COOPERATIVE LEARNING AND THINKING SKILLS IN THE ENGLISH CLASS

  We were dealing with body systems in third grade so we made three groups of five members and two groups of four to develop the activity. They were mixed-ability groups decided by the teacher according to their level of spoken english and their capacity to work autonomously. They were thought previously, but the students got a colour sheet on their table when they came into the class so the grouping looked out of luck. Roles. Bob the builder. It's responsible of making a list with the things they need and give it to the teacher. Nick the watcher. It's responsible of keeping everybody focused on work. Molly the timer. It's responsible of letting the teacher know how are they doing,things they they still need to be done. The activity consists on searching for information about a body system and explaining It to the class by using an experiment,drawing the parts in a poster or another idea they can think of. There is a brief previous explanation of each System as a whole g...

  When we start a new game or sport I prefer not to explain the directions. First, I ask them for doing groups. For example, I have a class in 4º ESO with 9 students. They have to do groups of three persons. In each group, the students are going to become “experts” on a specific part of the rules: the goal of the game/sport and how to score points/goals, the pitch and the equipment and general rules: what is allowed/forbidden. Then, the experts of each part must join in a new group where they are going to learn about their topic. I give them notes and youtube video links to learn about it. After 5 minutes, they have to come back to the starting group and share their knowledge with the rest of the classmates. At the end of the activity every group will be known the rules of the game/sport and they will be ready to play. This strategy offers a way to help students understand and retain information while they develop their collaboration skills.

  INVENT A STORY It is aimed at students in year 4 of Primary Education. It will be carried out in two sessions ranging from 40 to 60 minutes each session in the second term. The objective to be achieved in this story are: To identify and different vocabulary and grammar . - To exchange information to describe and identify animals. - To interact with other using the English language. Form groups: the class will be arranged in groups of 4. Students have cards with different numbers and students have the same numbers form groups. These groups are homogeneous teams. Distribution of roles: Quiet captain: using a quiet work. Recorder: recorder ideas. Gate keeper: equalizing participation . Checker: undestanding. Reflector: refecting grouping progress. In each group , Students have to write a story related to the grammar and vocabulary they have studied. The story have to start : Once upon a time. They have to include these conectors such as: first, second, finally, the...

  Cristina de Vega's Presentation

Click on the picture to watch the task.  What's wrong with this picture? Susana Tapia