PAIRWORK & GROUPWORK IN THE COMMUNICATIVE CLASSROOM

16
PAIRWORK & GROUPWORK IN THE COMMUNICATIVE CLASSROOM

description

PAIRWORK & GROUPWORK IN THE COMMUNICATIVE CLASSROOM. Purpose. Teacher will be able to know the different ways to work in pairs and group work. Pair work. Individual differences learning styles. Types of cognitive participation. let for unexpected learning. - PowerPoint PPT Presentation

Transcript of PAIRWORK & GROUPWORK IN THE COMMUNICATIVE CLASSROOM

Page 1: PAIRWORK  & GROUPWORK  IN THE  COMMUNICATIVE CLASSROOM

PAIRWORK &

GROUPWORK IN THE

COMMUNICATIVE CLASSROOM

Page 2: PAIRWORK  & GROUPWORK  IN THE  COMMUNICATIVE CLASSROOM

Purpose

• Teacher will be able to know the different ways to work in pairs and group work.

Page 3: PAIRWORK  & GROUPWORK  IN THE  COMMUNICATIVE CLASSROOM

Pair work

• Individual differences learning styles.

• Types of cognitive participation.

• let for unexpected learning.

• Motivation, and more time on task.

Page 4: PAIRWORK  & GROUPWORK  IN THE  COMMUNICATIVE CLASSROOM

Preview VocabularyCollaborative Learning Collaborative Learning is a method of teaching and learning in which

students team together to explore a significant question or create a meaningful project. A group of students discussing a lecture or students from different schools working together over the Internet on a shared assignment are both examples of collaborative learning.

Cooperative Learning Cooperative Learning is a specific kind of collaborative learning.

In cooperative learning, students work together in small groups on a structured activity. They are individually accountable for their work, and the work of the group as a whole is also assessed.

Deductive (reasoning) Taking a known idea or theory and applying it to a situation.

Describe, Interpret, Evaluate

process

A step-by-step interpretation process from interculturist Stella Ting-Toomey. It’s a way to slow down the response and reaction to new ideas or experiences, and to view them with a more open mind.

Inductive (reasoning) A type of type of reasoning which involves observing patterns

and using those observations to form an idea or make generalizations.

Accommodate To allow for; consider the educational or emotional needs of.

Jigsaw activity A group work activity in which different members of the group

have different tasks related to the same topic. Students perform

the tasks individually, then come back to the group to put the

information or pieces together “jigsaw puzzle” style.

Rubric A scoring guide or template for giving feedback on student work

and performances.

Page 5: PAIRWORK  & GROUPWORK  IN THE  COMMUNICATIVE CLASSROOM

Steps for the Describe, Interpret, Evaluate process follow.

• 1. Describe in concrete terms what you see in the picture. For example: the upper body• and head of a female, approximately 25-40 years old, with brown hair, wearing a white blouse,

with five insects on her, and so on.• It is very important at this stage to separate observation from interpretation (feelings) and

evaluation (judgment). For instance, she has lots of disgusting, live insects on her is more accurately expressed in neutral descriptive terms as there are five insects on her: one on her hair, one on her arm, and three on her body. This takes practice! Participants are likely to interject opinions and assumptions at this point. They may require extra guidance in this first step as they learn to set aside initial reactions and separate fact from opinion (interpretation) and judgment (evaluation).

• 2. Interpret. Once the physical (factual) description is fully complete, brainstorm as many “what• if....” statements as possible to try to explain or “interpret” what you see. For example: maybe the• insects are alive / dead, maybe she likes / hates insects, she seems to be nervous / calm , and so

on.• 3. Evaluate. After completing steps 1 and 2—and only then—try to analyze the actual basis of• your interpretation. Keep in mind that yours is only one possible interpretation of many that could

be made of the situation. To get insight into other possibilities, you can discuss your interpretation with others. Only then should you proceed to “evaluate” what you see and—if necessary—to take action as a result.

