Chien-Hui Hung (Kate)

1. Collaborative Learning Fang-Yi Chen (Vivian) Wan-Chen Su (Jen) Chien-Hui Hung (Kate) Yu-Tung Lai (Carol) Kuei-Wen Chung (Shirley)

2. Introduction Shirley Chung

3. Collaborative learning is “a pedagogical style that emphasizes cooperative efforts among students, faculty and administrators”. (Whipple, 1987) Different terms of collaborative learning: cooperative learning, student team learning, group investigation (Bloomington,1998) Group Learning Approaches (Stahl, 1994)

4. Issues of Group Work Kate Hung

5. How “Weird” Could you Be? A. GOD~ It’s so disgusting!!! B. I am gonna shout at him!!! You are shopping alone. All of a sudden, one strange person pinches your butt. What pops into your head first? D. I am gonna question him about this!!! C. HEY!! He’s gone too far~

6. How “Weird” Could You Be? You are shopping alone. All of a sudden, one strange person pinches your butt. What pops into your head first? A. GOD~ It’s so disgusting! B. I am gonna shout at him!!! An extremely happy daydreamer. A peculiarly independent control freak. C.HEY!! He’s gone too far~ D. I am gonna question him about this! An incorrigible stubborn optimist. An alien living in its own world.

7. "Group Work" REALLYworks? PROS CONS • Improve the quantity of language use. • Negotiated interaction is not guaranteed. 2. Improve the quality of language use. 2. May not involve every individual. 3. Increase learners’ motivation 3. Increase burden on teachers. • Improve the quantity of language use. 4. Enhance the ownership of what is learned. 4. More time-consuming. 5. Demand more efforts in classroom management. 5. Develop social skills.

8. "Group Work" REALLY works? PROS CONS 6. May lead to frustration and resentment. 6. Elevate thinking skills. 7. Provide a supportive learning environment. 7. Cause complaints among peers. 8. Makes assessment less threatening. 8. Not take care of diverse learning styles. • Improve the quantity of language use. 9. Hard to find the best way to group learners. 9. Help achieve the goal of “Learning to learn.” 10. Promote attitudes and relationships. 10. Hard to achieve fair evaluation.

9. Outline • Introduction • Pros and Cons of Group Work • Diverse Work Styles in Task Design • Application of Accommodating Diverse Work Styles in Task Design • Issues of Grouping • Issues and Solutions of Assessment • Conclusion

10. Diverse Work Styles in Task Design Vivian Chen

11. Survey items 2 4 6 8 19 22 24 5 7 10 12 15 18 21 1 3 9 11 17 23 25 Total: Total: Total: With a group Independently With a partner Give yourself 1 point if you AGREED with the following survey items and 0 point if you DISAGREED. Add the points under each heading. The greatest total indicates the way you usually prefer to work in class.

12. Comparison of Analytic and Relational Learning Styles(Adapted from Anderson, Cohen, Ramirez and Castaneda, Witkin and Moore) Linear, verbal, reflective thinkers Holistic, emotional, impulsive thinkers Dislikes excessive input Prefers rich, varied input Better at concrete and visual material Better at abstract and mathematical learning materials

13. Comparison of Analytic and Relational Learning Styles More easily learns material that is abstract, impersonal, and practical More easily learns material with a human, social content Likes to work independently or with a partner Likes to work with others Prefers predictable routines and familiar activities Prefers variation and creativity In activities

14. Comparison of Analytic and Relational Learning Styles Self-esteem is less dependent upon the opinion of peers Learning performance Is improved if group or authority figure offers praise and support Task-oriented Socially oriented Inattentive to subtle emotional cues in interpersonal interaction Sensitive to verbal and nonverbal cues in interpersonal interactions

15. Application of Accommondating Diverse Work Styles in Task Design Jen Su

16. According to Kinsella & Sherak.... • Peer collaboration is far more than a creative seating arrangement. Preparation and guidance are key elements. Not only this. • Students’ learning styles (analytical or relational) influence his/her preferences for academic task completion. • To support collaborators with diverse work styles, teachers must consider task types and design carefully. Kinsella, K. and Sherak, K. (1998). Designing ESL Classroom Collaboration to Accommodate Diverse Work Styles.

17. In your group, rank the following activities from the best designed one to the least appropriate group work. Headlines Distribute different newspaper articles to each group and have them first read the article and then come up with a headline. Group presentation includes summarizing the article and explaining the headline. First Day in a Foreign Country Brainstorm with your group what troubles you may encounter when arriving at a foreign country on the first day. Practice with the articles As a pair, complete the story by filling in the blanks with the correct article (the/a/an). Panel presentations Divide the class. Assign each group a section of the text. They then decide how they, as a group, will present the ideas to the class. When ranking, take the two learning styles (analytical and relational learners) into consideration. Best 1.________________ 2.________________ 3.________________ 4.________________ Worst

18. Headlines Distribute different newspaper articles to each group and have them first read the article and then come up with a headline. Group presentation includes summarizing the article and explaining the headline. I’m good at tasks demanding analysis and attention to detail. I like activities which are more factual or practical in nature. This activity requires the use of detail-oriented verbal/analytical skills and a specific final product. We enjoy working closely with classmates to achieve a common goal and approaching assignments with a global perspective. This activity requires the use of varied input and creative brainstorming and problem-solving skills.

