Cooperative Learning in Japan by S724LnGK

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									Collaborative Activities for
 the English Classroom
                  Janet Orr

                Sponsored by the
               American Embassy
               and Consulates in
                     Japan
Why use Collaborative Activities?
    •      Academic achievement
    •      Negotiation of meaning
    •      Active participation
    •      Oral Communication
    •      High-level thinking
    •      Procedural language
    •      Group skills
           for life
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Collaborative Learning Essentials

1. Positive interdependence.
2. Team formation and team building.
3. Both individual and group
   accountability.
4. Teaching of cooperative social skills
5. Providing cooperative learning
   structures
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Collaborative Strategies for
English Language Learners

•   Think, Pair, Share / Solve, Pair, Share
•   Inside-Outside Circles
•   Word Square
•   Line-Ups
•   Sentence Maker
•   Numbered Heads Together
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  Pair Share and
  Think, Pair, Share
     • This two-step or three-step interview is
       a valuable introductory cooperative
       learning activity.
     • It requires almost no movement or
       classroom rearrangement.


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Think, Pair, Share
 1. Introduce a topic or concept with a
    question, e.g.,
    What do you know about the stars?
 2. Ask students to think about it for a little
    while, and perhaps jot down ideas.
 3. Have students share their answers with a
    partner.
 4. Have each pair join with a second pair.
    Each person tells the group his or her
    partner’s ideas.
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Solve, Pair, Share
This is a problem solving
variation of Think-Pair-Share.
• Teacher poses a problem. Example:
   What will you wear to the party tonight?
   What does a plant need to grow?
• Students work out solutions individually.
• Students check problems with a partner
   and discuss how they got their answers.
• Partners check problems with a second
   group.
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Inside-Outside Circles
 Useful for review of vocabulary/terminology
 • 1. Each student makes or is given an index card
   with a new word on one side and its meaning on
   the other.
 • 2. Students study their word and think of a way
   to help themselves and others remember it.
 • 3. Students pair off, partners face each other
   and form two concentric circles.
 • 4. Partners teach each other their words.

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Inside-Outside Circles (2)
• 5. Teacher gives instructions to change
  partners, e.g., “Inside circle move two
  people to your right.” or “Inside and
  outside partners exchange cards.”
• 6. Continue until all pairs have met.
• 7. Assess with a quiz or in small groups
  with the “Numbered Heads Together”
  activity.


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               Word Square
Word:   rain    In my language:      lluvia
Meaning:                 Picture
The water that falls     or
                         symbol:
from the clouds
Sentence (that shows     Opposite or non-
meaning)                 meaning.
Crops need sun, soil, air Sunshine
and rain to grow.                             10
Word Square (1)
1.   Select new vocabulary from the lesson.
2.   Draw a word square on the board. Write a
     term above the four squares.
3.   Label each of the squares: Meaning,
     Symbol or Picture, Sentence, and Opposite.
4.   Demonstrate for the class how to complete
     the Word Square.
5.   Complete a second word square with the
     help of the class.
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Word Square (2)
6. Form groups and assign each group
   one of the new words from the reading
   to complete.
7. When all word squares are complete,
   send one student from each group to
   the next group to teach that group
   his/her word.
8. Continue until all groups have been
   introduced to each new word.
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Line Ups

Children use English to arrange themselves in line based on a
     specified criterion.
1. Teach required language, e.g., numbers, number words,
     colors of the rainbow, age in years, months of the year,
     month born, date of birth, ABC order
2. Teach language needed for arranging: What month were
     you born? What is your name? What number do you have?
     You go first. I go first…
3. Provide props/cards if needed.
4. Demonstrate with a small group
5. Have children practice the task in small groups and larger
     groups
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 Alphabetical Order
    Say Names of letters
    Say Words that begin with the letter
    Word with that begins with the ending sound of the previous
     word
    Say Sentences that begin with a word that begins with the
     letter
 Numbers
    Count by 1,2,3,4,5,6,7,8,9
    Forward/Backward
 Birth
    Birthday – month, day
    Birth place –
      East to West/North to South
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           Sentence Maker
1. Divide the class into small groups of 3-5
   students.
2. Each group writes 3 or 4 questions about
   a topic, story that was listened to or read.
3. Questions should include all wh-questions
   (who, what, when, where and why) as well
   as “please explain” .
4. Next, each group sends one member to
   the front of the class.
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5. A class member from the audience asks
  one of the questions prepared by his/her
  group.
6. The students in front of the class answers
  the question in complete sentences, each
  student adding one word to complete the
  sentence.




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Sentence Maker Question: “Why didn’t the man see you?”



   He            didn’t              see            me



 because            I              am               so


  small.




                                                         17
           Numbered Heads Together

                          4
           1
               2
                    3                              ?
               1 St udent s in
                .                   2. Teacher
               groups number        poses problem
               off                  or quest ion

               3. Group             4. Teacher chooses
               members              a number t o give
               confir.              group’s answer.

                                              2?
                                               ?    2

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Summarize Today’s Learning:
Questions for Groups
 1. What collaborative learning strategy did
    you learn that you might use next week?
 2. What are some ways to provide oral
    scaffolding?
 3. How are collaborative groups different
    from traditional classroom groups?
 4. Complete the T-Chart.

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T-List: Compare/Contrast
  Collaborative              Traditional Groups
  Learning Groups




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