6 Effective Teamwork Management

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Administración Federal de Servicios Educativos en el Distrito Federal Dirección General de Innovación y Fortalecimiento Académico

Dirección de Programas de Innovación Educativa Coordinación del Programa de Inglés en el Distrito Federal

EFFECTIVE TEAMWORK MANAGEMENT

Workshop

Booklet

School Term 2013-2014

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Administración Federal de Servicios Educativos en el Distrito Federal

Dirección General de Innovación y Fortalecimiento Académico Dirección de Programas de Innovación Educativa

Coordinación del Programa de Inglés en el Distrito Federal

DIRECTORY

Dr. Luis Ignacio Sánchez Gómez Administrador Federal de Servicios Educativos en el Distrito Federal Jenny Taboada Coblentz Coordinadora del Programa de Inglés en el Distrito Federal

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PURPOSE:

At the end of this session participants will be able to include more grouping activities to their lessons using a variety of strategies according to the age and level of the students to cover the different social practices that the National English Program for Basic Education demands.

CONTENTS

PART I. Introduction 1.1 Curricular elements 1.2 Introduction to the topic

PART II. Grouping activities

2.1 Balloon activity 2.2 Listening while reading 2.3 Writing about pictures 2.4 Establishing Quiet Signal

PART III Sharing time

3.1 Some basic considerations

ANNEX

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INTERACTION PATTERNS

1.2 Introduction to the topic Cooperative Learning

A curriculum or classroom that is cooperative –and therefore not competitive- usually involves the learner-centered characteristics. As students work together in pairs and groups, they share information and come help to each other. They are a team whose players must work together in order to achieve goals successfully. Research has shown advantages from cooperative learning (as opposed to individual learning) on such factors as “promoting intrinsic motivation…heightening self-esteem, creating caring and altruistic relationships, and lowering anxiety and prejudice” (Oxford, 1997, p.445). Some of the challenges of cooperative learning are accounting for varied cultural expectations, individual learning styles, personality differences and an overreliance on the first language (Crandall, 1999).

Whole Group Group Individual

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BENEFITS AND CHALLENGES OF THE LARGE MULTILEVEL GROUPS

BENEFITS CHALLENGES

There are always enough students for interaction.

We often feel out of control.

We get a wide variety of human resources.

In large class we sometimes feel trapped in management problems.

The teacher is not the only pedagogue.

We get frustrated by the huge amount of written work.

We never get bored.

It is difficult to provide for individual learning styles.

Professional developments occur naturally.

Activating the quiet student is difficult.

(Natalie Hess, Cambridge Handbooks for Language Teachers)

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Think about more benefits and challenges that you have faced as a teacher when dealing with multi-level groups

BENEFITS CHALLENGES

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ACTIVITY 1

Topic and aim Activity Procedure Materials Interaction

and time

Writing Activity

Writing about pictures.

Pre- Writing Teams of 5 students 30 minutes

By the end of the activity students

will produce a written product

Teacher divides students in teams of 5 (grouping color code)

Board

Brainstorm about favorite places to go on vacation.

Sheets of paper

Teacher shows different pictures. Each team is given different pictures.

Musi

While Writing

Students write their idea of a perfect vacation according to the picture they received.

Post- Writing

Pictures are displayed around the room. Compositions are interchanged.

Students will match the stories to the correct picture.

Each team checks their composition is placed correctly.

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ACTIVITY 2

Topic Activity Procedure Materials Interaction and Time

By the end of the activity Ss should be able to recognize and understand vocabulary from a song in written and oral form.

Listening while reading.

Ss get the sheets of paper from the facilitator, which they won’t show to classmates

Ss listen to the song looking for words that create rhymes and highlight them

Volunteers read aloud the words they found and get rewards

Teams get the lyrics of the song together to listen to it again

(Extra activity) Team highlights cognates that they already know using different colors per type of word (i.e. green for cognates, purple for words they know & red for rhymes)

Board

Sheets of paper with a stanza, each written in big print

Music

Teams of 5 students 30 minutes

Mention which social practice of the NEPBE can be combined with this activity ______________________________________________________________ What would you change or adapt? ______________________________________________________________

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ACTIVITY 3


Reading comprehension. By the end of the activity students will have practiced parts of a story, its vocabulary and structures

Balloon activity

Teacher divides the group into three teams

Teacher puts a bag with all the balloons inside next to each team

Then, the student must paste that section of the reading passage on the wall or on the board to form to form a reading passage

The first team that unscrambles the whole story wins

Boar

Stripes of reading passages

Balloons

Tape

Markers

Teams of 7 or 8 students. 20 to 30 minutes.

