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Enhancing In-Class Collaboration: Key Strategies and Models

Explore effective strategies like teamwork, goal-oriented learning, and shared expertise for a dynamic classroom environment. Understand key parameters to boost engagement and encourage learner autonomy, with a focus on integrated learning approaches.

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Enhancing In-Class Collaboration: Key Strategies and Models

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  1. HOW? Classmodels and tasks Carmen Sancho Guinda Universidad Politécnica de Madrid

  2. OVERVIEW 1) Desirable in-class routines 2) What comes into play? Shared knowledge 3) Models and options

  3. Desirable in-class routines

  4. DESIRABLE IN-CLASS ROUTINES Exchangeable roles Mutual scaffolding COOPERATION / INTERDEPENDENCE TEAM-TEACHING GOAL-ORIENTED LEARNING STYLES SHARED EXPERT ROLE in KNOWLEDGE CO-CONSTRUTION KNOW-HOW Broader immersion outcome TECHNOLOGIES HANDS-ON AUTHENTIC TASKS TOP-DOWN STUDENT-FOCUS NEGOTIATION TAILOR-MADE TRANSVERSAL SKILLS PEER FEEDBACK INTEGRATED LEARNING: Language + Skills + Content PEER WORK LEARNER AUTONOMY LEARNING AWARENESS LEARNER RESPONSIBILITY

  5. Feedbackstudentcommittee for: Point at whatwasnotclearordidnotwork Saywhattheylikedthemost / theleast Detectmistakes Build a day-by-dayglossary Keep a classroomlogbook Students’ Involvement!

  6. What comes into play

  7. 6 interrelated parameters 1. Teaching style (Ogborn et al 1996) Visualizer Co-thinker Storyteller Verbalizer Operator 2. Embedded genres Conversation Story/anecdote, joke Procedural description Demo Problem-solving Case study Discussion

  8. 3. Academic functions (Dalton-Puffer 2007, Hyland 2005) Definition Clarification/explanation Exemplification Inference Enumeration Contrast Relevance-marking Problem-solving 4. Metadiscourse functions (Hyland 2005) Goal announcement (“Today we are going to learn X”) Sequence (“Next we will see Y”) Stage-labelling (“So far we have seen A and B”) Endophoric signalling (“At the bottom of the table we can see X”) Topic shifting(“At the bottom of the table we can see X”) Code glossing (“In other words, X happens when…”)

  9. Structuralphases of thelecture(Young 1994, simplified) Start Inductive Deductive Tangible or‘hands-on’ Introduction Elicitation Brainstorming Problem- ortask-solving Teacher’s monologue ConversationTeacher-Students Content delivery Contrastive Argumentative Descriptive Narrative(chronological, cause and effect, problem-solutionpattern)

  10. Recapitulation Progressive Final Closure Visual Verbal Stereotyped vs. Self-made formulas Round-off summary Assignment

  11. Co-building of repertoires Engagementfeatures(Hyland 2005) Formulas of sharedknowledge Personal pronoun use Asides Directives Questions ● Distinctionbetweenquestiontypes(Tsui 1995) Referential=authenticelicitation Display= knowledge-recalldevices Rhetoric = metaphoricallydialogicbutnotreallyinteractive Check = ensurecomprehension

  12. Co-building of repertoires Engagementfeatures(Hyland 2005) Formulas of sharedknowledge Personal pronoun use Asides Directives Questions ● Distinctionbetweenquestiontypes(Tsui 1995) Referential Display= knowledge-recalldevices Rhetoric = metaphoricallydialogicbutnotreallyinteractive

  13. Lecturephase(Young 1994) MetadiscourseforDiscourseStructuring (objectives, motivation, lessonoutline) Exemplification (examplemarkers, analogies, similes, metaphors) Content delivery (definition, classification, clarification, explanation, hypothesis, argumentation, narrative, description) Conclusion (language of inference, recapitulation, prediction) Discourse of themedium _Registersforface-to-face and online teaching _Endophorics and evidentialsforvisuals _Expression of perception, reporting, calculation, analysis _ActionverbslinkedtoTICs and CMC (click, cut and paste, delete, drag, log on/off…)

  14. Discourse of theembeddedgenre Typicalmetadiscourse and phraseology of online genres (blogs, chats, forums, mobilelearning, videos, e-portfolios, e-mails, tutorials, twitters, etc.) Stories/anecdotes, jokes Case studies Seminars Graphcommentaries Demos Experiments Reports Oral presentations ● Moves and steps ●Associatedprogressions Inductive Deductive Chronological Spatial Contrastive Problem-solution Known-unknown

