COOPERATIVE LEARNING: GROUP INTERACTION TO ACCOMPLISH GOALS The main idea of CL is making the conditions for students’ active learning activities in different situations.
Principles of Cooperative Learning 1. Students groups are formed by the teacher before the lesson according to their psychological peculiarities (3-4 members in each group). 2. Each group should have “strong”, “middle” and “weak” students, also it should contain boys and girls. 3. Cast of the group which is good at working under the topic isn't changed and vise a versa.
Principles of Cooperative Learning 4. The group takes one task and defines the roles between themselves. Also roles can be defined by the teacher. 5. The whole group takes assessment. 6. It is important that students make affords to solve problems. Students can be offered to assess themselves and their results.
Principles of Cooperative Learning 7. The teacher chooses the group member who has to announce the results (decisions). The ability of a “weak” student to announce the results of work means that the group has accomplished the goals of the pedagogical process.
How to work in Cooperation? Step 1. The teacher introduces students with working rules in groups.
Remember! 1. You work in groups. Group’s success depends on every student’s success. Don’t forget to help each other. Make it patiently. 2. Foreign language speaking skills are developed in communication. Be active and careful to other people.
Remember ! 3. Don’t forget to use lexical and grammatical material which you have learnt earlier in your speech. Use new vocabulary actively! 4. Use dictionaries but don’t forget about language guessing. 5. If you have some serious difficulties ask your teacher.
Remember! 5. If your group works with the text developing speaking skills you should keep the following order: а) read the text individually and then discuss it in the group; b) choose the sentences which describe the main idea of the text; c) look at the speech patterns and complete them choosing the sentences from the text;
Remember! d) retell the text using speech patterns; e) retell the text in your own group or in the other groups as the text for listening; f) Criteria for assessment: consistency; sufficiency and completeness of statements; the presence of speaker’s point of view; the presence of structures with the new lexical and grammatical material, as well as errors and their character. Assessing each other don’t forget to be tactful and friendly.
Step 2. Each group gets the task. The teacher also can give different tasks according to students’ level of language.
Step 3. Completing their tasks, students from different groups working on the same material meet and exchange information (experts meeting). Then they return to their group and talk about what they have learned.
Step 4. The teacher checks the understanding of information (questions from the textbook, tests «True / False». «Strong» students can create their own questions to the text).
Step 5. Students appreciate the work of all members of the group, writes the result to a control list and hand it to the teacher.
Examples of exercises 1. Make home groups. Read one of the texts carefully. Find out more information about British traditions. 2. Answer the questions individually. 3. Take the «true/false» test 4. Meet in expert groups - compare your answers for the questions -compare your answers for the test - work out a common answer
Examples of exercises 5. Meet in your home groups - take turns retelling the texts you have prepared - let your teammates take the «true/false» test - explain them the details -as you listen to your group mates don’t forget to take notes -don’t forget to feel the checking list and hand it to your teacher. 6. The whole class discussion (e.g.: many people think that Great Britain is a country of traditions. Do you agree with this? What’s your opinion? Explain your point of view. While listening to your classmates be ready to give some more reasons to support or refute the point of view being discussed.
ВНИМАНИЮ ВСЕХ УЧИТЕЛЕЙ: согласно Федеральному закону N273-ФЗ «Об образовании в Российской Федерации» педагогическая деятельность требует от педагога наличия системы специальных знаний в области обучения и воспитания детей с ОВЗ. Поэтому для всех педагогов является актуальным повышение квалификации по этому направлению!