Scribd Logo
Upload

Welcome to Scribd!

  • Artykuly Cooperating PDF

    Uploaded by

    patka11221
    6 views22 pages

    Original Title

    artykuly cooperating.pdf

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    6 views22 pages

    Artykuly Cooperating PDF

    Uploaded by

    patka11221

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 22
    BE PRACTICALIDEAS, Working in groups Wen Yan explores group dynamics in managing large classes, 44 Jet's work in groups this [ isin’ cine for English teachers, but it stil draws our attention as part of our everyday teaching. | happily find itechoed by researchers, analyzing the benefits of groupwork, especially for communicative purposes Rance 2010; Kozar, 2010), Actually, in my ‘own teaching experience, groupwork has always been a very elfective procedure and it works with ali kinds of communication-oriented practice: debating, discussion, sharing opinions, comparing answers, and formulating questions, thelist ‘ould go on forever (McDonoughs Christopher, 2004) Lis especially helpful for managing my big English classroom to deal with the problems of large numbers of students, diferent levels of proficiency and lack of motivation. Groupwork in various forms is a core method for language practice and effective classroom management My university offers students the freedom to choose their own favorite teacher for College English classes, which usually results in a heterogeneous classroom with students of different proficiency levels. To deal with the difficulties of managing a class of 60 individuals, 1 choose to consider the classroom as a social organization of its own and try to create a learner-friendly learning, community. Students are invited to form groups by themselves at the beginning of the semester and work together on various tasks. The group. centered approach can make the 12 Classroom a pleasant and inspiring, environment where class time is, always a source of enjoyment and satisfaction for teachers and learners as well (Doynyei & Malderez, 2000), The various group tasks help cultivate student autonomy and maximize learning opportunities Group activities Group presentation One of the required task is group presentation in the first 20 ‘minutes of each class. Students take responsibilty for choosing the topic, selecting materials, allocating roles and cooperating to present their opinions in front of the class, Teamwork is increasingly ‘emphasized in modern society and group presentations give students the chance to strengthen their team skills while practising the language. By working together, different team members will bring different elements to make the presentation colorful and lively. Most importantly, while preparing the presentation, they need to knit everyone's idea together to make it a whole piece, which ‘means negotiation, clarification, collaboration and compromise; all are essential in the exchange of information and very important components of communicative strategies. How to present everyone's idea in the limited time is even more an art, Some groups work out very clever ways to weave the material together and each one elegantly invites the next team member to g0 on, The whole presentation is a mission which requires every member to try their best. Cooperati between members for acommon ¢ results in group cohesion with Strong motional bonding which for stare will contribute to build the learning community and positively intluenc« the individual Enlightened by other colleagues’ practice, | add a “comment and questioning” stage alter each presentation. The groups have a chance to be the “judges” for thee presentations; they are invited to give comments and raise questions, Jam amused to hear them elegantly comment: "I really appreciate Your presentation, but..." and am even more amazed by the objective ‘comments and uselul suggestions they give for a better presentation The questioning part is sometime, even more heated than the presentation itself. The whole Chass is encouraged to share opinions: &ry¢j raise questions and language iS Use for real communication in this Day Group discussion and report Group discussion is often adopte-cy asa principle form of oral practic g. in class, especially for task-baseet activities. A group report is the necessary follow-up for students. ¢, ¢instead of managing 60 individuals with different proficiency levels, the teacher is now managing 12-14 groups with their own norms and common goals. 99 a TT Ee, present their opinions and share them with each other. It provides opportunities for those students who ae willing to express themselves to enhance their feeling of success and gives the teacher the opportunity to ‘monitor those students who are not actively involved as a stimulus for latter improvements. Compared with individual or pairwork, students feel less threatened taking part in group discussions. They are more willing to report since they know they have the whole group behind them. Group, members encourage each other to present their ideas and join in when necessary, which leads to more Student’ participation and creates an easy and active atmosphere in class. Group competition To liven up the classroom environment even more and encourage more participation, an intergroup Competition is a great choice once ina while, This can be linked to various tasks with different teaching purposes. It can be a listening and ictation exercise, a lightening round of proverbs and id ‘guess who | am talking about” game or just a very simple “locating the important phrases in the text” task. 'm really encouraged when students enthusiastically put up their hands and “yeah” to each other when they win a round. And i's fun to see them nudging each other to try to seize the chance, Through intergroup Competitions, group members feel the buzz of contributing to group success ‘and the group's mutual goal helps build a supportive and motivating learning environment Online group reports Although classroom reports are a great chance for the students to present and for the teacher to check their work, not every group can have this opportunity when time is limited When most of the groups are having a quite heated discussion, | really want to reward them by inviting them to express themselves. So | use the internet. Students can post their ideas ‘online after class and all the class members can share them in their spare time. Itoffers a stage for the sgroups who can't finish their reports ENERO eae in class and an even better way for all the students to share each groups opinions. With the growing popularity of blogging in this era of modern technology, online reporting is easily accepted and followed by students. Ws encouraging to find students replying to others’ opinions and even actively starting new discussions in online learning system. Facilitating group activities Group activities are a fundamental factor in most learning contexts and can make all the difference when it comes to successtul learning experiences and outcomes (Doynyei & Malderez, 2000). With various forms and tasks involved, group activities really facilitate teaching and learning in many ways Building a supportive learning