Presentation on theme: "Cooperative Learning in Primary EFL Let’s tell the story of our Action Research project Class 5b a.s. 2007/2008 Scuola primaria “Munaretto” IC Comprensivo."— Presentation transcript:
Cooperative Learning in Primary EFL Let’s tell the story of our Action Research project Class 5b a.s. 2007/2008 Scuola primaria “Munaretto” IC Comprensivo “Parolari” Venezia Video: a class-building activity email@example.com firstname.lastname@example.org
A1 primary 6-10 A2 lower Secondary 11-14 B1 upper secondary 15-16 B2 upper secondary 17-19 The Common European Framework defines six common reference levels for language proficiency. These are the levels for Italian primary and secondary schools A1 : focus on oral and mainly interactive competences !
Pair work and group work seems to be a natural setting for developing interaction competences Ideally…. Number of students multiple of 4 All the students involved at the same time Transparence of process Wonderful, colourful and creatively different outcomes Just like this….
To use a visual as methafora, this is what the teacher would like to have: Number of students multiple of 4 Transparence of process Wonderful, colourful and creatively different outcomes All the students involved at the same time
“Le forchette di Munari" Corraini Editore And this what she gets… doing group work! without cooperative learning, of course! One students does all the work Only two students stay on task Disruptive conflicts Joking, not staying on task Negative leaders Not equal participation
Overview of the different theoretical background of the project (Tony Buzan’s mindmapping) My mind map Focus on the Critical Friend
The critical friend’s role in A-R The ‘golden rules’ of a critical friend Critical friends must exert certain fundamental “virtues”: Respect Trust Understanding Means of communication f2f meetings Classroom observation Video/audio recording Skype to exchange files, to discuss (using the chat)
CL is a “philosophy” because we: work together learn together build new knowledge together grow together change together
Basic principles of cooperative learning: Positive interdependence Promotive simultaneous interaction Individual and group accountability Group work processing Explicit teaching of social skills Conflict resolution Mutual support
random streaming or hetherogeneous self selection (autonomous, partially guided, leader’s choice) Moreno’s social graph Agree/disagree
Children have been trained to use their body language -facial expressions and hand gestures- to manage their role. Here you can see the turn-giver and the silence monitor
Exploring lesson plans: reflecting on the learning experiences in the class My mind map
NON - COOPERATIVE COOPERATIVE SIMPLE COMPLEX LEXICAL CATEGORIES TEAMMATES CONSULT (FOOD PYRAMD) WORSHEET MEALS WORD BINGO CHANT (WHO STOLE…) GROUP CHARADES THE ODD ONE OUT Name the activity Put it in a section of your lesson plan Invent a color code for m.i. Reflect on its location in the “magic quadrant” Record it in the “magic quadrant
Evaluation grid of the coursebook (without CL) Best results (class) (CL lessons) Best results (individual) (CL lessons) Minimum results (individual) (CL lessons) Avera ge (CL lesson s) 11 76 38-42 15 25-26 n. of sentences/n. of words33/260 (token)/106 (type) describingThe oil group in the yellow triangle I can see a girl with a dog comparingThe red triangle is smaller than the orange triangle Number of items learnt through cooperative learning lessons
The final product of each unit: Lapbooks…lapbooks and more lapbooks!
a bibliography ALLWRIGHT, D. AND BAILEY, K.M. (1991), Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers, CUP, Cambridge BREEN M. P., LITTLEJOHN A. (2000), Classroom decision making, Cambridge University Press COHEN E. et al. (ed) (2004), Teaching Cooperative Learning, SUNY, New York COMOGLIO M., CARDOSO M. A. (2002), Insegnare e apprendere in gruppo, LAS, Roma COONAN C.M (a cura di) (1998), La Ricerca-Azione, Cafoscarina, Venezia DANIELS H. (2001), Vygotsky and Pedagogy, RoutledgeFalmer, London ELLIS R.(2003), Task-based Language Learning and Teaching, OUP, Oxford LANTOLF J. P., THORNE S. L. (2006), Sociocultural Theory and the Genesis of Second Language Development, OUP, Oxford LEWIS M., (1993), The Lexical Approach, LTP JOHNSON D.W, JOHNSON R.T., HOLUBEC E. J., (1996) Apprendimento Cooperativo in Classe, Erickson KAPLAN R.B.(2002), The Oxford Handbook of Applied Linguistics, OUP, Oxford KAGAN S. (2000), L’apprendimento cooperativo: l’approccio strutturale, Ed. Lavoro, Roma KRASHEN S. D.(1987), Principles and Practice in Second Language Acquisition, Prentice-Hall International, New York MACARO E. (1997), Target Language, Collaborative Learning and Autonomy, Multilingual Matters, Clevedon MCCAFFERTY S.G., JACOBS M.J., DASILVA IDDINGS A.C. (2006), Cooperative Learning and Second Language Teaching, Cambridge Language Education, CUP, Cambridge NUNAN, D. (1989), Understanding Language Classrooms, Prentice Hall, New York NUNAN D.(ed) (1992), Collaborative Language Learning and Teaching, CUP, Cambridge PUTNAM J. (ed.) (1998), Cooperative Learning and Strategies for Inclusion, Brookes Publishing, Baltimore VARISCO B.M. (2002), Costruttivismo socio-culturale, Carocci, Roma YULE G. (1997), Referential Communication Tasks, Lawrence Erlbaum Associates, New Jersey VAN LIER L. (1989), The Classroom and the Language Learner, Longman, Harlow VYGOTSKIJ L. S.(1990), Pensiero e linguaggio, Laterza, Bari WILLIS D., (1990), The Lexixcal Syllabus, A new approach to Language Teaching, Collins ELT WILLIS J. (1996), A Framework for Task-Based Learning, Longman, Harlow