UNIVERSIDAD MAGISTERFACULTAD DE EDUCACIÓN

LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS

TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS

USING COOPERATIVE LEARNING TECHNIQUES TO REINFORCE LEADERSHIP SKILLS IN THE ENGLISH CLASS

OF THE GROUP 10-4 AT THE LICEO JOAQUÍN GUTIÉRREZMANGEL, 2016

Fabiola Quesada SandíJanuary, 2017

Introduction

Education’s responsibility is to give students the

necessary tools to go ahead in the future

The Cooperative Learning Methodology emerges as

an option to enhance the needs of a multicultural

society

Justification

It promotes students learning by encouraging social

interaction, creating a climate of respect for

differences, encouraging self- esteem, and motivation

The combination of Cooperative Learning and

leadership is the best solution for future problems

Problem Statement

How can cooperative learning techniques

reinforce leadership skills in the English class of

the group 10-4 at the Liceo Joaquín Gutiérrez

Mangel, 2016?

General Objective

To determine leadership skills’ reinforcement by

using cooperative learning techniques in the

English class of the group 10-4 at Liceo Joaquín

Gutiérrez Mangel, 2016.

Specific Objectives

1. To identify cooperative learning techniques that encourageleadership skills in the English class

2. To describe leadership skills through the use of cooperative learningtechniques in the English class

3. To observe the classroom’s environment regarding leadership skills inthe English class after the application of the cooperative learningtechniques in the English class

4. To include cooperative learning techniques that reinforce leadershipskills according to the new English curriculum program from the MEP

Variables

Cooperative learning techniques

Students’ teamwork development

Leadership skills

Classroom’s enviroment

POPULATIONLi

ceo

Jo

aqu

ín G

uti

érre

z M

ange

l Group 10-4

16 students

11 girls

5 boys

SPECIFIC OBJECTIVES THEORY AUTHOR(S)

To identify cooperative learningtechniques that encourage leadership

Socio Cultural Theory

Motivational Theories

Vygotsky (1978)

Slavin (1992)

To describe leadership skills throughthe use of cooperative learningtechniques in the English class

Social Interdependence

Student Team Learning

Johnson & Johnson (1998)

Johnson & Johnson (1999)

To observe the classroom’senvironment regarding leadershipskills in the English class after theapplication of the cooperative learningtechniques in the English class.

Cognitive Theories Slavin (1995)

Theoretical Framework

Research Method

Mixed Approach

Qualitative

Quatitative

Descriptive

Observation

-Pre test

-Post test

Questionnaire

Interview

OBSERVATIONS

The investigator observed some teamwork

activities through the use of cooperative

learning techniques such as jigsaw, team game

tournament, and group investigation.

Interpretation of the Results

PRE-TEST

To evaluate a topic studied in class with an

activity that did not involve Cooperative

Learning techniques.

Interpretation of the Results

POST-TEST

To observe the classroom’s environment

regarding leadership skills in the English class

after the application of the cooperative

learning techniques

Interpretation of the Results

INTERVIEW

Interview to the English teachers of the Liceo Joaquín

Gutiérrez Mange about the development of the English

classes and techniques that teachers applied during their

classes.

The teacher’s perception of the teamwork activities is

going to take into account.

Interpretation of the Results

QUESTIONNAIRE

-To understand the perception and preferences of

students about English classes, teamwork,

leadership characteristics.

-The questionnaire was applied to the students in

Spanish for a better understanding.

Interpretation of the Results

GRAPH Nº 3: ACTIVITIES STUDENTS OF ENGLISH ENJOY THE MOST

Source: Chart Nº 3

GRAPH Nº 5: FREQUENCY IN WHICH STUDENTS PERCEIVE THEY LEARN

WORKING IN GROUPS

Source: Chart Nº 5

GRAPH Nº 11: STUDENTS’ OPINION REGARDING CHANGES FOR THE

ENGLISH LESSONS

Source: Chart Nº 11

GRAPH Nº 14: FREQUENCY STUDENTS HELPED ANOTHER STUDENT IN THE

GROUP

Source: Chart Nº 14

GRAPH Nº 16: FREQUENCY STUDENTS PARTICIPATED IN GROUP

DISCUSSIONS

Source: Chart Nº 16

-None of the group had a leader

-8 studentes approvedthe quiz

-5 students were able to answer the teacher’squestions

-3 groups had a leader

-15 students approvedthe quiz

-12 students were ableto answer the teacher’squestions

Pre

-Tes

tPo

st-TestPre-test vs Post-test

FIGURE Nº 1: GROUP TEAMWORK OBSERVATION

Source: Quesada, Fabiola (2016)

VARIABLE CONCLUSION

Cooperative Learning Techniques

• The techniques were dynamic and had an easyprocedure that could be carried out in classroom.

• It had a path to follow which helps in the classorganization, skills, vocabulary and learningprocess.

• Ss had better results in the quiz about the topicdeveloped with Cooperative Learning Techniques.

