1 / 27

Collabo r a tion

Learn how to identify different types of learner interaction patterns, explore task ideas for collaborative learning, set up a collaborative classroom, and use questions to promote higher-level thinking skills.

mbarbara
Télécharger la présentation

Collabo r a tion

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Collaboration Setting tasks that get learners workingtogether

  2. Sessionaims • By the end of this session youwill: • be better able to identify different types of learnerinteraction • patterns • have considered some task ideas for collaborativelearning • be more aware of how to set up a class collaborativelearning • be better able to identify and use questions to promotehigher • level thinkingskills. Collaboration

  3. Identifying interactionpatterns Individual Open pairwork Closedpair workMingle Group work Wholeclass Openclass Collaboration

  4. Identifying interactionpatterns Individual work – Learners work alone to complete atask. Open pair work – A pair of learners demonstrate an activity in frontof the other learners in theclass. Closed pair work – All learners work in pairs to complete a task or activity. Group work – Learners work in small groups to complete a task or activity.

  5. Identifying interactionpatterns Mingle – Learners walk around the class and complete a task by speaking to a number of differentpeople. Whole class – Teacher and learners work or talktogether. Open class – Teacher nominates learners to answer or elicits answers from individualstudents.

  6. Tasks

  7. Tasks for collaborativelearning • Individual: • Open pairwork: • Closed pairwork: • Groupwork: • Mingle: • Wholeclass: • Openclass:

  8. Pair worktasks Solve aproblem research Do anexperiment Make a circuit Discussion Write pros and cons/comparisons http://interactivesites.weebly.com/electr icity-and-energy.html http://www.readwritethink.org/files/resources/i nteractives/compcontrast/map.html

  9. Group worktasks https://bruinhistorywebquests.wikispaces.com/Ancie nt+Egypt+Webquest Brainstormingideas Projectwork Prepare apresentation Quizzes (doing andmaking) Webquest https://www.tes.com/us/teacher-lessons/100-people-consider-how-our- http://interactivesites.weebly.com/ancient- lives-compare-to-those-of-others-within-the-global-community-7500191 egypt.html

  10. Setting up the collaborative classroom Classroom showing desks in groups

  11. Effective pair and groupwork Teacher helping learners

  12. Advantages • Learners help each other and learn from eachother. • Teachers are able to monitor learners moreclosely. • Stronger/weaker learners can be paired, or stronger/stronger to aiddifferentiation. • Learners are more engaged than if working as a whole group, this leads tomore • speakingtime, • less time to get distracted. • Less intimidating than speaking before the wholegroup. • Builds confidence, learners are workingautonomously. • Gives the learners more chance to speak and communicatefreely. • Learners may be more inclined to talk to theirfriends.

  13. Disadvantages • Some learners may be more willing than others to takepart. • Learners may go off topic or use L1, especially if the task islong. • Learners may feel it is‘artificial’. • Learners may not be able to self-correct, which may lead to ‘fossilised’ errors. • It may be difficult for the teacher to monitor all thelearners. • The class may be noisy and difficult tocontrol.

  14. Ways to diminishdisadvantages: • Make sure the topic or activity is interesting, not too long, andfun. • Explain the task carefully and highlight the relevance it has for thelearners. • Set up systems of peercorrection. • Monitor carefully or ask stronger learners tomonitor. • Vary the pairs orgroups. • Have additional tasks on hand for earlyfinishers. • Noise related to the task is fine but set standards and time scales for activities.

  15. Allocation and management ofgroups Ideas for allocation ofgroups: Give learners a number (1-5). Then ask all 1s to sit together, all2s, etc. Ideas for management ofgroups: Pair or group friends as this is less intimidating forlearners.

  16. Allocation ofgroups • Coloured sticks that are kept in the classroom can be handed out to learners and groups formed by colour. These are also good for nominating learners toanswer. • Ask learners to form a group with others who take the same shoe size, have the same initial, eye colour, etc. (depending on thegroup). • Cut up simple pictures into ‘puzzle’ shaped pieces, give a piece to each learner and ask them to find others with the same picture puzzle. They should sit at a table and complete the puzzle before they start theactivity. • Prepare pair-changing cards that form a ‘matching’ activity; these canbe • related to what has recently been done inclass.

  17. Management ofgroups • Have mixed ability pairs or groups so that stronger learners can help those who are lessable. • Pair stronger-stronger and weaker-weaker learners. Set the stronger learners more workand/or • monitor or help the weakerlearners. • Pair or group learners randomly to make the pairings moreinteresting. • Ask learners to work with someone they have never workedwith • before to improve groupcohesion.

  18. Does collaborative learningwork? http://www.edutopia.org/stw-collaborative-learning-research

  19. The collaborativeclassroom

  20. Developing thinkingskills Thinkingskills Knowledge Practicalskills 20

  21. Bloom’s taxonomy

  22. Bloom’s taxonomy

  23. Example • When reading a work of literature, learners will be asked toconsider: • Knowledge – What happened in thenarrative? • Comprehension – Why did it happen thatway? • Application – If you were the protagonist, what would you have done? • Analysis – Why do you think the French government decided notto • invest in coastaldefences? • Evaluation – Which aspect of the plot or character moved youthe • most? • Creation – Can you think of a differentending?

  24. Yourtest! • Which of the following could be considered as promoting higherorder • thinkingskills? • 1. What colours make up aspectrum? • 2. Can you tell me the cube root of216? • 3. Predict what will happen if global warmingcontinues. • 4. What is the capital ofEgypt? • 5. How does the author convey the feeling ofisolation? • 6. Propose a solution to the problem of localunemployment. • 7. Write the balanced chemical equation forphotosynthesis. • 8. When did World War I start andfinish? • 9. Draw a ray diagram to explain reflection in a planemirror.

  25. Trying it out – Action plan Class Which class will I work with? Goal What will Itry? How Whatresourcesor materialswill I need? When When will Itry?

  26. Furtherreading • http://www.journeytoexcellence.org.uk/resourcesandcpd/research/summ aries/rscollaborativelearning.asp • http://www.edutopia.org/stw-collaborative-learning • Cowley, S The Seven R’s of Great Group Work (Sue Cowley Books,2013) • de A’Echevarria, A and Patience, I Teaching Thinking (Teachers’ Pocketbooks,2008) • Gael, L Collaborative Learning (Teachers’ Pocketbooks,2013) • Levy, M and Murgatroyd, N Pairwork and Groupwork(Cambridge • University Press,2009) • Scrivener, J Classroom Management Techniques (Cambridge University Press,2012)

  27. Thankyou! Suzanne.mordue@britishcouncil.pl https://suzannemordue.wordpress.com/

More Related