Date post: | 27-May-2015 |
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MOTIVATINGSTUDENTST H R O U G H
COOPERATIVELEARNING
Teaching Scenario
• P.5 Class (Ability: Average)• Reading motivation is low. • No interest in content of reader (i.e. wolves and bears)• Unfamiliar text type (informational report)• Ability to search for information is inadequate.• Students have no confidence in writing something
they have never written before.• When working in groups: student participation and
involvement is erratic.
SolutionsFrom Cooperative Learning
Approach
PositiveInterdependence
IndividualAccountability
GroupProcessing
SocialSkills
FACE to face Interaction
Classroom Set Up(Get the students to face each other!)
FACE to face Interaction
Classroom Set Up(the focus on groups becomes more obvious)
FACE to face Interaction
• Plan Group Activities
• Give Freedom for Groups.
• Reward in groups.
Classroom Set Up(change the seating of a “regular classroom”)
FACE to face Interaction
ExamplesHow I have applied the Cooperative Learning
Approach to my own teaching
Lesson 1:Scavenger Hunt Activity
• I made these information cards (interesting information) and placed them randomly along the “P.5” corridor.
• Students had to work in groups to find as much information as they could about wolves and bears during their recesses.
PositiveInterdependence
A pup is a baby wolf.
Bears need to eat a lot of food so that they can get fat.They can eat almost 40 pounds (18 kg) of food
everyday.
Wolves and Bears Scavenger Hunt!
• Students decide in their groups who will look for wolf facts and bear facts cards (so that they can find more).
• They then collated the information they found.
PositiveInterdependence
Scavenger Hunt ActivityWolves and Bears Scavenger Hunt!• I also did this ‘hunt’ in my classroom. • Scavenger Hunt video will be uploaded
later.
THE RESULTS:• Students had a lot of fun and did not realize
that all the while, they were reading and researching already.
• This “fun” experience will hopefully motivate them when it comes time for them to research for their own report.
• Information retention was amazing (see next slide).
PositiveInterdependence
Lesson 2:True or False using a “Magic Board”
• Last Week: Found information about wolves and bears (as a group)
• This Week: Group “True or false” tested how much information they remembered and understood.
• They had to rely on each other to answer (because not everybody looked for information on wolves / bears).
PositiveInterdependence
True or False using a “Magic Board”
• I gave only one magic board for each group.
• We assigned a “writer” (the “leader”)
• Classmates gave him suggestions.
• All the students took turns in being the “writer” (leader)
PositiveInterdependence
Teach kids social skills
• There were disputes amongst the children (over the answer or the magic board).
• So, we taught them how to “argue” without fighting.
SocialSkills
I think the answer is
True.
How do you know
that?I think so too!
I also remember finding that information
card.
Lesson 3:Jigsaw Reading
• helps make reading less of a heavy load for children.
Group 1P.13 - 14
Group 2P.16-17
Group 3P.18 - 20
Group 4P.23 - 24
Group 5P.25 - 27
Group 6P.28 - 29
Group 7P.30 - 32
Group 8P.33 - 34
RetellingStudents have to retell the major events that happened in their assigned pages.
IndividualAccountability
Use different coloured pensI made sure my students knew WHY I was asking them to use different pens.
IndividualAccountability
I used this technique in P.6 as well.
IndividualAccountability
Use different coloured pensI made sure my students knew WHY I was asking them to use different pens.
Project Work
• The next step in the “Wolves and Bears” Unit is a Process Writing Project where the students have to write a report on an animal of their choosing.
• Groups will be able to choose their animal, do research, illustrate, make drafts and their report will be “published”.
• In the end, groups will be able to reflect on the effectiveness of their group and even give marks to their classmates for “helpfulness”.
GroupProcessing