Page 6: PAIRWORK  & GROUPWORK  IN THE  COMMUNICATIVE CLASSROOM

Think-Pair-Share

This is a four-step discussion strategy that incorporates wait time and aspects of cooperative learning. Students (and teachers) learn to LISTEN while a question is posed, THINK (without raising hands) of a response, PAIR with a neighbor to discuss responses, and SHARE their responses with the whole class. Time limits and transition cues help discussion move smoothly. Students are able to rehearse responses mentally and verbally, and all students have an opportunity to talk. Both students and teachers have increased opportunities to think and become involved in group discussion. (Lyman)

Three-Step Interview

This involves structured group activity with students. Using interviews/listening techniques that have been modeled, one student interviews another about an announced topic. \"en time is up, students switch roles as interviewer and interviewee. Pairs then join to form groups of four. Students take turns introducing their pair partners and sharing what the pair partners had to say. This structure can be used as a team builder, and also for opinion questions, predicting, evaluation, sharing book reports, etc. (Kagan)

Roundtable

Roundtable can be used for brainstorming, reviewing, or practicing while also serving as a team builder. Sequential form: Students sit in teams of 3 or more, with one piece of paper and one pencil. The teacher asks a question which has multiple answers. Students take turns writing one answer on the paper, then passing the paper and pencil clockwise to the next person. When time is called, teams with the most correct answers are recognized. Teams reflect on their strategies and consider ways they could improve. Simultaneous form: Each student starts a piece of paper, writes one answer, and passes it, so several papers are moving at once. (Kagan).

Numbered Heads Together

This structure is useful for quickly reviewing objective material in a fun way. The students in each team are numbered (each team might have 4 students numbered 1, 2, 3, 4). Students coach each other on material to be mastered. Teachers pose a question and call a number. Only the students with that number are eligible to answer and earn points for their team, building both individual accountability and positive interdependence. This may be done with only one student in the class responding (sequential form), or with all the numbers, 3's for instance, responding using an Every Pupil Response technique such as cards or hand signals (simultaneous form). (Kagan)

Pairs Check

This is a way to structure pair work on mastery-oriented worksheets. Students work in teams of four with two sets of partners. The worksheet is set up with problems presented in pairs. The first person in each partnership does the first problem with the pair partner serving as coach, and offering exaggerated praise. After the first problem is done, partners change roles. After each pair of problems, teams of four check each others' work and, if they agree, give a team cheer or handshake. In this way students stay on task, working together toward mastery. (Kagan) .

Descriptions of Some Commonly Used Techniques

Page 7: PAIRWORK  & GROUPWORK  IN THE  COMMUNICATIVE CLASSROOM
Page 8: PAIRWORK  & GROUPWORK  IN THE  COMMUNICATIVE CLASSROOM

Video Segment #2, Pairs and Groups

• 1. What is the role of the teacher? The students?• 2. What kind of group management techniques do you notice?• 3. What is the purpose of using group work in this case?• 4.Which of the activities could work well for both age groups? • 5.What kinds of adjustments or adaptations might be necessary?• 6. What role does assessment play in the classroom activities that

you saw? How might the students’ performance affect the future lessons that the teacher plans for these classes?

• 7. The focus in the questions up to this point has mainly been on what you notice happening in the foreground of the scenes. Watch the classes again and notice what is happening in the background.

• 8.What do you notice about the teacher? About other student groups? About the classroom itself?

Page 9: PAIRWORK  & GROUPWORK  IN THE  COMMUNICATIVE CLASSROOM

Steps for the Describe, Interpret, Evaluate process follow.

• 1. Describe. Describe in concrete terms what you see in the picture. For example: the upper body

• and head of a female, approximately 25-40 years old, with brown hair, wearing a white blouse, with five insects on her, and so on.

• It is very important at this stage to separate observation from interpretation (feelings) and evaluation (judgment). For instance, she has lots of disgusting, live insects on her is more accurately expressed in neutral descriptive terms as there are five insects on her: one on her hair, one on her arm, and three on her body. This takes practice! Participants are likely to interject opinions and assumptions at this point. They may require extra guidance in this first step as they learn to set aside initial reactions and separate fact from opinion (interpretation) and judgment (evaluation).

• 2. Interpret. Once the physical (factual) description is fully complete, brainstorm as many “what• if....” statements as possible to try to explain or “interpret” what you see. For example: maybe the• insects are alive / dead, maybe she likes / hates insects, she seems to be nervous / calm , and so

on.

• 3. Evaluate. After completing steps 1 and 2—and only then—try to analyze the actual basis of• your interpretation. Keep in mind that yours is only one possible interpretation of many that could

be made of the situation. To get insight into other possibilities, you can discuss your interpretation with others. Only then should you proceed to “evaluate” what you see and—if necessary—to take action as a result.

