Documente Academic
Documente Profesional
Documente Cultură
Eyla Santiago Stephanie Figueroa Prof. Rosa Roman Ingl 5010, Sec. 100 19 November 2012
Cooperative Learning is
a subset of collaborative learning in which students work together on structured assignments or projects under conditions that assure positive interdependence individual accountability occasional face-to-face interaction appropriate development and use of interpersonal skills and regular selfassessment of group functioning
CLL Goals
Acquisition of language through interaction Provides a methodology for various curriculum Provides focused attention to:
Lexical items Language structure Communicative function
Formal cooperative learning group Informal cooperative learning group Cooperative base groups
Positive interdependence Group formation Individual accountability Social skills Structuring and structures
Three step interview Roundtable Think pair share Solve pair share Numbered heads
Article: Cooperative Learning as Method and Model in Second Language Teacher Education
As the demands for teaching English as a second, foreign, or additional language has increased in schools around the world, the importance of language teachers opportunities to work collaboratively with content area teachers has also become recognized as an educational imperative (Quinlisk 2)
Some Questions:
What are your memories of yourself as a student? As a second language learner? What are some of your memories of your former teachers? What are your beliefs and assumptions about how second languages should be taught? How do your prior experiences (in school or out of school) shape who you are as a teacher? In what ways do you think your ethnicity, gender, socioeconomic background, religion, age, dialect, accent, etc. influence any aspects of your teaching?
Conclusions
Specifically, the autobiography was very enlightening as a tool to help me understand others as well as myself. I am naturally introspective and analytical so a review of my history is very interesting to me. When talking with colleagues and parents I find myself asking many of the questions that were covered in the autobiography. (Quinlisk 10)
In some ways, I may have to put my ego aside and make several patient overtures before anything gels, but ultimately, all parties will benefit from a collaboration; even students. (Quinlisk 11)
Todays Class:
Unit 9.5: Making Connections Topic: Two Were Left by Huch B. Cave Standard and expectation: L/S 9.4 Objectives:
Having concluded reading the story Two Were Left by Caves, students will recall key concepts such as theme and plot; they will also recall language structure and patterns to work in groups in an assigned task.
While students work in different groups they will complete the following tasks:
point out the themes, express thoughts and opinions to analyze plot, analyze problems and solutions with thoughts and opinions, make prediction and inferences to draw conclusions in group discussion.
After making their own conclusion of the story students will express how this reading affects what they think.