Methodologies for small group Part 2

Report
LEO SEVA DOMONDON
BACHELOR OF SECONDARY
EDUCATION
SOCIAL STUDIES MAJOR
Methodologies for Small Group

Subtopics:
1. Cooperative Learning
Approach.
2. Role Playing
3. Socio Drama
4. Peer Tutoring

Children enjoy learning in groups.
Question: Why?
1. They interact with one another, share common
observations and in the end influence each other.
2. They gain or acquire updated knowledge
experiences and developing higher-order skills and
values.
3. They learn to find answers to problems through
their “shared” learning styles.

COOPERATIVE LEARNING
APPROACH
 Cooperative learning methodology works well
with groups or teams wherein members help one
another to achieve a desired outcomes.
 It promotes the development of skills in
“democratic procedures” as they solve problems
in a collaborative manner.
 A smooth interpersonal interaction occurs.
 This approach makes use of group dynamics and
group investigations in learning and solving
problems together.

Instructional Characteristics:
 It consist of two important components:
a. Cooperative Incentives Structure.
b. Cooperative Task Structure.
1. Cooperative Incentives Structure is one wherein
two or more individuals are interdependent for a
reward they share if they are successful as a
group.
2. Cooperative Task Structure is a situation in
which two or more individuals are allowed,
encouraged or required to work together on
some task.

2. Reward Systems are group-oriented rather than
individually-oriented. Interdependent relationship
is strengthened and reinforced when group
cooperation is rewarded
3. The interactions within the group is influenced by
the members themselves.
4. Teams are made up of members with mixed
abilities-high, average and low achievers. They
exhibit less competitive behavior.
5. Teams may be composed of males and females.

6. Group work promotes maximal generation and
exchange of ideas, thus influencing one another.
7. It promotes tolerance and respect for other
peoples’ points of view.
8. Cooperation learning groups exhibit less
competitive behavior.
9. Group work develops friendliness, willingness to
assist and the worthwhile value of “caring and
sharing”

Student Teams Achievement Division
(STAD)
1. The teacher gives new information to
student week.
2. The class is divided into four or five-member
teams. 3.
3. Each member try to learn the materials and
then help each other master the materials
through tutoring, testing one another or
carrying on group discussions.
4. Individually, students take weekly quizzes on
the academic materials. The team with the
highest scores and the member with the
high improvement scores are organized.

Think – Pair – Share
 Thinking Phase – The teacher poses a
question about the lesson. Students
spend time thinking of the answer alone.
 Pairing Phase – Each student pairs with
another and discusses the answer
together. This interaction leads to
sharing of ideas.
 Sharing Phase – The teacher asks the
pair to share their answers with the
whole class.

Buzz groups
- Groups of 3 to 6 discuss all their ideas
about a topic. Then a recorder
summarized the ideas arrived at to the
class.

Jigsaw
1. The students are assigned to 5 to 6 member
study teams.
2. Then a topic presented to them and each is
responsible for a portion.
3. Members from different teams with the same
topic meet together to study and help each
other to returns to their home team and
discusses with the members what they have
learned.
4. After discussions each member takes a
quiz. Team scores are obtained and the high
scoring team and each members are
recognized.

Group Investigations
1. Groups of 5 to 6 members are
formed.
2. They are involved in planning the
topics they like to investigate
together with the procedure they
have to follow.
3. They pursue in-depth study of sub-
topics and conduct an analysis of the
information obtained.
4. Then the conclusion is reported to

Limitations:
1. Sometimes it leads to confusion especially
when members don’t understand clearly their
involvement in each task to be performed.
2. The low achievers may end up “ on-lookers”
due to lack of skill.
3. Some may not agree to group rewards leading
to low motivation.

Suggestions/Recommendations:
1. Heterogeneous grouping has been found out to
affect the performance of the members. High
achievers can tutor the other members. High
achievers can tutor the other members, thus
raising the achievement level of the group.
2. Make sure that the students can work well in
group situations. This would need an
observation of their social skills and willingness
to cooperate.
3. Provide sufficient working tools so as not to be
hampered by time that might be spent waiting.
4. Provide adequate space for ease and speed of
movement.

Suggested Topics:
Each member of a team is assigned a particular
task.
1. Parts of a typical flower and functions of each.
2. Air pollution, causes and effects.
3. Steps to be followed in doing simple
investigation.
4. Landscaping the school grounds.
5. How the brain function.

B. Role- Playing
1. Consists of an enactment of a learning situation
through which they depict real life responses
and behavior.
2. Through this teaching strategy students are
able to express their intimate feelings, problems
and approved solutions.
3. It makes use events, known personalities and
current activities presented in a dramatic way.
4. The participants consists of major and minor
players, observers and analysts.
5. The observers focus their attention on the
emotional responses generated among the

6. The analysts discuss the appropriateness of
words used, effectiveness of the actins and the
soundness of the conclusions arrived.
7. As a teaching strategy it is action-filled and fun-
guaranteed.

Instructional Characteristics:
1. Role playing capitalized on the experiences
gained and what was learned.
2. Authenticity responses are solicited since real
life events are presented.
3. Personal feelings are elicited from the role
players during the presentation which may not
be revealed by ordinary means.
4. The participants gain valuable insight into why
and how people behave in similar situations out
of the responses depicted.