Page 10: PAIRWORK  & GROUPWORK  IN THE  COMMUNICATIVE CLASSROOM

The following photo is by Laurie Minor-Penland and is from Smithsonian’s web site Award-Winning

Photos <http://photos.si.edu/prize/prize.html>

• Work as a whole class or in pairs or groups. Ask participants to view a picture that you have chosen without making any comments. It should be one that will act as a stimulus (i.e., likely to arouse emotions, trigger intense curiosity, raise questions).

• However, it’s best to avoid images with obvious political or religious overtones as they can be challenging to manage and do not always yield simple results. Photos such as this one (left) lend

• themselves well to this process.• Then, introduce the trainees to

interculturist Stella Ting-Toomey’s Describe, Interpret, Evaluate process.

Page 11: PAIRWORK  & GROUPWORK  IN THE  COMMUNICATIVE CLASSROOM

Deductive approach. You can use a deductive approach with this activity. Tell trainees about the whole process in advance, and then walk them through it step-by-step.

Inductive approach. Or, you can use an inductive approach. Immediately immerse trainees in steps in 1 through 3, guiding discussions and results as you go. After you have all completed all the Module 4: Pairwork / Groupworksteps, conduct a debriefing. Step back during the debriefing period to summarize the process and draw conclusions about it as a whole.

Both approaches can work equally well. Choose the one that seems the best fi t for your own teaching style and for what you know (or guess) about the participants’ learning preferences.

An overview and summary of the steps in the Describe, Interpret, Evaluate process follows.Steps for the Describe, Interpret, Evaluate process follow.

Page 12: PAIRWORK  & GROUPWORK  IN THE  COMMUNICATIVE CLASSROOM
Page 13: PAIRWORK  & GROUPWORK  IN THE  COMMUNICATIVE CLASSROOM

Interpersonal and Collaborative

Skills

Reflection/Group Processing of

Interaction

Positive Interdependence

Individual Accountability/

Personal Responsibility

Face-to-Face Promotive Interaction

Tips for work in pairs

Page 14: PAIRWORK  & GROUPWORK  IN THE  COMMUNICATIVE CLASSROOM

MANAGEMENT TIPS• Noise

Develop and practice a Quiet or Zero-Noise signal. The closer students are seated, the quieter their voices can be. Practice "12-inch voices." Use structures such as Circle of Knowledge or Roundtable that have quiet time built-in. Remember that if only one student in a group is speaking at a time, larger groups should result in fewer voices, therefore less noise. Have students brainstorm solutions to noise.

• Dead lining and Task StructureGive students specific tasks to finish within a predetermined time limit, e.g., "You have one minute to agree as a group on 3 reasons." Use a timer.

• Instructions

• Show, don't tell, instructions (have a group model the steps). Have students tell each other the instructions to make sure they understand prior to starting the task.

• Questions

• Answer team questions only. Individual questions should be dealt with in the team. Teach students to use the "Three Before Me" technique.

• Circulate•

Use proximity. Monitor discussions to check for understanding and to be aware of collaborative skills that may need to be addressed.

• RolesStructure tasks through roles. Have runners, checkers, recorders, reporters, timekeepers, etc.

Page 15: PAIRWORK  & GROUPWORK  IN THE  COMMUNICATIVE CLASSROOM

Now You Try It—An Action Plan

• Step 1• Using the video, you have seen a few examples and ideas from other teachers’• classes.• Now, think again about your own classes and how you could use some of the activities shown to:• Encourage collaborative thinking and writing; motivate students; review lesson content (stories,

characters, vocabulary) in an enjoyable way; provide opportunities for authentic communication;• Create an active, interesting classroom.• Talk about your ideas with your group.• Step 2• By yourself or with a peer, design a 15-minute segment of a lesson that includes the use of some

of the techniques and activities you listed.• Step 3• Share your plan with your group. Explain what activities would come before and after your• segment. Get your group members’ ideas and feedback.• Step 4• Rewrite your design. Try it with your class. Share your results with others, as applicable. If you

are• not teaching, ask the trainer or another experienced teacher for feedback.

Page 16: PAIRWORK  & GROUPWORK  IN THE  COMMUNICATIVE CLASSROOM

• THANKS FOR YOUR ATTENTION!!!

• It has been a nice opportunity to share our ideas with you. We hope it has been a meaningful experience for you as it has been for us.

[email protected] • Dr. Bertha Alicia Guerrero Sáenz.• [email protected]• Lic. Marina Escamilla Mtz.• http://www.marinaescamillaeng.crearblog.com• Departamento técnico de secundaria Tel: 83112483