Cooperative strategies as reinforcement for significant english learning on second course of bachelor students at "Gorky Elizalde Medranda" High School of Milagro City
- Format
- BachelorThesis
- Status
- publishedVersion
- Description
"In classrooms where students are not familiar with working together in small groups, we need to start with short, highly-structured activities. It will take time to develop a respectful and safe classroom community. Successful cooperative groups depend on students who respect each other, listen to one another, and feel safe enough to share their thoughts and feelings. We can help students learn the skills needed to work in groups by starting with short, structured lessons aimed at fostering turn-taking, involving all students in the discussion, and clarifying the roles, rights, and responsibilities of group members. One way to introduce cooperative groups is to work with one group to get started, and allow the rest of the students to watch the group as they engage in a discussion — a ""fishbowl"" experience. Intervene when necessary to keep the thoughtful discussion going. With the large group, discuss effective strategies that the small group is using or should be using to continue and expand the discussion. When we begin to use cooperative learning with students, it is also important to establish team norms. Team norms are guidelines or rules governing how group members agree to work together. Norms for working in groups tend to be very different from traditional classroom norms. In cooperative classrooms, students work with others to complete tasks. Have students discuss and develop the norms that they will follow during group work. Team norms, if designed well, can help to create a safe and supportive atmosphere.
- Publication Year
- 2012
- Language
- spa
- Topic
- COOPERATIVE
ACTIVITIES
PROCESS
SKILLS
KNOWLEDGE
- Repository
- Repositorio Universidad Estatal de Milagro
- Get full text
- http://repositorio.unemi.edu.ec/handle/123456789/1864
- Rights
- openAccess
- License