The power of collaborative learning

Beginner and Advanced EAL Learners in Your Classroom

EAL Training4 June 2013Twickenham AcademyKamil Trzebiatowski

Introduction: collaborative learning (1)Why collaborative learning?

▫more language

▫interact more with otherspeakers

▫language used meaningfully for a purpose

▫different ways of expressing ideas (questions, information exchange – words are repeated)

▫genuinely seeking new information

▫easier to work with peers

▫ if L1 is shared, students’ whole language repertoire is used for learning

Introduction: Collaborative learning

•A socially and linguistically inclusive situation where EAL learners can engage in cognitively demanding activities

•Different from “group work” as it is based on ‘thinking aloud’ and requires the interaction of all involved to produce a specific output.

Difficulties for EAL Learners

•Completely ignored by their peers due to their language levels (if beginners)

•Feeling left out as their English academic language is not fully developed

•Unable to fully participate when group activities are un-scaffolded (advanced EAL learners)

•Withdrawing from group activities as unable to contribute – can lead to disenchantment and anger

Pre-teach vocabulary

•Use gestures•Use pictures / images•Use graphic organizers•Label drawings and pictures

Multicellular organisms consists of many cells – humans are made from an estimated 50 trillion cells!

Unicellular organisms, such as bacteria, consist of just a single cell.

A cell is the basic unit of life. It can be alive as just one or exist with others to form tissues or organs.

Model speaking/listening exchanges

•Provide sentence starters (speaking frames)

•Pick one student to show to the class how the activity should be done

•Do a “pretend” conversation of your own• Use your voice emphasis to “underline”

any areas you want to draw your students’ attention to

Most will agree that...

I agree with those who suggest that…

Interesting point! I think that…

I believe …

A sensible idea

would be to…

The fact is that …

Surely, you would agree that …

Naturally, I feel that …

I have to concede that …

To Agree

I would argue that...

While that may be true, but …

Interesting point! However, I believe…

That is probably so, but…

Many claim that X but…

Despite the opinion that X , I feel…

I understand your point, but we should consider…

To Disagree

Writing frames

•If the result is a longer piece of writing, provide structured writing frames

•Provide a vocabulary bank / glossary to go with it

•Model orally / visually whenever possible before students start

•Do you have a sample of good writing from before? Use it as an example

Assign rolesProject Discussion

Leader / Editor Facilitator / Encourager

Recorder / Secretary Timekeeper

Checker Summarizer

Spokesperson Reflector

Elaborator

Websites / sources• www.collaborativelearning.org for more

collaborative learning resources (subjects across the curriculum)

• Search for “speaking frames” at TES Resources• Graphic organizers:

http://freeology.com/graphicorgs/• R:\1B - STAFF\EAL INFO\EAL Resources\

Language teaching Resources\Graphic Organisers• Assigning roles:

http://www.wcer.wisc.edu/archive/Cl1/CL/doingcl/grproles.htm