穨Review. Pdf

B. Teachers’ changing roles 
To ensure that each student is individually accountable to do his or her fair share 
of the group’s work, teachers need to do the following to facilitate individual 
accountability of the students:
l Assess how much effort each member is contributing to the group’s work,
l Provide feedback to groups and individual students,
l Help groups avoid redundant efforts by members,
l Ensure that every member is responsible for the final outcome,
l Check students’ learning outcome randomly. 

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Another important suggestion to achieve individual accountability is the random 
assignment of checker in class, depending on the nature of the teaching activities. In 
addition to the regular role assignment, teachers may also randomly assign one 
student in each group to be the team recorder for that class period. Several times 
during the period - ideally, after no more than 15 minutes of lecturing - give the teams 
exercises or worksheets to do, instructing the recorders to write down the team 
responses. In longer exercises, circulate among the teams, verifying that they are on 
task, everyone is participating, and that the recorders are doing their jobs. The 
teachers may stop the teams after a suitable period (which may be as short as 30 
seconds or as long as 10 minutes, depending on the exercise) and randomly call on 
students to present their teams’ solutions. The exercises can range from short 
questions to extensive problem-solving activities in a variety of categories.
C. Suggested in-class activities 
Activities that could be incorporated to maximize students’ encounter with the 
target language and the face-to-face interactions in the first phase of implementation 
may include the following: 
l Talk-Pair,
l Group summary,
l Inside-Outside Circle,
l Learning Together, and
l Student Teams-Achievement Division (STAD).