Productive Group Work

Transcription

1 Productive Group Work 1 Do you want students to work productively in groups but aren t sure how? This workshop will give sample structures to use within the classroom so that students are more engaged, use the target language, and accomplish tasks within a student-centered activity. Teachers will have the chance to try various activities and then personalize them for their own classroom. Amanda Robustelli-Price Anchor activity Finish any task early? Options: 1. Add information and thoughts for your own classroom to the notes page 2. Research group work using these codes or QR codes throughout the packet. (Don t have a QR reader? Download from your app store.): Warm-up 1. What are your goals for this session? 2. What are your current practices for group work in the classroom? AT END OF WORKSHOP: 3. Did you meet your goals? 4. What will modify for your classroom? Notes Topic Anchor activities / teambuilding Ideas for Classroom Use Choosing groups Conditions for group work Group work structures Review / personalization 1

2 2 Contents Anchor activity... 1 Warm-up... 1 Notes... 1 Choosing groups... 2 Conditions for group work... 2 Group work structures (shared in the workshop)... 3 Group work rubric... 3 Anchor activities... 3 Three-way interview... 4 Consensus conclusion... 4 Numbered heads together... 4 Jigsaw... 5 Useful Texts... 5 Notes (part 2)... 6 Choosing groups Groups of 4 Heterogeneous home groups Random grouping for shorter activities o Hair color o Height o Buttons Interests Learner profile / learning preference Blog post: 20 grouping ideas for the WL classroom Conditions for group work Build class culture with team-building activities Positive interdependence Individual accountability Management routines o Group work rubric o Signal for attention o Anchor activities Positive interdependence 2

3 Group work structures (shared in the workshop) 3 Group work rubric 1. Questions Ask each other before asking the teacher. 2. Environment Do not talk with other groups. 3. On Task 90% 4. Roles You fulfill your roles. 5. Target Language (double points) You speak 100% on the target language 6. Anchor Activity When you finish the task, you begin working on something else. 3 Yes! 2 Some mistakes 1 Focus, people! Yes! You forget once. You forget twice. Yes! You forget once. You forget twice. Yes! Teacher comes over once or twice. I break you up. Yes! It is halfhearted. A total free for all. Yes! English heard once. English heard twice. Yes! Teacher reminds you once. Teacher reminds you twice. TOTAL /21 What went well: What to improve: Roles: Leader: Cheerleader: Recorder: Task Master: Anchor activities The activity you give students to do after they have completed a (group) task. Should be engaging. 3

4 Three-way interview Works best in groups of four. 4 Students are in pairs; one is the interviewer, one is the interviewee Students reverse roles Students do a round robin, each one in turn sharing with the team what they learned in the interview. Consensus conclusion This is a process for learning. 1. Group practice. Complete the first few items together as a group. You will review them together, working together to complete the problem. 2. Alone practice. Complete the rest of the items alone. Wait for your group members to finish before going to the next step. If you finish early, work on French homework or an anchor activity. 3. Learning together. When the entire group is finished with the practice: a. Begin with one person in the group. That person will read the answer to the first item that was worked on alone, spelling out the letters. b. All group members will compare the answer until all group members agree on the correct answer. All group members will then fix their answers (where necessary). c. Then the next person in the group will read the next item etc. 4. Finish early? French homework or anchor activity. Numbered heads together 1. Individual assessment. Ask students to complete the assessment individually first. 2. Groups of four/numbers. Divide the students into groups of four and give each one a number from one to four. 3. Group discussion. Have students gather to think about the question and to make sure everyone in their group understands and can give an answer. 4. Question and answer. Ask the question and call out a number randomly. The students with that number raise their hands, and when called on, the student answers for his or her team. 5. Reflect. Ask students to reflect on their learning. Numbered heads together information. Question Answer Group Consensus Learning 4

5 Jigsaw Jigsaw resources Sports Food Government People Jim Bobby Juan Sara Sadjad Louise Amika Céline Mike Lucie Kim Ashley Ethan Tyra Shelby Dante 1. The first group is one where students research a topic and become experts on that topic. (Vertical) 2. The second group contains one person from each topic and they share out and learn from each other. (Horizontal) 5 Useful Texts Amazon list of book resources 5

6 Notes (part 2) Anchor activity / warm-up Choosing groups (three-way interview) 6 Conditions for group work (consensus conclusion) Group work structures (numbered heads together) Review / personalization (jigsaw) 6