1. Strategies for Facilitating Group work during the OMP.

2. Goals of the OMP  To Noticeably improve students ability to communicate in English.  To completed projects for the Worlds Fair.  To have a strong and functional economy.

3. Projects and Groups  Students will be grouped into two homerooms that will work together on a single project.  The project must meet all the criteria laid out by the OMP committee.  Projects will reflect a theme tied to a region of the world that will be drawn by teachers on Friday.

4. Input on Accomplishing Language Goals  Language must be comprehensible. All students can speak and be understood.  Language must be appropriate. Language is on their level.  Language usage must be redundant. Language is repeated throughout their experience.  Language used must be accurate. Grammar and pronunciation to be corrected when appropriate. Stephan Krashen

5. Using Cooperative Groups  Cooperative groups encourage students to communicate and become comfortable engaging.  Students will automatically work on their level.  Students have the opportunity to repeat themselves and their teachers.  Peers and Facilitators have the opportunity to address mistakes and provide feedback.

6. Cooperative Strategies  Each group needs Ideas on Modeling Language Group Language and Goals Accountability Reasonable Tasks Appropriate time to complete tasks

7. Think-Pair-Share  After asking a question, tell students to think silently about their answers.  Have the students pair up with a partner and share their answers.  The pairs will then share information about the partner with the class.

8. Circle In/Circle Out  Create two circles with the students. One inside and one outside.  Have student turn so a person from the outside circle is facing a person from the inside circle.  Have them then complete a question asking and answering, paying attention to their partners answers.  Reverse roles and repeat.  As in Think-Pair-Share students should then share their partners answers with the group.  A final comprehension check ask other members of the class to summarize an individuals response.

9. Jigsaw EEach student is responsible for a part of the overall project. EEach student is essential to the completion of the project. SStudents present their information to each other in order to advance the project. TThis is particularly effective for researching broad topics.

10. Visible Quiz  Students are given color-coded cards with A, B, C, D T, and F.  A multiple choice or true false questions are written on the board or projected with a beam for the students.  Teams collaborate on answers and are asked to present their answer by raising the card.  Teams should summarize their choices when prompted by the teacher.

11. Visible Quiz  T for True F for False  The Village provides clear and concise directions on all projects.  The Village curriculum is disorganized and is unproductive.  Everyone at the Village is flexible and easy to work with.  There is a Santa Claus.

12. Stand up and Share  Teams are given a project, sample, or explanation.  Each person on the team contributes to the final answer or solution.  A team captain then stands and shares the information with the group.

13. Number Heads Together  Teams are given problems and solutions with different parts. Each student must take one part of the problem (number) and solve the problem.  The team then discusses their individual solutions with other members of the group.  Teams finish by summarizing their problems and solutions to the group.

14. Stir-the-Class  Students are assigned to teams to work on problems. As with numbered heads each group is given part of a problem to solve.  One person from a group will then travel to a different group to find out their solutions and summations.  One person from the group can also be asked to find parts of the solution they need from a neighboring group.

15. Talking Chips  Students are assigned a talking chips.  Students must spend a chip each time they take a turn in the group.  All students must use their chips by the end of the activity.

16. Interview  Two students are paired together with interview forms.  One student asks and write the answers from the other student.  They reverse roles and repeat.  Information is then shared with the class.  Interviews can include asking students who have researched a topic to summarize their research for use in the final project.

17. Sample Questions Stems  What is the main idea of...?  What if...?  How does...affect...?  What is a new example of...?  Explain why...?  Explain how...?  How does this relate to what I've learned before?  What conclusions can I draw about...?  What is the difference between... and...?  How are...and...similar?  How would I use...to...?  What are the strengths and weaknesses of...?  What is the best...and why?

18. Sample Sentence Stems IIt is about… II think/We think II don’t… II like… IIt is different because.. IIt is the same because… IIt is the best because… TThis is better than that AAn example is… II learned before…and now I think… II understand…

19. Final Thoughts  Questions Comments Etc.