Current methods (1)

CURRENT METHODS OF LEARNING AND

TEACHING COOPERATIVE LEARNING

& TASK-BASED LANGUAGE TEACHING

Carla Díaz Durán Carmen Alonso Rubín Paula Ingelmo Hidalgo R. María Sañudo Ortiz

COOPERATIVE LEARNING

1. What is cooperative learning? 1.1 Aims of cooperative learning. 1.2 Five basic elements of cooperative learning. 1.3 Three types of cooperative learning groups.

2. Four leading models.

3. Application of cooperative learning to English

class. 3.1. Basic principles of Kagan Structures 3.2. Sample Kagan Structures 3.3. Advantages of Kagan Structures

1. What is Cooperative learning?

A successful teaching strategy in which small teams, each with students of different levels of ability.

Each member of a team is responsible not only for learning what is taught but also for helping teammates learn.

1.1 Aims of Cooperative learning

To promote cooperation rather than competition

To develop communicative competence

To create the conditions for students’ joint activity

1.2 Five basic elements of Cooperative learning

Positive interdependence Interaction: Face to face

Individual and group accountability

Teaching interpersonal and small group skills

Group processing

1.3 Three types of cooperative learning groups Formal

cooperative learning groups

Formal cooperative

learning groups

Cooperative base groups

2. Four Leading Models - Student Team Learning (STL): Focuses on team

goals and team success.

- Learning Together: Focuses on discussions about how

the groups are working together.

- Jigsaw: It reduces racial conflict among school children,

promotes better learning, improves student motivation, and

increases enjoyment of the learning experience.

- Group investigation: Each group chooses a topic and

then, they make a presentation, which is shared with the entire

class.

3. Application of cooperative learning to English class: Kagan

Structures

Kagan Structures are strategies based on cooperative learning to promote learning of second languages.

This structures are designed to increase levels of participation by students.

3.1 Basic principles of Kagan Structures

Positive interdependence

Individual Accountability

Equal participation Simultaneous interaction

Positive interdependence

The ganance of one of the students is related to the

gain of her partner.

Individual Accountability

This principle is true when individual public participation is required. The students must perform to at least one of his partners.

Equal Participation

All students participate equally, while with other approaches, the students who perform are always the same.

Simultaneous Interaction

Working in pairs, the participation of the students increase because half of the class group is producing language. In traditional Classroom, only one person speak at the time.

3.2. Sample Kagan Structures

Timed Pair

Share

Team Interview

Numbered heads

together

Mix-N- Match

3.3. Advantages of Kagan Structures

✓ Understandable information ✓ Natural context

✓ Negotiation of meaning

✓ Lowered Affective Filter

✓ Peer support

✓ Increased motivation ✓ Grater Language use

TASK-BASED LANGUAGE TEACHING

1. Background. 2. What is a task? 3. What is task-based language teaching? 4. TBLT Advocates. 5. Real World task/Pedagogical task. 5.1. Some examples. 6. Types of tasks. 7. Learner roles. 8. Teacher roles. 9. Pedagogical materials. 10. Advantages. 11. Procedure. 12. Conclusion.

1. Background

Task-based language learning has its origins in

Communicative Language Teaching.

Two early applications of a task-based learning

within a communicative framework for language

teaching were:

- The Malaysian Communicational Syllabus

(1975) - The Bangalore Project Prabhu (1987)

What is a task? According to David Nunan:

" is a piece of classroom work which involves

learners in comprehending, manipulating,

producing or interacting in the target

language while their attention is principally

focused on meaning rather than form"

So…What is task-based language teaching?

TBLT is an approach to teaching a

second foreign language that seeks to

engage learners in interactionally

authentic language use by having them

perform a series of tasks.

TBLT Advocates

David Nunan

C. Candlin

Rod Ellis

Real world task/ Pedagogical Task

Nunan distinguishes between two kinds of tasks:

- Real world tasks:which are designed to emphasize those skills that learners need to have so they can function in the real world.

- Pedagogical tasks: are intended to act as a bridge between the classroom and the real world in that they serve to prepare students for real-life language usage.

Some examples

Real-world task: role-playing

Pedagogical task: find the differences

Types of tasks Willis proposes six types of tasks:

- Listening.

- Ordering and sorting.

- Comparing.

- Problem solving.

- Sharing personal experiences.

- Creative tasks.

Some examples

Learner roles

- Group participant.

- Monitor.

- Risk-taker and innovator.

Teacher roles

- Selector an sequencer of tasks.

- Preparing learners for tasks.

- Consciousness-raising.

Pedagogical materials

- The materials that can be used are unlimited.

- Popular media.

Some examples:

Newspaper

Television

Internet

Advantages:

- Students are free of language control. - Natural context. - More varied exposure to language. -Students spend a lot of time communicating.

- It is enjoyable and motivating.

In conclusion - Promoting communication skills in a second language classroom. - Let us to use a lot of methodologies.

Webgrafía http://www.teachingenglish.org.uk/articles/a-task-based-approach

http://www.pearsonhighered.com/samplechapter/0131579061.pdf

http://eng.1september.ru/2003/44/3.htm

http://cooperativelearning.nuvvo.com/lesson/216-5-basic-elements-of-cooperative-learning

http://www.jigsaw.org/overview.htm

http:/www.edletter.org/past/issues/2000-mj/models.shtml

http://www.kaganonline.com/free_articles/dr_spencer_kagan/299/The-Two-Dimensions-of-Positive-Interdependence

http://www.kaganonline.com/free_articles/dr_spencer_kagan/279/Kagan-Structures-for-English-Language-Learners

http://differentiatedinstruction.pottsgrove.wikispaces.net/Numbered+Heads+Together