The process of active learning is illustrated by a Chinese proverb
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1developingstudents-
- Bu sahifa navigatsiya:
- The process of active
- There are lots of characteristics of
- they construct new knowledge and skills
- Why are learner-centered
- Five basic principles of group work
- Some ways to create the feeling are to
- Positive interdependence Can be achieved through
- Face-to-face interaction
- Problem Solving Activity
- KWL Activity After completing a KWL activity
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School of Moryntsi Korsun-Shevchenkivskiy district Cherkasy region 2014 learning is illustrated by a Chinese proverb: Tell me, and I’ll forget. Show me, and I’ll remember. Involve me, and I’ll learn.
learner-centred instruction: students are active participants in their learning
they will learn and how
activities necessary?
through pair and group work. “Students have equal responsibility for performing a task and find it difficult to “hide” in a small group” H. D. Brown
Five basic principles of group work Equal participation Group processing Face-to-face interaction Positive interdependence Individual accountability Face-to-face interaction Individual accountability Positive interdependence Face-to-face interaction Individual accountability Equal participation Positive interdependence Face-to-face interaction Individual accountability Group
processing Equal
participation Positive
interdependence Face-to-face interaction Individual accountability
establish mutual goals give joined rewards provide a task structure that involves a division of labor provide shared materials and information assign roles
use of structures for achievement (mini- topics numbered expert roles) participations (summery, reflection) listening (sharing ideas) a structure that allows for individual evaluations. Individual accountability
Can be accomplished by allocating turns or timed contributions, or division of labor. Equal participation
When students interact with other students it maximizes student involvement and aids in concept development. For interaction to be productive, students must learn communication skills and key vocabulary.
Students need time and procedures to analyze how well their group is functioning. Group processing
Jigsaw activities 1.Divide a text into three or four parts. Also divide your class into 3 or 4 groups according to the parts of the text. Assign each group a section of a text. 2.Students in their groups read their section and discus what they understood. In every group they know only 1 part of the text. 3.Then students write out 2 questions to their part of the text.
4.Form new groups of students so that in new groups there is one representative from all previous groups. Now everyone in every group can learn the whole contents of the text from each other. 5.They answer each other questions. 6.At the end of the activity give a quiz to check my students’ knowledge of the text. In this way I motivate my students to work hard in the groups.
Each student receives a blank name tag to be completed as directed by the teacher. 1.Students have 5 minutes to fill in their name tags with the information listed below.
3. Student 1 uses the completed name tag to introduce himself or herself to Student 2 while Student 3 does the same with Student 4. Reverse the procedure, 2 to 1 and 4 to 3. Allow one minute for each introduction. Time it carefully. 4. Student 1 introduces Student 2 to the whole team using his or her name tag. Student 2 introduces Student 1 to the whole team. Student 3 introduces Student 4 and Student 4 introduces Student 3. Again, provide one minute for each introduction.
1.The teacher assigns roles to each team member (e.g. writer, reporter, time keeper, facilitator). 2.Team members have 5 minutes to discuss things that they all have in common such as family members, pets, interests, travel, and so on. 3.Teams discuss their commonalities and choose the 5 most interesting ones. The writer lists the team’s 5 commonalities on a shit of paper. 4.Teams share the things they have in common with other teams or with the whole class. 5. The teacher posts commonalities on the board with each teams name so that others may read them later. Commonalities
1.Students brainstorms activities they could do on a Saturday night. This might be done as a webbing activity. In a webbing activity, the central idea takes the form of a verb with lines representing related ideas emanating from it and from each other. 2.Each team compares its list of activities with other teams or with the entire class. Problem Solving Activity
3.The teacher announces that each team has $100.00 to spend on Saturday night. Team members must decide what they will do together to spend the money. Team members discuss their ideas and the writer lists planed activities and cost of each. 4.The reporter on each team shares the decisions of its team with the rest of the class. This may be done simultaneously by having the reporters list projected budgets on the blackboard. 5.Team activities can be posted on notice boards.
something. W – What you/we want to know about something. L – What have you/we learned about something. In this activity, students are given a topic. They make a table consisting of three columns KWL. They list what they already know about a given topic and write these facts in column K(know). In the second column W they write what they would like to learn or learn more about. A learning resource or activity is then performed. It can be a text to read, or a film to watch, acts. Following this learning, the students list what they have learned in the third column L. KWL Activity
students will: pre-assess their knowledge of a given topic explore new knowledge of this topic articulate new knowledge of the topic
All these activities help students build their knowledge of the language. They naturally stimulate and develop the students’ cognitive, linguistic and social abilities. Team work encourages students to engage in such high-level thinking skills as analyzing, explaining, synthesizing, and elaborating.
1. Brown H.D. Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice-Hall, 1994.
2. Cohen, Elizabeth G. Designing Groupwork: Strategies for the Heterogeneus Classroom. New York: Teachers College Press, 1994. 3. Johnson D.W., Johnson R., and Holubec E. Circles of Learning. Cooperation in the Classroom. Third Edition. Edina, Minn: Interaction Book Company, 1990. 4. Johnson, David W. and Roger T. Johnson. Learning Together and Alone. Cooperative, Competitive, and Individualistic Learning, Fourth Edition. Edina, Minn: Interaction Book Company, 1994. 5. Sharan, S., Sharan Y. Small-Group Teaching. Englewood Cliffts, NJ: Technology Publications, 1976. 6. Slavin, R. E. Cooperative Learning: Theory, Research, practice. Englewood Cliffs, NJ: Prentice-Hall, 1990. References Download 1.05 Mb. Do'stlaringiz bilan baham: 
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