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UNIT 11. COOPERATIVE LEARNING ENVIRONMENTS

UNIT 11. COOPERATIVE LEARNING ENVIRONMENTS. TASK BASED LEARNING AND PROJECT BASED LEARNING. AIMS OF THE UNIT. Present cooperative learning environments Introduce constructivist principles Know task-based learning. COOPERATIVE LEARNING. Learner’s autonomy Project works

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UNIT 11. COOPERATIVE LEARNING ENVIRONMENTS

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  1. UNIT 11. COOPERATIVE LEARNING ENVIRONMENTS TASK BASED LEARNING AND PROJECT BASED LEARNING JSP 2010-2011

  2. AIMS OF THE UNIT • Presentcooperativelearningenvironments • Introduce constructivistprinciples • Knowtask-basedlearning JSP 2010-2011

  3. COOPERATIVE LEARNING • Learner’sautonomy • Project works • Constructivistprinciples • Interactiveinstruction Thesuccess of cooperativelearningisdependentupontheexpertise of theteacher JSP 2010-2011

  4. PROJECT BASED LEARNING • Groupwork • Positive interdependence • Individual accountability • Face-to-facepromotiveinteraction • Appropriate use of collaborativeskills • Groupprocessing JSP 2010-2011

  5. PROJECT BASED LEARNING JSP 2010-2011

  6. PLANNING • Definition of theproject • Objectives • Timeline • Assessment plan • Rubricused • Resources: traditional and ICT • Class time • Specificfeedback JSP 2010-2011

  7. STUDENTS PRODUCTIONS • Posters • Oral presentations • Data show • Presentations • Booklets • Reports • Debates • Movies • Graphicorganizers JSP 2010-2011

  8. TRADITIONAL PROJECTS VS. SUCCESSFUL PROJECTS • Take a field trip to Gettysburg and write a report on the experience. • Make posters depictingthearchitecture of ancientEgypt. • Listen to different sounds. Make a graph. Identify features of common sounds that are disturbing to the ear. • Observe and measurevariousschoolbuildings and record data. • Investigate the question "How could wars be more humane?" Use Gettysburg as an example of a high casualty battle, comparing it to other battles. Complete a portfolio, including an essay and a literary response journal, then conclude with a debate • Complete a case study on the pyramids using the question "How were the pyramids built?" to address five controversial issues: source of the design, source of materials, time to completion, method of transportation of materials, and contents of the chambers.. • Identify five sound pollution problems in the community. Form a task force to investigate the problems and devise technically feasible solutions for each. • Design a "School of the Future" with scale drawings and models, taking into account the site and anticipated needs. Present plan to an audience of school officials or community experts. JSP 2010-2011

  9. TRADITIONAL PROJECTS VS. SUCCESSFUL PROJECTS • Research and write a 10-paragraph report on an animal of your choice.  Create a visual representation of your animal, using a drawing or a diorama. • Students learn the basic metabolic process of the cell and create a visual drawing of a cell showing at least two of the processes. • Students read The Odyssey and create a drawing depicting the journey of Odysseus. • Have students create a mock stock portfolio and follow stock prices over several months. • Choose an animal and address the following question in a report and oral presentation:  'How does a _______succeed in the wild?'  Be preparedtoanswerthequestionsfromyouraudience. • Students are asked to run around the school track during PE and observe their physiological reaction to exercise. They then are asked: “Why do we perspire?” They answer the question based on intuition and observation, then use their answers as a guide to creating a further set of questions to be investigated and answered over a period of week. • Students discuss the meaning of the world ‘hero’ and as a class list the criteria for heroism. They then choose someone in their lives or community who meets these criteria, and write an essay on the meaning of heroism in contemporary life. As part of their assignment, they read and discuss The Odyssey. • Have students analyze the relationship between the stock market and the business cycle and answer the question: “Do the fluctuations in the stock market over a 4 month period provide evidence that stock markets are affected by the business cycle? JSP 2010-2011