Students’ Teamwork Development

• The pre-test showed a significant number ofstudents who worked individually.

• During the post-test: ss collaborated with eachother to obtain the best results.

• Ss performed their role during the activity withorganization.

Conclusions

VARIABLE CONCLUSION

Leadership Skills

• Three groups performed their role excellent, aleader motivates them, guides them, and organizesthe whole task.

• The leader presented the results of the group.

• The group without a leader did not perform theactivity well.

Classroom’s Environment

• Ss described their group as: cooperation, organized,dynamic, creative, and united.

• The students recognized gaps.

• Ss commented that they liked and enjoyed it, andthat they learned a lot; and that the activities werevery dynamic.

Conclusions

1.The teacher should plan the activities and do not improvise

1.TheEnglish classes need to be improved for more attractive lessons

1.The teacher can organize the activity and divide the roles

1.This study can be used to reinforce different skills in English such asvocabulary, reading comprehension, or oral communication

The teacher should guide and supervise the activities

Recommendations

Justification

•Students need to be taught to be competitive in a currently society.

•Learners need to develop different abilities like, leadership, teamwork,

and cooperation.

•The Minister of Public Education (MEP), created a new updated English

syllabus to help learners to reach a good English’s level.

PROPOSAL OF A LESSON PLAN USING COOPERATIVE LEARNING TECHNIQUES ACCORDING TO THE NEW ENGLISH

CURRICULUM PROGRAM FROM THE MEP

GENERAL OBJECTIVE

To include cooperative learning techniques that reinforce leadership

skills according to the new English curriculum program from the MEP.

SPECIFIC OBJECTIVES

1. To create a lesson plan for seventh graders, regarding the new English

curriculum programs from the MEP.

2. To develop cooperative learning strategies to reinforce leadership

skills.

3. To integrate authentic assessments materials to learn English based on

real life.

Proposal Development

Stage Nº 1: To prepare alesson plan with someactivities that could be appliedin the English classroom of theseventh graders.

Stage Nº 2: To propose atraining for teachers throughworkshop for the applicationof those activities

WORKSHOP Nº 1: To propose cooperative learning strategies To reinforce

leadership skills in the English class

Present some activities that could be used to reinforce leadership skills in

the learning process.

For the English professors of the

Liceo Joaquín Gutiérrez Mangel, to

explain the new MEP English

curriculum for year 2017.

To give some ideas to the English

teachers about how to introduce

cooperative learning techniques with a real assessment.

TABLE Nº 4: SEVENTH GRADERS LESSON PLAN, UNIT 2.

Level: 7th Unit: 2

Domain: Transactional and Social interpersonal (p. 38) Scenario: Enjoying Life

Theme: My Daily Routine

Enduring Understanding: Enjoying life involves paying attention to daily routines and taking care of one’s lives.

Essential Question: How do the things people do every day help them enjoy life?

LEARN TO KNOW LEARN TO DO LEARN TO BE AND LIVE IN COMMUNITY

Grammar and Sentence Frame Adverbs of Frequency

Always, Sometimes, Never Wh questions

What’s your daily routine?

I have breakfast at 6:30 a.m.

I go to high school. Present tense Subject + verb + complement

I watch TV in the afternoon. Vocabulary My Daily Routine

My everyday life:

Have: breakfast/lunch/ dinner/ snack/brunch

coffee time/coffee break

take a bath/shower

brush my teeth

get up

wake up

go to high school

finish high school

Study/watch TV/listen to music/read/go out/take a nap Phonology Newly created word when a specific letter is changed, added, or removed in the initial, medial, or final position (e.g., think to thank).

Function Identifying daily routines Discourse Markers Connecting words (and, but) Ex. I watch television and I listen to music a lot. I go to bed early, but I wake up late.

Psycho-social Living safely by practicing healthy routines. Socio-cultural Ways of entertainment according to or based on contexts, eating habits and table manners. Social Language Samples Idioms: with bells on chill out hang out Proverbs / Quotes Eating and drinking shouldn’t keep us from thinking. -- Italian ´proverb

Assessment Strategies & Evidences

(Learning Outcomes)

Learner can

Didactic Sequence Mediation

Oral Comprehension: Pre-listening; Listening for the first time; Pair/Group feedback; Listening for the second time; Post-listening

Written Comprehension: Pre-reading; Reading for the first time; Pair/Group feedback; Reading for the second time; Post-reading

Spoken Interaction/Production: Planning; Organizing; Rehearsing; Using/Describing

Written Production: Pre-writing; Drafting; Revising; Editing

Time Total:

120 min (3 lessons)

Learner…

L2.Distinguishes simple phrases about daily routines

R1. Recognizes by manipulating English language sounds using knowledge in phonics, syllabification and word parts.

SI.1 Asks and answers in a predictable pattern simple questions about daily routines

W2: Writes labels on familiar objects in a picture or diagram

L2. Understand simple information and phrases about routines, eating habits, hobbies and hanging out activities.