Mention which Social Practices of the NEPBE can be combined with this activity ______________________________________________________________ What would you change or adapt? ______________________________________________________________

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Mention which social practices of the NEPBE can be combined with this activity ______________________________________________________ What would you change or adapt? ______________________________________________________

ACTIVITY 4


Establishing rules. By the end of the activity Ss will listen to directions, organization and review.

Establishing Quiet Signal

Tell students that it is very important that everyone knows when an activity starts, what they have to do and when an activity ends. That is why you will establish and stick to a certain quiet signal that everyone must know and recognize

Show the class the quiet signal and tell them that you will spend some time practicing it

In teams, students talk until the conversation seems animated and lively

Use the quiet signal and time how long it takes the class to get quiet

Tell students, it is very important that everyone knows when to follow rules-That every activity, or games have rule

That it is important that the rules has to be clear are simple and easy to understand

The teacher hands a contract to everyone in the classroom and everyone has to write his/her name on it.

If someone doesn´t follow the rules there will be a consequence.

5 sticks 1 contract per team

Teams of 5 students 30 minutes

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Mention which social practices of the NEPBE can be combined with this activity What would you change or adapt?

SOME BASIC CONSIDERATIONS Some points worth considering before planning a grouping activity:

1. Students’ age. 2. The materials available in the classroom. 3. The ideal timing for the activity. 4. The number of students. 5. The practical purpose of the activity. 6. Setting a nice atmosphere in the classroom 7. Activity has to be memorable and significant. 8. The characteristics of the group (kinesthetic, auditory, etc.) 9. The schedule of your class (in the morning, after recess, etc.) 10. Students’ likes.

Mention more tips to consider before planning a group activity

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Some points worth considering after having a grouping activity:

1. Do not feel frustrated if you’re grouping activity did not work, try again next lesson. 2. Recycle all the materials and strategies and use them as many times as you need

until you get what you first expected. 3. Try to practice with your students, remember that most of them are not used to

working in collaborative activities, yet be patient. 4. You can use a grouping activity as an assessment tool, it is easier to observe or take

notes of five or six teams than to assess the whole group of 30 or more kids. 5. If your activity was a real success, take notes of all the things that went well, you

might need these notes in the near future. 6. It’s important to add diverse grouping activities in your lessons. Do not use them

every class, instead innovate, so that your students are always engaged in the activities.

Mention more tips to consider after having a group activity

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ANNEX 1

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ANNEX 2 “MAKE THAT NOISE!” Rules and Norms

1. Respect your peers and your teacher. 2. Remember that you will hear each question twice. 3. Please listen to the questions very carefully and after the second reading discuss the answer/s with your

group before making your noise. Do not make the decisions on your own. Remember- you are working in teams.

4. If the question is a true/false question, be ready to write down “T” or “F” while the teacher is reading the question and then compare your answers in your group.

5. Let the teacher decide who made the noise first. 6. Let the teacher decide if the answer provided is acceptable. 7. Do not argue with the teacher. 8. Take turns answering questions in your group and pass the “torch” after answering each question so

that you know who should be answering the question.

“MAKE THAT NOISE!” Legal Contract All the students and their teacher hereby agree to follow and respect all of the above rules and norms. If any of the parties break the contract by not following and respecting all of the rules and norms, they will have to bear the consequences by fulfilling a special task. Signatures of all the team members: ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ Teacher’s signature: _______________________________

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ANNEX 3

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ANNEX 4 Make appointments with a different classmate for each hour. (Each of you in the pair should have each other’s name at the same time).

What time is it?

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ANNEX 5 Links: http://www.crayola.com/free-coloring-pages/print/make-a-puzzle-coloring-page/ http://www.oregonstate.edu http://www.intohigher.com/universities/america/oregon-state-university.aspx

http://www.crayola.com/free-coloring-pages/print/make-a-puzzle-coloring-page/

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6 Effective Teamwork Management