  15. Teachingstyle (Ogborn et al 1996) Questions Feedbacktactics and itsexpressions Task-basedteaching and itsexpressions Project work and itsexpressions Peer work and itsexpressions Involvementwithstudents Markers of teacher’s control Markers of degrees of learnerautonomy ● Associated metadiscourse ● Key nouns, verbs and adjectives ● BICS ● Shifts in formal and informal register ● Language of engagement

  16. Models and options

  17. Classplanning FIXED SLOT MODEL RADIAL MODEL Definition, Problem, orquiz of theday Problem Demo Discussion Discussion of theday Summary Case studyfornextday’sdiscussion

  18. Planningmusts • Adaptmaterialstoalloted time • Makeroomforstudents’ questions • Negotiateevaluatingrubrics • Goodcommunicator’s ‘golden rule’ • Saywhatyou are goingtosay • Sayit • Saywhatyouhavesaid

  19. Text –Based (Genre) approach Source =Feez, S. (1998). Text-based Syllabus Design.Sydney: McQuarie University/AMES, p.28. Developing the context

  20. Task –Basedapproach (TBL)Source =Willis, J. (1996). A Framework forTask-BasedLearning. LongmanAddison-Wesley. Pre-task (Teacher’s + students’ function) Task cycle (Task + Planning + Report) Language focus (Analysis + Practice) (+) Authentic communication, long-term motivation, reflection (-) No place for grammar teaching

  21. Pre-task • The teacher • Introduces and defines the topic • Uses activities to help students recall or learn useful concepts and language (words and phrases) • Ensures students understand task instructions • May play a recording of others doing the same or a similar task • The students • Note down useful words and phrases from the pre-task activities or the recording • May spend a few minutes preparing for the task individually

  22. Taskcycle TASK • The teacher • Acts as monitor and encouragesstudents • The students • Do thetask in pairs/smallgroups. Itmaybebasedon a readingorlisteningtext

  23. Taskcycle PLANNING _The teacher • Ensuresthepurpose of thereportisclear • Acts as languageadvisor • Helpsstudentsrehearse oral reportsororganisewrittenones • The students • Prepare toreporttotheclasshowtheydidthetask and whattheydiscoveredordecided • Rehearsewhattheywillsayordraft a writtenversionfortheclasstoread

  24. Taskcycle REPORT _The teacher • Acts as chairperson, selectingwhowillspeaknext, orensuringallstudentsreadmost of theirwrittenreports • Maygivebrieffeedbackoncontent and form • Mayplay a recording of othersdoingthesameor a similar task • The students • Presenttheirspokenreportstotheclass, orcirculateordisplaytheirwrittenreports

  25. Languagefocus ANALYSIS _The teacher • Reviewseachanalysisactivitywiththeclass • Bringsotherusefulwords, phrases and patternstostudents’ attention • May pick up onlanguageitemsfromthereportstage • The students • Do consciousness-raisingactivitiestoidentify and processspecificlanguagefeaturesfromthetasktext and/ortranscript • Mayaskaboutotherfeaturestheyhavenoticed

  26. Languagefocus PRACTICE _The teacher • Conductspracticeactivitiesafteranalysisactivitieswherenecessary, tobuildconfidence • The students • Practisewords, phrases and patternsfromtheanalysisactivities • Practiseotherfeaturesoccurring in thetasktextorreportstage • Enterusefullanguageitems in theirlanguagenotebooks

  27. Approachesfor GBL and TBL • PPP = Presentation, Practice, Production • Provides a safe framework for production • TTT = Test, Teach, Test • Production occurs first, without any input or guidance from the teacher

  28. AdjustmentsforClarity I • Support key statements with gestures • (without overacting) • Gloss acronyms and abbreviations • (mind lay audiences!) • Exemplify often • (visuals, tropes, analogies, cases…)

  29. AdjustmentsforClarity II • Speak more slowly • Pronounce more carefully • Pause more often • Break downinfowithheadings • Choose simple words • Replacepronounswithnouns • Simplifysyntax • Repeat more

  30. Rapport • Be yourself • Confident, relaxed, naturallysmiley • Balance sedentarism & mobility • Change positions, wander a little • Startfromwhatyouraudienceknows • Highlightsharedknowledge • Interactwithaudience • Questions, humour (?), anecdotes, eyecontact • Mindaudiencebackground • Metaphors, similes, references!

  31. Lectures as hybridgenres ● Texttype ■Narrative, description, exposition, argumentation ● Genres ■Demos, stories, case studies, reports, oral presentations, instructions, graphcommentaries ● Textual progressions ■Inductive, deductive, chronological, contrastive, problem- solution ● Shiftingteachingstyles ■Flowingalong a continuum of alternateleadership and democraticparticipation

  32. Thank you! carmen.sguinda@upm.es

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