5. As they perform a particular role, their
internalized values, attitudes and study habits
could be observed and studied.
6. The role player’s self confidence is developed.
7. The enactment of real life problem situations
elicit genuine, typical behavior that can serve
as the best answer to real issue.

Limitations:
1. If the role is not clear, it may result to an
exaggerated version.
2. For the young, role playing may not work well
due to lack of experience with everyday
happenings.
3. Some may shy away from the activity and miss
the information being portrayed.

Suggestions/Recommendations
1. Select participants guided by the capability of
the role players.
2. Delineate the line of the action, restarting the
roles for further clarification and concentrating
on the real event or problem situation.
3. Prepare the observers on what to look for,
especially focusing on the feeling that will be
generated by the performers.
4. Discuss and evaluate the presentation as to the
action of each role player, the authenticity of the
learning event, and the major responses
elicited. This could be done by the observer
together with the assigned analyst.

5. Prepare the listeners to insure a smooth, clear
and uninterrupted presentation.
SUGGESTED TOPICS:
1. Drama about an outstanding professional.
2. A mayor and councilors trying to solve some
problems in the town like garbage, traffic and
drug users.
3. Campaign against pornography and violence on
TV.
4. Developing values among young.
5. Outreach projects to be conducted in the
community.

SOCIODRAMA
1. is an excellent device to make students “ gain
emphatic awareness” of situation involving
conflict.
2. is a dramatic play in which several individuals
act out assigned roles for the purpose of
studying and remedying problems in group or
collective relationships.
3. may be applied to collective trauma and current
events, social problems and disintegration,
prejudice, interpersonal tension and justice and
rehabilitation.
(http://en.wikipedia.org/wiki/Sociodrama)

4. It is refers to a group problem solving of real-life
situations
Through spontaneous enactment followed by
guided discussion.”
Instructional Characteristic:
A Sociodrama is essentially a role playing
methodology. It has features similar to
simulation games.
1. The sociodrama is an enactment of how
students gain knowledge in real life. They
learn to do things by doing them. They get
actively engaged in the process.
2. Early in life, children love to “enact
spontaneously” a situation about human

3. The students identify with the persons they are
portraying and therefore feel he same way. The
process of socialization involves being able to
take on the roles of others.
4. It promotes among students the feeling of
independence and self-determination. They are
provided the opportunity to plan for themselves
and if they commit mistakes, try to correct them.
5. The problem to be enacted is one that is about
now and therefore relevant to the players, not
one that was planned long ago.
6. It encourages and develops critical thinking.

Suggestions/Recommendation
1. Include students of varying levels of knowledge,
skills, interest and values in the enactment.
2. Flexibility and imagination will work wonders
since they can plan the arrangement of things in
a specified area to be able to depict a certain
situation. Every role player in the sociodrama
must be imaginative .
3. Interaction among the role layers in important.
4. Emphasize the important of feelings and
attitudes that one has to portray in playing the
role of another person.
5. The teacher ceases to be the judge.

Sample Situation for Sociodrama:
1. The Senate discussing the merits and
demerits of evat.
2. A teacher punishing a late-comer.
3. A bright contestant losing in a math
quiz.
4. Presentation of a gold medal to a
winner.
5. Reenactment of Rizal’s execution.

D. PEER TUTORING
1. To tutor means to coach, teach or
instruct another or do so among
themselves.
2. The tutor is more knowledgeable,
skilled and has the ability to influence
others.
3. The group must be closed in age, skills
and learning styles.

Types of Tutoring:
1. Instructional peer tutoring
- Older, brighter students coach the
younger ones.
- this could be done on a one-to-one or
one-to-group arrangement.

2. Monitorial Tutoring
1. The class is divided into groups of 4
and 5 members.
2. Monitors are assigned to lead each
group.
3. The teacher has more time to attend to
the rest while the tutor monitor and
help the rest.

3. Pair Tutoring
1. Children of the same age.
2. One better skilled than the other,
interact and help one another to
pursue the learning activity. They ca
read and discuss together.

4. Structural peer tutoring
1. The assistance of trained tutor is
required in following instructions or
definite procedures that are
provided in models and guides.

Instructional characteristic:
 The tutees received individualized instruction, as
through their own teacher. Immediately, errors are
correct and rewards for good performance is
awarded.
 Careful selection of tutors afford better
interactions that facilitate learning since they are
older, skilled and knowledgeable.
 Interest, tastes and non-verval clues are easily
ascertained by tutors. Then monitoring is more
enjoyable and fulfillment.
 Values of cooperation, respect one another and
reciprocal attitudes are inculcated.

 Since tutors are a little older and better equipped,
the tutees feel more secure in their presence be it
in a social or academic settings.

Limitations:
1. If left to themselves “over tutoring”
might create a negative situation.
Instead
2. Unclear roles can lead to questions on
credibility of tutors.
3. Favoritism in choice of tutors must be
avoided.

Suggestions and
recommendations
1. Care in choosing the tutor is the key to a
successful peer tutoring.
2. The teacher should be around to observe how
tutoring is progressing.
3. Assign students who passes leaderships
qualities in addition to being knowledgeable and
older.
4. The developing of positive values such as
sharing attitudes, cooperation and respect to
one another.
5. After a tutoring activity, an evaluation of both
parties performance should be undertaken in
order to guide future tutoring events.

Methodologies for small group Part 2

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Methodologies for small group Part 2