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 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.

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Presentation on theme: " 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."— Presentation transcript:

1  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.

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3  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  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  individual accountability Each group member is held accountable for his or her work. This avoids work done by one person.  positive interdependence Each 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  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  Leader  Recorder  Timer  Speaker  Spellchecker/Language Monitor  Spy  Ambassador

8  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  Recorder  Reader  Speaker  Timekeeper

10 Encourager  Spy Group Leader  Language Monitor

11  Give the Ss a small amount of time(it’s YOUR time, not THEIR time)  Individual Responsibility: 1. Numbered Heads Together(1-4) 2. Assign roles ( leader, presenter (to the ‘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 for the Ss to share their answers with the class  The teacher MONITORS the activity and brings Ss back to target language.

12  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 ___ 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 ___ Signal flares ___ First aid kit containing injection needle ___ Solar-powered FM receiver-transmitter

14 What is it?

15 The number of different pieces of information will decide the number of your expert groups(3-5 only) EX. A five paragraph article will be good for five groups

16 Students 1-4Students 5-8Students 9-12Students Step 1 Give students instructions and questions to answer in their expert groups.

17 Group 1- one piece of information Group 2- a different piece of information Group 3-another piece of information Group 4-a different piece of information Step 2 Organize into EXPERT GROUPS(ex. 16 students)

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

20 Group 2 Group 3Group 4 Group 3 Group 2Group 1 Expert GroupsMixed Groups

21 Step 4 Organize into MIXED GROUPS New Group 1- four pieces of informationNew Group 2-four pieces of information New Group 3- four pieces of informationNew Group 4- four pieces of information

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24  Reading selections  A short story  Teach Grammar rules  Teach spelling rules  Teach science concepts, math concepts,etc.

25  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  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 28 Other possible formations

29  Example: 13 students


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