Presentazione di PowerPoint

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Cooperative Learning in Primary EFL Lets tell
the story of our Action Research project Class
5b a.s. 2007/2008 Scuola primaria Munaretto IC
Comprensivo Parolari Venezia
Video a class-building activity
d.callegari_at_tin.it
annavaleria.guazzieri_at_tin.it
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The European scenario
The Common European Framework defines six common
reference levels for language proficiency .
These are the levels for Italian primary and
secondary schools
B2 upper secondary 17-19
B1upper secondary 15-16
A2 lower Secondary 11-14
A1 primary 6-10
A1 focus on oral and mainly interactive
competences !
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• Pair work and group work seems to be a natural
  setting for developing interaction competences
• Ideally.
• Number of students multiple of 4
• All the students involved at the same time
• Transparence of process
• Wonderful, colourful and creatively different
  outcomes
• 
  Just like this.

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To use a visual as methafora, this is what the
teacher would like to have
All the students involved at the same time
Number of students multiple of 4
Wonderful, colourful and creatively different
outcomes
Transparence of process
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And this what she gets doing group work!
Negative leaders
One students does all the work
Not equal participation
Only two students stay on task
Disruptive conflicts
Joking, not staying on task
Le forchette di Munari"Corraini Editore
without cooperative learning, of course!
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My mind map
Overview of the different theoretical background
of the project (Tony Buzans mindmapping)
Focus on the Critical Friend
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The critical friends role in A-R

• The golden rules of a critical friend
• Critical friends must exert certain fundamental
  virtues
• Respect
• Trust
• Understanding
• Means of communication
• f2f meetings
• Classroom observation
• Video/audio recording
• Skype ? to exchange files, to discuss (using the
  chat)

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My mind map
Focus on Cooperative Learning
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What is Cooperative Learning ?
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• CL is a philosophy because we
• work together
• learn together
• build new knowledge
• together
• grow together
• change together

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• Basic principles of cooperative learning
• Positive interdependence
• Promotive simultaneous interaction
• Individual and group accountability
• Group work processing
• Explicit teaching of social skills
• Conflict resolution
• Mutual support

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The first challenge group formation

• random
• streaming or hetherogeneous
• self selection (autonomous, partially guided,
  leaders choice)
• Morenos social graph
• Agree/disagree

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The second challenge the teaching of social
skills
Children have been trained to use their body
language -facial expressions and hand gestures-
to manage their role. Here you can see the
turn-giver and the silence monitor
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My mind map
Exploring lesson plans reflecting on the
learning experiences in the class
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Reflecting on interactive tasks a first selection
COOPERATIVE
TEAMMATES CONSULT (FOOD PYRAMD)
GROUP CHARADES
LEXICAL CATEGORIES
CHANT (WHO STOLE)
THE MAGIC QUADRANT
WORSHEET MEALS
SIMPLE
COMPLEX

• Name the activity
• Put it in a section of
• your lesson plan
• Invent a color code
• for m.i.
• Reflect on its
• location in the
• magic quadrant
• Record it in the
• magic quadrant

THE ODD ONE OUT
WORD BINGO
NON - COOPERATIVE
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Number of items learnt through cooperative
learning lessons
some results
n. of sentences/n. of words 33/260 (token)/106 (type)
describing The oil group in the yellow triangle I can see a girl with a dog
comparing The red triangle is smaller than the orange triangle
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The final product of each
unit Lapbookslapbooks and more lapbooks!
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a bibliography

• ALLWRIGHT, D. AND BAILEY, K.M. (1991), Focus on
  the Language Classroom An Introduction to
  Classroom Research for Language Teachers, CUP,
  Cambridge
• BREEN M. P., LITTLEJOHN A. (2000), Classroom
  decision making, Cambridge University Press
• COHEN E. et al. (ed) (2004), Teaching Cooperative
  Learning, SUNY, New York
• COMOGLIO M., CARDOSO M. A. (2002), Insegnare e
  apprendere in gruppo, LAS, Roma
• COONAN C.M (a cura di) (1998), La
  Ricerca-Azione, Cafoscarina, Venezia
• DANIELS H. (2001), Vygotsky and Pedagogy,
  RoutledgeFalmer, London
• ELLIS R.(2003), Task-based Language Learning and
  Teaching, OUP, Oxford
• LANTOLF J. P., THORNE S. L. (2006),
  Sociocultural Theory and the Genesis of Second
  Language Development, OUP, Oxford
• LEWIS M., (1993), The Lexical Approach, LTP
• JOHNSON D.W, JOHNSON R.T., HOLUBEC E. J., (1996)
  Apprendimento Cooperativo in Classe, Erickson
• KAPLAN R.B.(2002), The Oxford Handbook of Applied
  Linguistics, OUP, Oxford
• KAGAN S. (2000), Lapprendimento cooperativo
  lapproccio strutturale, Ed. Lavoro, Roma
• KRASHEN S. D.(1987), Principles and Practice in
  Second Language Acquisition, Prentice-Hall
  International, New York
• MACARO E. (1997), Target Language, Collaborative
  Learning and Autonomy, Multilingual Matters,
  Clevedon
• MCCAFFERTY S.G., JACOBS M.J., DASILVA IDDINGS
  A.C. (2006), Cooperative Learning and Second
  Language Teaching, Cambridge Language Education,
  CUP, Cambridge
• NUNAN, D. (1989), Understanding Language
  Classrooms, Prentice Hall, New York
• NUNAN D.(ed) (1992), Collaborative Language
  Learning and Teaching, CUP, Cambridge
• PUTNAM J. (ed.) (1998), Cooperative Learning and
  Strategies for Inclusion, Brookes Publishing,
  Baltimore
• VARISCO B.M. (2002), Costruttivismo
  socio-culturale, Carocci, Roma