Module 2_activity cooperative learning
- 1. Why not CLIL? 1 TASK 2 Using Cooperative Learning in your Unit Plan. Once you have clear ideas about your topic it is time to think how are you going to teach it and work with your students. Complete the following chart to introduce Cooperative Learning. You are going to describe how are you going to organize your students in the class: pairs, groups of three or four, whole group, …… And then you have to choose two cooperative learning techniques you will introduce into your unit and tell us how you are going to work with them: what task are you going to use using them. Class Organization: I am going to organize my students in pairs, groups of four and whole group. We work in whole group to share conclusions. Cooperative Learning Technique 1: JIGSAW Task you are going to work: Write the sensations and associations of each colour. • Make groups of four (Students have a base group of four members to work) • The teacher assigns two colours to each member of the group: red, orange, yellow, green, blue, purple, black or white. • Each student has to find information about each colour they have, then the students with the same pair of colours meet to create groups of experts of each colour, in this way they share and complete the information. Each group of experts have to define the sensations and associations of the colour. Write them in the card. • After this they have to return with the original group. • Each expert has to explain to the rest of the group the colour that they have. They can find information in these webs: - Coloroscope. CNN https://edition.cnn.com/specials/health/colorscope - COLOR IN MOTION http://www.mariaclaudiacortes.com/colors/colors.html Cooperative Learning Technique 2: 1‐2‐4 Task you are going to work: Students have two pictures and a question: What differences do you think there are between these perfumes? Why? Students have to contribute, discuss and reach agreements. • Each student has a sheet that is divided into three parts and numbered 1, 2 and 4. • In part 1 each student responds individually to the question. • Then, in pairs, the students comment on their answers and elaborate a more complete one in section 2.