How can we change this?

1. How can we change this? • The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc. • The teacher asks the Ss to get into groups of four. She gives each group a piece of poster paper, markers, and old magazines. The Ss must cut out a picture and describe it. When they are finished they must present it to the class. • The Ss are speaking all in Spanish and the teacher is very frustrated even though the Ss are successfully doing the activity. In some groups one Ss is doing all the work.

2. Think/Pair/Share

3. Think-Pair-Share • THINK- Teacher gives an assignment and all the Ss do it individually • PAIR - Then they share their answers in pairs • SHARE - Then they share their answers with the class

4. What cooperative learning is NOT: • Ss working together in pairs or groups to complete an exercise in the book(individual activity) • Ss paired up to “help” each other • Ss working in a group where one student does all the work and the others get equal credit • EFL: Ss working in a group and speaking L1 Putting groups together in a room does not mean cooperative learning is taking place.

5. What CL must have: • individual accountabilityEach group member is held accountable for his or her work. This avoids work done by one person. • positive interdependenceEach group member depends on each other to accomplish a shared goal or task. Without the help of one member the group is not able to reach the desired goal. • forced language use The activity must be structured so that the Ss are forced to speak English to each other. *It must be organized/structured well in order to meet these requirements.

6. Numbered Heads Together • Teacher gives each student in the group a number from 1-4 • After the Ss complete their group activity, the teachers calls out a number(#3) • The number 3s from each group must stand and present *Works best if this is explained in advance to the Ss, then the “pressure” is on!

7. Cooperative Group Roles • Leader • Recorder • Timer • Speaker • Spellchecker/Language Monitor • Spy • Ambassador

8. Ambassador • Once the group has finished the task the Ambassador fulfills their role • They must go to every group and check their answers • They should see which ones they have in common and which ones are different

9. Group Roles

10. Cooperative Learning Roles

11. Well structured cooperative learning: • GivetheSs a smallamount of time(it’s YOUR time, not THEIR time) • Individual Responsibility: 1. NumberedHeadsTogether(1-4) 2. Assign roles ( leader, presenter(tothe ‘weaker’ student), secretary, timekeeper , spy) • The activity forces use of oral language in the target language(they NEED to use English) • The teacher gives Ss the language necessary to complete the assignment(What do you have for #1?) • Leave time fortheSsto share theiranswerswiththeclass • TheteacherMONITORStheactivity and bringsSs back to target language.

12. Go back to former activity and restructure it. • The teacher’s objective is : SWBAT describe someone using sentences like: “She has long, brown hair. She is wearing a red blouse and a blue skirt”, etc. • The teacher asks the Ss to get into groups of four. She gives each group a piece of poster paper, markers, and old magazines. The Ss must cut out a picture and describe it. When they are finished they must present it to the class.

13. Nasa Moon Activity(1-15) ___ Box of matches ___ Food concentrate ___ 50 feet of nylon rope ___ Parachute silk ___ Portable heating unit ___ Two .45 calibre pistols ___ One case dehydrated milk ___ Two 100-pound tanks of oxygen ___ Stellar map (of moon's surface) ___ Life raft ___ Magnetic compass ___ 5 gallons of water ___ Signalflares ___ First aid kit containing injection needle ___ Solar-powered FM receiver-transmitter

14. JigsawActivity Whatisit?

15. ExpertGroups Thenumber of differentpieces of informationwill decide thenumber of yourexpertgroups(3-5 only) EX. A fiveparagrapharticlewillbegoodforfivegroups

16. Students 1-4 Students 5-8 Students 9-12 Students 13-16 Step 1Givestudentsinstructionsand questionstoanswer in theirexpertgroups.

17. Step 2Organizeinto EXPERT GROUPS(ex. 16 students) Group2- a differentpiece of information Group1- onepiece of information Group3-another piece of information Group4-a differentpiece of information

18. Step 3Ssreadinformation, helpeachothertounderstandit,thenlearnitwellenoughtoexplainitto a new group

19. Group 1 Group 2 Group 1 Group 2 Group 3 Group 4 Group 3 Group 4

20. Expert Groups Mixed Groups Group 1 Group 2 Group 1 Group 2 Group 3 Group 4 Group 3 Group 4

21. Step 4Organizeinto MIXED GROUPS New Group 1- fourpieces of information New Group 2-four pieces of information New Group 3- fourpieces of information New Group 4- fourpieces of information

22. Step 5Each “expert” fromeachpreviousgroup shares theirinformationwiththe new group.afterputtingalltheirsharedinformationtogethertheSsshouldbeableto “solve” theexercisethatyougivethem.

23. Step 5 thegroups share theiranswerswiththeteacher and theclass. Hopefullytheyallhave “solved” theproblem.

24. Jigsaws can be used for/to: • Reading selections • A short story • Teach Grammar rules • Teach spelling rules • Teach science concepts, math concepts ,etc.

25. Do you like Math? • You have 5 pieces of information that you want your Ss to learn. • You have 15 students. • How would you arrange your groups? • Expert? • Mixed?

26. 5 pieces of information 15 Students

27. Do you like Math? • You have 3 pieces of information that you want your Ss to learn. • You have 12 students. • How would you arrange your groups? • Expert? • Mixed?

28. 3 pieces of information 12 Students Otherpossibleformations

29. Ifthereisan “extra” number of Ss, what can you do? • Example: 13 students