/Collaboration
Appropriate grouping
OOOOOOO
XXXXXXX
Inappropriate grouping
♣ ability
♣ mixed ability
♣ interest
♣ needs
♣ student choice
♣ ethnicity
♣ mixed ethnicity
♣ random
Grouping Strategies
Environment: ESLCourse: PracticumGrade: UndergraduateLevel: Intermediate to AdvancedNumber: 20Task: Course design
Environment: EFLCourse: EnglishGrade: 11th gradeLevel: Low-intermediate to advancedNumber: 40Task: novel reading and presentation
♠ Comment the ways of grouping
♠ Decide one best way
♠ Rationale
♣ Mixed-ability group vs. ability group
♣ Each group member is responsible for equal amount of work.
♣ How to deal with those who do not contribute?
Carol Lai
BIG PROBLEMBIG PROBLEM
Think Critically
Unfairness in Assessing Individual
within the Group
Possible Possible SolutionsSolutions
Checklist
Always Often Sometimes Never
Work Habits
· accepts helps
· helps resolve conflicts
· is respectful of other's ideas
· cooperates with group members
· works diligently
· is ready to work
· completes assigned duties
· stays on task
Name _______________ Activity ______________Topic _______________ Date ________________
What do you like/dislike about this checklist
Anything needs to be added to the list?
Checklist1
Students rate their teammates and themselves
Peer Ratings
2
Checklist
1
Teachers and students use checklist for evaluation
Sub-tasks
4
Each student fulfils a particular role within the group
Portfolio
3
Students keep a record of his/her own task regularly
Portfolios
Peer Ratings
Checklist
Sub-tasks
Advantages &
Drawbacks
Any Other Solutions?
Use it or Not?
Shirley Chung
Design multi-faceted activities for students with different work styles (Kinsella & Sherak)
Group students with appropriate and various methods based on the requirement of tasks.
Evaluate students with diverse tools and take individual performance into consideration
(Di & Lee, 2000)
Chien-Hui Hung
(Kate)
Kuei-Wen Chung (Shirley)
Yu-Tung Lai (Carol)Fang-Y
i Chen
(Vivian)
Wan-Chen Su
(Jen)