19. First Day in a Foreign Country Brainstorm with your group what troubles you may encounter when arriving at a foreign country on the first day. I like objective, abstract and impersonal curricula. I don’t see any academic value in this kind of unstructured activity which primarily draw upon classmates’ relevant experiences and personal reactions and don’t feel comfortable talking about my personal experiences. I enjoy sharing perspectives and hearing from my peers. And I like this sort of free-form and personal interactive task that invites multiple responses and builds collective knowledge.

20. Panel presentations Divide the class. Assign each group a section of the text. They then decide how they, as a group, will present the ideas to the class in the best way. I feel comfortable when asked to focus on a serious academic pursuit. This task has expected outcome and each group needs to present the ideas well to the class. I like the feeling of competition. In this reading task, no classmates are asked to share experiences and thoughts. I am less comfortable with small group tasks that require systematic analysis and linear organization. I don’t like vague directions for task completion.

21. Practice with the articles As a pair, complete the story by filling in the blanks with the correct article (the/a/an). Being forced to complete it in collaboration annoys me. I value less distracting and solitary task completion. This task can actually be done by students working alone or at home. I don’t like tasks that only requires independent objective analysis and a single best answer. This activity does not really lend itself to multiple perspectives and negotiation of meaning.

22. In your group, rank the following activities from the best designed one to the least appropriate group work. Headlines Distribute different newspaper articles to each group and have them first read the article and then come up with a headline. Group presentation includes summarizing the article and explaining the headline. First Day in a Foreign Country Brainstorm with your group what troubles you may encounter when arriving at a foreign country on the first day. Practice with the articles As a pair, complete the story by filling in the blanks with the correct article (the/a/an). Panel presentations Divide the class. Assign each group a section of the text. They then decide how they, as a group, will present the ideas to the class. When ranking, take the two learning styles (analytical and relational learners) into consideration. Best 1.________________ 2.________________ 3.________________ 4.________________ Worst Relational Individual Analytical

23. According to Kinsella & Sherak.... • Analytic and relational learners have the same intellectual capacity. They only process and use materials in different ways. • Individual learning and working styles are not entirely innate or unalterable, but they are ingrained and affirmed by years of conventional classroom roles and norms. So, learner flexibility can be cultivated. • Our classes do not comprise only two types of learners.

24. Issues of Grouping Kate Hung

25. Grouping should take care of... Appropriate grouping • Challenges • Self-esteem • Performance • Tasks at hand • Harmony • Individuals • Interaction/Collaboration OOOOOOO X X X X X X X Inappropriate grouping

26. Ways to Group Learners Grouping Strategies • student choice • ethnicity • mixed ethnicity • random • ability • mixed ability • interest • needs

27. Time to Collaborate~ Environment: ESL Course: Practicum Grade: Undergraduate Level: Intermediate to Advanced Number: 20 Task: Course design • Comment the ways of grouping • Decide one best way • Rationale Environment: EFL Course: English Grade: 11th grade Level: Low-intermediate to advanced Number: 40 Task: novel reading and presentation

28. Issues of Grouping • Mixed-ability group vs. ability group • Each group member is responsible for equal amount of work. • How to deal with those who do not contribute?

29. Issues of Assessment Carol Lai

30. Assessment Assessment Possible Solutions BIG PROBLEM Unfairness in Assessing Individual within the Group Think Critically

31. Checklist Name _______________ Activity ______________Topic _______________ Date ________________

32. Possible Solutions Checklist 1 What do you like/dislike about this checklist Anything needs to be added to the list?

33. Possible Solutions 2 Peer Ratings Students rate their teammates and themselves 1 Checklist Teachers and students use checklist for evaluation

34. Possible Solutions 4 3 Sub-tasks Portfolio Students keep a record of his/her own task regularly Each student fulfils a particular role within the group

35. Possible Solutions • Checklist • Portfolios • Peer Ratings • Sub-tasks Advantages & Drawbacks Any Other Solutions? Use it or Not?

36. Conclusion Shirley Chung

37. Conclusion Conclusion • Design multi-faceted activities for students with different work styles (Kinsella & Sherak) • Group students with appropriate and various methods based on the requirement of tasks. • Evaluate students with diverse tools and take individual performance into consideration (Di & Lee, 2000)

38. Wan-Chen Su (Jen) Yu-Tung Lai (Carol) Fang-Yi Chen (Vivian) Thank You for the Participation Kuei-Wen Chung (Shirley) Chien-Hui Hung (Kate)