  10. HOW TO MANAGE THE GROUPS • As you begin the project, make sure all students are on the right track. • Tailor your grouping strategies to the needs of the project. • Plan how to accomodate the needs of diverse students. • If individual group members don’t carry their own weight, fire them! • If individual group members aren't working, talk with them (and their parents) about their behavior. • Keep track of each group's progress. • Make sure groups keep track of their own progress. • Keep public records of group progress. • The Internet is only one information resource. Students often need help using it efficiently. • Technology can be a powerful tool. It can also crash and leave you stranded. • Think about how technology will make  your project more effective. Don't use technologyblindly. • Don't be afraid to make a mistake. • Don't be afraid of making midproject corrections. • Debrief the project with your class and note ideas for improvement. • Reflect on the Driving Question JSP 2010-2011

  11. TASK BASED LEARNING • Task: “Activitywherethe target languageisusedbythelearnerfor a communicativepurpose in ordertoachieveanoutcome” (Jane Willis, 2005) • Thetaskis central tothelearningactivity • Meaningfultasks: experiments, getting a job, conducting a reviewonfamouswriters • Authenticlanguage • Assessmentontaskoutcome JSP 2010-2011

  12. TASK BASED LEARNING • Focusonexchanging and understandingmeanings • Learnersknowwhatthey are expectedtoachieve • Theoutcome can beshared JSP 2010-2011

  13. Whenanactivityis a task? • Willis and Willis (2007): criteria • Willtheactivityengagelearner’sinterest? • Isthere a primaryfocusonmeaning? • Isthere a goaloranoutcome? • Issuccessjudged in terms of outcome? • Iscompletion a priority? • Doestheactivity relate to real worldactivities? JSP 2010-2011

  14. CASE STUDY AND DISCUSSION • IS THIS A TASK? • Theteacherasksthestudents: • Talkaboutyourgrandparents in pairs. • Telleachotherwhatyouknowabouttheirpastlives. • Use thephrases and patternsfromthe box above. JSP 2010-2011

  15. CASE STUDY AND DISCUSSION • Theactivityneeds a goaloroutcome so thatlearnersknowwhentheyhavefinishedthetask. • The final instruction shows thattheactivityisaimed at practicingsomeexpressions. So, studentscannot use English in a free way. JSP 2010-2011

  16. Whenanactivityisnot a task? • Itdoesn’tcreateopportunitiesformeaning-focusedlanguage use. • Learner’sspeaktopractice a new structure. • Learner’sdon’tmake free use of whateverEnglishthey can recalltoexpressthemselves. JSP 2010-2011

  17. TASK PHASES • PRETASK: • Topicintroduction • Clear instructions • Helponlanguage and content • Examples • Studentspreparation • TASK: • Groupwork, cooperativeway • PLANNING • Studentspreparation of the oral orwrittenreport • REPORT OR TASK PERFORMANCE • Students show therest of theclasstheiroutcome • POST-TASK • ANALYSIS OR FEEDBACK • Teacherhighlightsrelevantelements of thetask • Studentsanalyselanguage, structures, patternsused • PRACTICE OR LANGUAGE FOCUS • TeacherselectsAcademicLanguageusagetobepracticedbystudents JSP 2010-2011

  18. TASK TYPOLOGY • Gap principle • Information • Reasoning • Opinion • Reaching a decisionorsolutionthroughinteraction • Decision-making • Debate • Listing and / orbrainstorming • Ordering and sorting: sequencing, ranking, classifying • Matching • Comparing: findingsimilarities and differences • Contrasting, reasoning, problemsolving and analyzing • Sharing personal experiences • Creativetasks and projects: factfinding, surveys, interviews • Othertypes: splitinformation, jumbles, restoration, memorychallenge JSP 2010-2011

  19. SOME EXAMPLES • Task: Decide whoisthemostinterestinggrandparent in theclass. • First, eachpair of pupilschoosesone of theirgranparents and givesthreereasons. • Then, telltheclassaboutthem and vote to decide thethreemostinterestinggrandparents in theclass. JSP 2010-2011

  20. USEFUL WEBSITES www.pbl-online.org www.eduscapes.com www.thinkquest.org www.epals.com www.etwinning.net www.willis-elt.co.uk/taskbased.html www.teachinglish.org JSP 2010-2011

  21. FINAL TASK • Can youthink of anexample of a task? JSP 2010-2011

  22. THANK YOU Remembertofill in theassessmentonline: http://cefire.edu.gva.es/sfp/index.php?seccion=convocatoria&id=27&edicion=2CAS01-ANGLB&clave=1b73a2394c1d12d0c49de03453213e23 Seeyounextweek JSP 2010-2011

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