1. Enhancing Collaboration in
the World Languages
Classrooms
Presenter: Juanita Pérez
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2. Food for Thoughts…

"Reflective
teaching must be based on
evidence of student learning and reflection
is most powerful when it is collaborative."
- John Hattie, 2009
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3. AGENDA

Greetings

Ice Breaker Activity

Read Aloud

Learning Goals

Foreign Language Rings and Standards

Basic Elements of Cooperative Learning

Making it work!

Review

Questions and Answers
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4. ICE BREAKER ACTIVITY
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5. READ ALOUD
THE ANIMAL SCHOOL
By George H. Reavis
http://animoto.com/play/sqU2tG4qK1WzYu
nqB8nBQw
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6. LEARNING GOALS
At the end of this workshop the participants will be able to:

Understand the difference between Cooperative Learning
and Group work,

Share knowledge with other participants through a variety
of structures.

Reflect on their teaching in the classroom
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7. LEARNING GOALS
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8. 8

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10. What is Cooperative Learning?

Cooperative Learning is a part of a group teaching/learning
techniques where students interact with each other to acquire and
practice the elements of a subject matter and to meet common
learning goals. It is more than just putting students into groups or
teams and wishing for the best.

It is a very formal way of structuring activities in a learning
environment that includes specific elements needed to increase the
potential for rich and deep learning by the participants.

It is about moving from rote learning to learning how to think
critically and in changing circumstances.

It needs to be used consistently and in an organized way.
“The process by which a room full of individuals with
different backgrounds and experiences become a caring
community of active learners.”
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11. Group Work, Collaboration and Cooperative

Group Work- The teacher assigns a group project, outlines the task, and gives a
deadline for completion. Students are expected to work together and participate
equally.

Collaborative learning - a method of teaching and learning in which students
team together to explore a significant question or create a meaningful project.
Examples: A group of students discussing a lecture or students from different
schools working together over the Internet on a shared assignment.

Cooperative learning - a specific kind of collaborative learning. In cooperative
learning, students work together in small group son a structured activity. They are
individually accountable for their work, and the work of the group as a whole is
assessed. Cooperative works face-to-face and learn to work as a team.
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12. When do we use Cooperative Learning?
“Whenever problem solving is desired, whenever divergent thinking or
creativity is desired. Whenever quality or performance is
expected, whenever the task is complex. When the learning goals are
highly important, and when the social development of learners is one of
the major instructional goals…
When an instructor wishes to promote positive interaction among
learners, a facilitative learning climate, a wide range of cognitive and
affective outcomes, and positive relations between themselves and the
learners…”
From Learning Together and Alone, David w. Johnson, Roger T. Johnson
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13. Benefits

Everyone feels their input is important

Everyone has to participate

Everyone is accountable

Keep everyone on task

Work smarter and not harder/ deep critical thinking

Is Fun

Is Non threatening

Use of multiple intelligences

Work on and Practice communication skills and people
skills

Respect and listen to others’opinion and ideas
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14. Five Essential Elements

Positive Interdependence

Face-to-face interactions

Individual accountability

Structured Activity

Team-building (group processing) skills

Note: Research shows that both competitive
and cooperative interaction are a healthy part
of a child’s repertoire of behavior.
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16. In Conclusion…
Cooperation:
WE sink or swim
together
Competition: I swim, you sink, I
sink, You swim
Individualistic: We are each in this
alone
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18. MAKING IT WORK !
Strategies that work!
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19. Three-Step Interview

Step One: One Way Interview
Students are in pairs, one is the interviewer, the other is the interviewee.
The interviewer takes notes of the responses to use for paraphrasing later
to the whole group.

Step Two: The Reverse
Students reverse roles.

Step Three: Roundrobin
Students paraphrase what they have learned about their teammate to their
teams.
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20. Silent Card Shuffle
Viewing a Video

http://www.youtube.com/watch?v=YGimtrwVF1g

Refer to your worksheet
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21. SAME / Different

Each pair of students (A /B opposite side) on a team of
four will receive a picture that are basically the same
with a variety of specific differences that when
discovered will elicit use of target vocabulary and
grammatical structures.

A barrier will be placed between them so that they cannot
see the other pair´s paper.

Students will receive a Worksheet where they will write
the differences they find.

Students will take turns making statements about their
picture that the other team members confirm or amend to
discover the differences.
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22. A Picture is Worth a Thousand Words!
A Travel Agency has a contest for students to créate a postcard selling their favorite
countries. Therefore,

Each participant will design his/her own creative postcard to sell his/her favorite
country.

Each participant will describe the picture to their teammates.
After the discussion, each participant will write a persuasive letter to the Travel
Agency to convince them in why his/her postcard should be selected as the winner.
Students can read their letters to the group and students can react to it.
(Use the Cards – When expressing your opinión)
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23. Let’s Have Fun!

AIR TRAFFIC CONTROLLER
With zero visibility, they are not to crush. Pilot or Biplane must relay on Air
Traffic Controller
1. Players are in pairs, one is the Pilot, the other one is the Air traffic Controller.
Pilot simulates being in a plane by extending both arms out to form wings. Air
Traffic Controller stands in one place to call out directions to the pilot.
2. Zero Visibility
Pilot has zero visibility (blindfolded or closed eyes) and must rely entirely on
verbal instructions of the Air Traffic Controller to navigate the plane around
the room.
3. Ground to Pilot
AirTraffic Controller may give instructions like, ¨”Stop!”,”There is a plane
approaching your airspace from the right (left)”, “Continue”, “Reverse”, etc.
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24. Match Mine/ Body Parts

Partners sit on the opposite sides of a barrier with identical game boards and
game pieces.

Partner ____will arrange game pieces on game board while Partner ___ awaits
quietly.

One will be the sender, and the other will be the receiver.

Sender gives the Receiver a word and number to match the Sender’s
arrangement of game pieces on the game board.

When finished, partners set game boards side by side to compare for accuracy.

Receiver and Sender develop improvement strategies.

Roles are exchanged and the game is played again.
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25. Review and Questions
Wrapping-up the lesson:

How does this new learning fit in what you
already know?

How will you apply what you have learned today
in your WL classroom?

Reflecting on your teaching, what can you gather?
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26. THANK YOU FOR ATTENDING And FOR
YOUR PARTICIPATION TONIGHT
YOU
ARE ALSO AWESOME!!!
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27. Resources
 Cooperative
Learning Group Activities for College Courses

Kagan Strategies

Silly Sports and Goofy Games (Kagan)

The Animal School

http://www.youtube.com/watch?v=YGimtrwVF1g
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