community and facilitating language learning Doynyei & Malderez (2000) argue that the success of teaching depends less (on materials, techniques and linguistic analyses and more on what goes on inside the classroom and between the members. Groupwork can promote a positive atmosphere or “affective climate” as distinct trom the more public and potentially threatening performance environment for individual reporting, Young students always make friends with each other Quickly and what they can bring to the classroom will definitely make the atmosphere easier and happier To successfully fulfill the task, there are opportunities to negotiate, clarily, Compromise, raise questions and seek solutions among the group members, which are all chances for practising authentic language and improving communicative strategies As McDonough: Christopher stated in their research, “breaking the class down into smaller size units should in principle lead to a greater nt of language being spoken by each individual, and to a wider variety of language functions being used as a result of increasing role differentiation” (2004: p.199) PRACTICALIDEAS I Providing chances for beyond= language learning Group activities promote better language output because when students successfully build new: understanding by challenging other people’s opinions and defending, their own, they cteate a product that is different from what any individual could produce alone (Kozat, 201) What's more, groupwork is also a great way of practising social skills. The ability to be successfully involved in the groupwork is a goal in itself. To fulfill a task, each group member needs to identify their role in the task, allocate the work among the group members and make the best of themselves to contribute to the group task, which is definitely the practice of teamwork. The collaborative speaking. skills and team spirit will be carried through by the students to other team projects in college and even to other life experiences. Making classroom management easier ‘Classroom management obviously: plays a major role in the success of teaching, By forming cooperative groups, big classes are literally broken into several units with 4 to 5 members. Instead of managing 60 individuals with different proficiency levels, the teacher is now managing 12-14 groups with their own norms and common goals. I's easier to get to know the students in the groups, easier to check attendance, easier to get in touch with the students to find their personality, preferences and other personal information, which are decisive in individualized teaching, The class now develops as a big family. with several cohesive units and all the members work together to foster the sense of belonging and safety and to nurture the growth of the learning community. ‘Students’ views Positive voices In a learner-centered English class, leamers’ preferences and beliels, need to be taken into consideration because learners will also interpret classroom activities from their own BEREADING Analytical reading Phillip Brown explains why analytical reading should be a learning habit inst, definition. What is ‘analytical Fessin remembering that analytical reading is not really about what we teachers can do and should do, but about what our students can be taught to do and should the do habitually by themselves, Consider the following extract [tis easy to pay lip-service to the idea of equality for women but in practice this is often difficult to achieve. People’s attitudes do not change ‘overnight, and it takes time, as well 4s education and example, to remove prejudice. in many countries, women still have great dificulty entering such professions as medicine and law, while the idea of a woman truck driver or race-horse jackey would be unthinkable In Sweden, however, equality of the sexes has been carried far. One reason for this is that there has been 4 shortage of labour in the country. Unemployment has been low, the population has remained static, so new jobs have had to be filled by women. Nowadays, women comprise about 40% of the working population 4 high percentage compared with other countties. A second reason is that positive measures, n the form ‘of government action, education and propaganda, have been used to bring about greater equality or women, (Equality for Women, Sweden Shows How, George Sessler/BiltHuset) Analytical reading is reading to see, to observe and to make careful written note of such things as lexical collocation, spelling, punctuation, grammar, and, last but by no m least, idiomatic expressions and figurative language. Observation is really key here: tell students QE April about Sherlock Holmes and remind them that his powers of deduction. depend directly upon his powers of observation. To focus on just one aspect of language, lexical collocation, students can learn from the extract that: Equality can be achieved/brought about/carried far Attitudes can change Time can be taken Prejudice can be removed Professions can be entered An idea can be unthinkable Unemployment can be low Population can be (remain) static Jobs can be filled Measures can be used/can be positive Thete can bea shortage of population Population can be working A difficulty can be great Then there ate idioms like “to pay lip-service to an idea’, "to change overnight”. Spelling and punctuation should also be noted: the use of the hyphen in compound nouns and adjectives like “truck-driver’ and ‘race-horse jockey”; how the hyphen joins words, while the dash joins ideas ‘asin “40% of the working population a high percentage compared with other countries"; the way in which the sentence adverb “however” is, preceded and followed by a comma when it is not the first word in the sentence or clause to which it relate Or there is grammar: “there has been’/"have been used”/"have had t be filled’/“has been"/"has remained ‘would be + adjective”... . Apart fr these instances of Present Perfect and Present Perfect Passive forms, students may note also how the structure “to have difficulty” (with o without “in’) is followed by a gerund Apart from the obvious fact that languages differ, the rules and conventions of, for example, spelling and punctuation really do need to be emphasised, especially nowadays when, as was pointed ou ina recent study, people, especially young people, are talking much less on their mobile phones in favour of texting. The niceties of punctuation are seldom observed when texting; yet they are expecte in examinations, and rightly so, sir the observance of such rules and conventions may make the diflere between sense and nonsense, or clarity and ambiguity. I shall spare the reader a litany of examples except the following 1 The policeman said the boy brok the window. 2. The policeman, said the boy, brok the window. 3. The policeman, said the boy brok the window, 4. The policeman said the boy, brok the window. In 1 the boy is clearly alleged to have broken the window; in 2 the policeman is clearly alleged to have broken the window; in 3 and 4 there is at best ambiguity, at worst nonsense The fact is that from the short extract quoted there is a wealth of material that can be gleaned by

    You might also like