Interaction patterns
Date: 2015-10-07; view: 465.
‘Due to the attention in the last few years on discourse and its importance to student learning, educators nationwide are finding that they can help children become confident problem solvers by focusing on getting them to talk and communicate in partnerships, small groups etc.'
From: http://www.google.ru/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CBwQFjAAahUKEwiJoe2btqnHAhVnnXIKHZjyAG0&url=http%3A%2F%2Fwww.mathsolutions.com%2Fdocuments%2Fhow_to_get_students_talking.pdf&ei=AFHOVYmhFOe6ygOY5YPoBg&usg=AFQjCNH_iHIugEJJ0fqJ-gsmfs86jC1imw&bvm=bv.99804247,d.bGQ&cad=rjt
Do you agree with this statement? Why/ Why not? What other interaction pattern do you know?
How would you label the different forms of interaction in each picture?
For each form of interaction, give two examples of activities that could be appropriately organized in this way.
From: https://www.flickr.com/photos/eldan/4929235993
http://www.visualphotos.com/photo/2x4758578/african-american-girl-holding-paper-in-front-of-class.jpg
http://bethebestteacher.com/wp-content/uploads/2011/07/Boy-working-at-desk-Fotolia_17138153_XS2-300x267.jpg
http://lingvotutor.ru/wp-content/uploads/2014/03/School-Rooms-640x320.jpg
http://effectiveinstructionalstrategies.weebly.com/uploads/7/4/2/3/7423204/6743222.jpg
1.Speaking.There are several definition to the word “collaboration”. Look through the dictionary and choose one that you agree with. Give your reasons. Discuss responses from other students who differ with your opinions. Give your own definition to this word.
2. Listening. Watch video Purposeful Grouping for Collaboration on Teaching channel. What strategy did the teacher use? Does she help students feel comfortable? Do you use “tea party” protocol in your classroom? Comment on its effectiveness.
From: https://www.teachingchannel.org/videos/purposeful-grouping-for-collaboration
3. Reading.How can we group students?Read the text below ‘Fun Ways to Group Students'. Describe one way in detail.
From: http://achpernt.com.au/app/webroot/uploaded_files/media/fun_ways_to_group_students.pdf
1. Writing. Maryellen Weimer wrote her problem on the Teaching Professor blog. Read her problem and comments. Do your students like working in groups? Why/ Why not? Is it necessary for students to work in groups? Does it help to improve language skills? Make up a list of words and can help to prove your answer.
| Students don't always like working in groups. I had a class that was particularly vocal in their opposition. I asked for their top 10 reasons why students don't want to work in groups and they offered this list. 1. It's hard to focus during small group exercises. 2. We are always rushed. 3. Group exercises mean we do the work and the teacher doesn't. 4. We're trying to work on material we didn't understand in the reading. 5. If we want to work in groups, we can form them on our own; in class we would rather hear someone who understands the material explain it. 6. We're all confused; getting in a group merely compounds the confusion. 7. I don't like the people in my group. 8. Group members don't show up or don't contribute. 9. We'd get through more material if you lectured. 10. I can't sleep during small group exercises |
| Of course, there are two kinds of group work: That work done in the classroom (which the teacher can monitor closely), and group projects which are assigned outside of the classroom and are ongoing. As a teacher of mostly first-year students of composition, I frequently use the first kind of group work. But I sometimes wonder if, for first-year students at least, there ought to be a moratorium on the second kind of group work, as students are still learning to be students. For those students who are not responsible, everyone in the group—including the hardworking, responsible students—get “punished" because of the slackers in the group. |
| Hello Dr. Weimer. My students abhor group work as well. I find it interesting though that once again we hear " In the professional world, there's hardly a career where some (if not most) of the work is done in groups and not necessarily groups populated with your friends." This is so often stated in support of group work and yet I don't find that to be the case in the professional world. This is not to say that we don't work with other people but that work is usually individually based (i.e., I do my work, you do yours; we work in a really big office [think cubicles]). This does not suggest that we're doing group or team work. Groups also promote groupthink, which I would argue is not good for anyone, but certainly seems to be in keeping with many an educator's philosophy. |
2. Speaking.Speak about the group work. It is almost certainly a bad idea to write your answer first and then speak it. This is because people speak and write in very different ways and it is a mistake to try and train yourself to speak in the way you write. But you can learn a lot from recording what you say and then writing that down word for word. Remember: you shouldn't speak too slowly or too quickly. Your pauses should generally come between sentences and paragraphs and they shouldn't be more than 2-3 seconds. Try to count your words. Most of answers of native speakers are about 240 words long. You should probably aim for around 200 or so.
The following questions may be useful:
- What are pros and cons of the group work?
- How to control group work?
- How to evaluate group work?
3. Assessments. Film a part of your lesson. Analyze your ways of grouping.
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