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Titlecooperative learning on the promotion of oral production
LanguageEnglish
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Total Pages37
Document Text Contents
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COOPERATIVE LEARNING ON THE PROMOTION OF ORAL PRODUCTION

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COOPERATIVE LEARNING ON THE PROMOTION OF ORAL PRODUCTION


COOPERATIVE LEARNING ON THE PROMOTION OF ORAL

PRODUCTION









LAURA DANIELA MARTINEZ PEREZ

ROBINSON GOMEZ TRUJILLO







CLASSROOM PROJECT ADVISOR

ENRIQUE ARIAS CASTAÑO











UNIVERSIDAD TECNOLOGICA DE PEREIRA

FACULTAD DE BELLAS ARTES Y HUMANIDADES

LICENCIATURA EN LENGUA INGLESA

PEREIRA-COLOMBIA

2014

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was cooperative work, which is the instructional use of small groups so that students

work together to maximize their own and each other’s learning Johnson and Johnsons

(1999).

4.4 Implementation

The following materials and resources were used for the execution of this

classroom project: pictures, colorful flash cards, handouts, costumes, board, markers,

posters and tape recorders. They were used to present and review vocabulary, introduce

specific topics, draw learners’ attention and elicit information. For the classroom project

some pedagogical principles were taken into account: meaningful context: games,

interactions, role plays, and exercises. Authentic material: to expose learners to real

life. No grammar terminology: grammar was implicit. Immediate feedback and

reward: the facilitator was around giving feedback to the learners. Language via

Social Interaction and Participation: learners learn the language by using it with other

people.

The aspects mentioned above were analyzed based on the input received at the

Licenciatura program and in the teaching practicums and helped to see the impact of

new approaches over learners rather than traditional methodologies in which students

translate from Spanish to English.



Games, implicit grammar, authentic material were useful to present the target

language before learners could interact with the language and other people. This last

principle was evidenced through constant monitoring of students` performance and

students` interactions during the classes.















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5. Professional development

The first learning objective for this classroom project was to find out the impact of

cooperative learning over first graders to promote learners´ oral skills. The input of this

implementation was the information collected through the observations, reflections, and

evidences such as: videos, photos, and learners` output. After analyzing the information

collected, the following results can be reported:



The educators faced different challenges in order to achieve the set goals of this

classroom project since they needed to find out several principles and alternatives to

help learners to comprehend the target language and develop learners´ oral skills

focusing on cooperative learning approach. For the development of the implementation,

the vocabulary was presented through the use of colorful flashcards, costumes, posters,

body language and modeling. Then, the vocabulary was put into practice; namely, the

learners used it in context. For instance,

What color is the sun?

So learners must answer with complete sentences;

The sun is yellow.

Work grouping was a challenging situation since students expressed

disagreement on working with their pairs they showed a big difficulty to work in groups

arguing that they don't like some of their pairs; another possible cause is their age and

the developmental stage in which they were because kids at their age still have problems

to work in groups and have developing their empathy for others or they star to develop

empathy. It is evidenced when they were asked to develop circle the sage, the teacher

chose one learner to be the sage, and he or she had to carry some specific information to

be shared to the rest of the group. This probably occurred because learners were afraid

of making mistakes, did not have the necessary input to speak in the target language, or

needed more practice.

Both of us agreed that time was downside in the implementation due to that the

two methods were barely included four times. Two lessons per method. Learners did not

get use to work in groups, they were always sitting in lines, most of learners did not



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EXTRA-CLASS WORK, ANNOUNCEMENTS, THINGS TO CONSIDER

Using magazines, newspaper or whatever, the learners will cut letters to write the names of their family
members. For instance, Peter (dad) and paste it in their notebooks.

REFLECTION SESSION:

What went well?
How do you know that?
What didn’t go that well?
What would you do different next time?



Appendix 2:







































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Appendix 3:



















Appendix 2





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