R1. Identify English language sounds using knowledge in phonics, syllabification and word parts.

SI1. Ask and answer in a predictable pattern simple questions about daily routines, eating habits, hobbies and hanging out activities. (e.g., What do you like to do in your free time?) if the other person speaks slowly and clearly.

W2. Write straightforward information about themselves in short simple sentences or provide that information in a questionnaire, checking written sentences to look for mistakes (e.g., subject-verb agreement, capitalization, spelling, basic punctuation etc.).

Pre-teaching (Routine, lesson goal, warm up…)

Checking attendance, checking in with Ls, posting and reviewing the week goal and class agenda, etc.

Warm up: Ss are going to watch a power point presentation with my everyday vocabulary.

-Have: breakfast/lunch/ dinner/ Coffee time/coffee break -Take a bath/shower -Brush my teeth -Wake up -Go to high school -Study/watch TV/listen to music/- take a nap.

Ss mime the vocabulary in groups, in which one students do the mimic and the others are going to guess the words from the vocabulary Pre-task -T is going to ask the ss different wh- questions about their daily routines. -Ss are going to watch a video: https://www.youtube.com/watch?v=Lti-hzfOT0Y -Ss are going to make a grouo grid where ss will identify the different daily routines presented on the video and describe the video’s daily routine. Task -Ss are going to play “find someone who”. -Ss are going to walk around the classroom and ask their classmates different wh- questions. Then, ss will write the name of the person who fits the question. Post task /Assessment -Ss are going to make a three-step interview -SS are going to talk with a classmate about his/her daily routines. -SS are going to write a summary of his/her partner’s daily routine.

10 minutes 15minutes 20minutes 15minutes 25minutes

Options Integrated Mini-Project Time

Situation: A foreign student is coming to Costa Rica, and this person wanted to visit different tourist attraction in Costa Rica.

-In groups of 4 students are going to create some vacations plans for that foreign student.

Situation: A foreign student is coming to Costa Rica, and this person wanted to visit different tourist attraction in Costa Rica. Procedure: Brainstorming Organization of information through Graphic organizers or outlines Drafting and revision Editing and final copy

-In groups of 4 students are going to create some vacations plans for that foreign student. -Ss need to describe 5 daily routine per day per one week (7 days) After that though a jigsaw technique students are going to share with the rest of the classroom the schedules they prepared for the foreign student.

30 minutes, per Each team, per each unit

Source: Quesada, Fabiola (2016)

Template taken from the new English Curricular Programs. (MEP)

Situation: A foreign student is coming to Costa Rica, and this person wanted to visit different tourist attraction in Costa Rica. Procedure: Brainstorming Organization of information through Graphic organizers or outlines Drafting and revision Editing and final copy

-In groups of 4 students are going to create some vacations plans for that foreign student. -Ss need to describe 5 daily routine per day per one week (7 days) After that though a jigsaw technique students are going to share with the rest of the classroom the schedules they prepared for the foreign student.

30 minutes, per Each team, per each unit

Source: Quesada, Fabiola (2016)

Template taken from the new English Curricular Programs. (MEP)

CHART 23. COST OF THE PROPOSAL

DETAILS QUANTITY PRICE PER UNIT

(COLONES)

TOTAL AMOUNT

(COLONES)

TOTAL

AMOUNT

(DOLLARS)

PREPARATION OF LESSON PLAN

Travel 2 days ¢1.000 ¢2000 $4,2

Photocopies 2 days ¢2.000 ¢4000 8

WORKSHOP

Folders 3 folders ¢200 ¢600 $1,1

Photocopies 20 of each page

(10 pages)

¢15 ¢3000 $5,37

Markers 3 different colors ¢800 ¢2400 $4,5

Pencils 3 pencils ¢200 ¢600 $1,1

Coffee 2 packages ¢1.200 ¢2400 $4,30

Sugar 1 package of

individual

packages

¢3.500 ¢3500 $6,27

Tea 1 box of tea ¢2.000 ¢2000 $4,2

Other drinks 4 liters ¢1.200 ¢4600 $8,24

Food 4 ¢1000 ¢4000 $8,14

Plastic supplies 4 ¢600 ¢600 $1,1

Total ¢13715 ¢26100 $56,12

Source : Source: Quesada, Fabiola (2016)

Exchange Rate BCCR: December 09th, 2016. Sell ₡545.00/ Purchase ₡557.00

STUDIES TO BE DEVELOPED THROUGH COOPERATIVE LEARNING TECHNIQUES

Eight and ninth graders and diversified education lesson

plans can be developed.

Technology: English for communication can be

developed

As well as icebreakers, warm ups, team buildings, and some other activities.

IMPACTS OF THE PROPOSAL

Teachers can follow the new curricular programs goal.

More dynamic in the English classroom.

Students can deal with some unprepared real life

situation