Module 2 activity cooperative learning josep
- 1. Why not CLIL? 1 TASK 2 Using Cooperative Learning in your Unit Plan. Once you have clearideasabout yourtopic itis time to thinkhow are yougoingto teach it and workwithyour students.Complete the followingchartto introduce Cooperative Learning. You are goingtodescribe howare yougoingtoorganize yourstudents inthe class:pairs,groups of three orfour,whole group,…… Andthen youhave to choose two cooperative learningtechniquesyouwill introduce intoyour unitandtell ushowyouare goingtoworkwiththem:whattaskare yougoingtouse usingthem. ClassOrganization: Groups of 6 students Cooperative LearningTechnique 1: JIGSAW ACTIVITY Task youare goingto work: In this activity you’ll have to work in groups but using Jigsaw method. After forming the groups, each student of the group will have a number and depending on this number, each student will have to prepare an explanation about one separation technique and looking for an example of mixture that can be separate with this technique. This preparation will be in common with all the partners of the rest of the groups who have the same technique (they become “an expert”). After that, each student will share his work with the other members of the original group and all the group will have to create a poster related to the explained techniques. To find some videos of separation techniques you can use Youtube. http://www.youtube.com Here you have the separation technique for each student and some information about Jigsaw activities. Student 1 – Filtration Student 2 – Decantation Student 3 – Magnetic Separation Student 4 – Crystallization Student 5 – Distillation
- 2. Why not CLIL? 2 Student 6 - Chromatography JIGSAW INSTRUCTIONS (For Teachers) 1. Explain to the students that they are going to participate in a jigsaw activity. They will move from home groups to expert groups. Each expert group will research a specific separation technique. They will then return to their home group and share their information. In the end, each home group will have information about all the separation techniques and they will make a poster. 2. Explain that each expert is identified by a number, and each expert group by the same number. 3. Give each student a fact sheet that matches the name of his or her home group. 4. Have the students look at the puzzle piece on the fact sheet and note the number inside it. The number identifies their expert group. 5. When everyone understands the instructions and the assignment, make the students move to their numbered expert groups and fill out their fact sheets, using the research material (youtube videos). 6. Circulate, making anecdotal observations on group skills and knowledge of content. 7. Ask students to return to their home groups. 8. Make each student report to the home group on his or her separation technique and record the information making a poster. The poster will then contain information on all the separation techniques studied by the group members. Cooperative LearningTechnique 2: ROUND ROBIN Task youare goingto work: Aslabreportsare an essentialpartof all laboratorycourses,students(of 2ond’ESO) will have to separate the components of a mixture (sea water and sand). After that, they will have to write a lab report about the separation and make an oral presentation about the report. In order to share their points of view and strategies about which techniquescould be the best to separate sand, water and salt students will have to use Round Robin cooperative technique.Here we have gotthe steps of the cooperative technique: 1. Teacherposesa problemtowhichthere are multiple possible responsesorsolutions,and providesthinktime.
- 3. Why not CLIL? 3 2. Studentstake turnsstatingresponsesorsolutions. *Round Robin activities can be timed allowing each student to share in turn for a specified time.