using cooperative learning techiniques to reinforce leadership skills in the english class of the...
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UNIVERSIDAD MAGISTERFACULTAD DE EDUCACIÓN
LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
USING COOPERATIVE LEARNING TECHNIQUES TO REINFORCE LEADERSHIP SKILLS IN THE ENGLISH CLASS
OF THE GROUP 10-4 AT THE LICEO JOAQUÍN GUTIÉRREZMANGEL, 2016
Fabiola Quesada SandíJanuary, 2017
Introduction
Education’s responsibility is to give students the
necessary tools to go ahead in the future
The Cooperative Learning Methodology emerges as
an option to enhance the needs of a multicultural
society
Justification
It promotes students learning by encouraging social
interaction, creating a climate of respect for
differences, encouraging self- esteem, and motivation
The combination of Cooperative Learning and
leadership is the best solution for future problems
Problem Statement
How can cooperative learning techniques
reinforce leadership skills in the English class of
the group 10-4 at the Liceo Joaquín Gutiérrez
Mangel, 2016?
General Objective
To determine leadership skills’ reinforcement by
using cooperative learning techniques in the
English class of the group 10-4 at Liceo Joaquín
Gutiérrez Mangel, 2016.
Specific Objectives
1. To identify cooperative learning techniques that encourageleadership skills in the English class
2. To describe leadership skills through the use of cooperative learningtechniques in the English class
3. To observe the classroom’s environment regarding leadership skills inthe English class after the application of the cooperative learningtechniques in the English class
4. To include cooperative learning techniques that reinforce leadershipskills according to the new English curriculum program from the MEP
Variables
Cooperative learning techniques
Students’ teamwork development
Leadership skills
Classroom’s enviroment
POPULATIONLi
ceo
Jo
aqu
ín G
uti
érre
z M
ange
l Group 10-4
16 students
11 girls
5 boys
SPECIFIC OBJECTIVES THEORY AUTHOR(S)
To identify cooperative learningtechniques that encourage leadership
Socio Cultural Theory
Motivational Theories
Vygotsky (1978)
Slavin (1992)
To describe leadership skills throughthe use of cooperative learningtechniques in the English class
Social Interdependence
Student Team Learning
Johnson & Johnson (1998)
Johnson & Johnson (1999)
To observe the classroom’senvironment regarding leadershipskills in the English class after theapplication of the cooperative learningtechniques in the English class.
Cognitive Theories Slavin (1995)
Theoretical Framework
Research Method
Mixed Approach
Qualitative
Quatitative
Descriptive
Observation
-Pre test
-Post test
Questionnaire
Interview
OBSERVATIONS
The investigator observed some teamwork
activities through the use of cooperative
learning techniques such as jigsaw, team game
tournament, and group investigation.
Interpretation of the Results
PRE-TEST
To evaluate a topic studied in class with an
activity that did not involve Cooperative
Learning techniques.
Interpretation of the Results
POST-TEST
To observe the classroom’s environment
regarding leadership skills in the English class
after the application of the cooperative
learning techniques
Interpretation of the Results
INTERVIEW
Interview to the English teachers of the Liceo Joaquín
Gutiérrez Mange about the development of the English
classes and techniques that teachers applied during their
classes.
The teacher’s perception of the teamwork activities is
going to take into account.
Interpretation of the Results
QUESTIONNAIRE
-To understand the perception and preferences of
students about English classes, teamwork,
leadership characteristics.
-The questionnaire was applied to the students in
Spanish for a better understanding.
Interpretation of the Results
GRAPH Nº 3: ACTIVITIES STUDENTS OF ENGLISH ENJOY THE MOST
Source: Chart Nº 3
GRAPH Nº 5: FREQUENCY IN WHICH STUDENTS PERCEIVE THEY LEARN
WORKING IN GROUPS
Source: Chart Nº 5
GRAPH Nº 11: STUDENTS’ OPINION REGARDING CHANGES FOR THE
ENGLISH LESSONS
Source: Chart Nº 11
GRAPH Nº 14: FREQUENCY STUDENTS HELPED ANOTHER STUDENT IN THE
GROUP
Source: Chart Nº 14
GRAPH Nº 16: FREQUENCY STUDENTS PARTICIPATED IN GROUP
DISCUSSIONS
Source: Chart Nº 16
-None of the group had a leader
-8 studentes approvedthe quiz
-5 students were able to answer the teacher’squestions
-3 groups had a leader
-15 students approvedthe quiz
-12 students were ableto answer the teacher’squestions
Pre
-Tes
tPo
st-TestPre-test vs Post-test
FIGURE Nº 1: GROUP TEAMWORK OBSERVATION
Source: Quesada, Fabiola (2016)
VARIABLE CONCLUSION
Cooperative Learning Techniques
• The techniques were dynamic and had an easyprocedure that could be carried out in classroom.
• It had a path to follow which helps in the classorganization, skills, vocabulary and learningprocess.
• Ss had better results in the quiz about the topicdeveloped with Cooperative Learning Techniques.
Students’ Teamwork Development
• The pre-test showed a significant number ofstudents who worked individually.
• During the post-test: ss collaborated with eachother to obtain the best results.
• Ss performed their role during the activity withorganization.
Conclusions
VARIABLE CONCLUSION
Leadership Skills
• Three groups performed their role excellent, aleader motivates them, guides them, and organizesthe whole task.
• The leader presented the results of the group.
• The group without a leader did not perform theactivity well.
Classroom’s Environment
• Ss described their group as: cooperation, organized,dynamic, creative, and united.
• The students recognized gaps.
• Ss commented that they liked and enjoyed it, andthat they learned a lot; and that the activities werevery dynamic.
Conclusions
1.The teacher should plan the activities and do not improvise
1.TheEnglish classes need to be improved for more attractive lessons
1.The teacher can organize the activity and divide the roles
1.This study can be used to reinforce different skills in English such asvocabulary, reading comprehension, or oral communication
The teacher should guide and supervise the activities
Recommendations
Justification
•Students need to be taught to be competitive in a currently society.
•Learners need to develop different abilities like, leadership, teamwork,
and cooperation.
•The Minister of Public Education (MEP), created a new updated English
syllabus to help learners to reach a good English’s level.
PROPOSAL OF A LESSON PLAN USING COOPERATIVE LEARNING TECHNIQUES ACCORDING TO THE NEW ENGLISH
CURRICULUM PROGRAM FROM THE MEP
GENERAL OBJECTIVE
To include cooperative learning techniques that reinforce leadership
skills according to the new English curriculum program from the MEP.
SPECIFIC OBJECTIVES
1. To create a lesson plan for seventh graders, regarding the new English
curriculum programs from the MEP.
2. To develop cooperative learning strategies to reinforce leadership
skills.
3. To integrate authentic assessments materials to learn English based on
real life.
Proposal Development
Stage Nº 1: To prepare alesson plan with someactivities that could be appliedin the English classroom of theseventh graders.
Stage Nº 2: To propose atraining for teachers throughworkshop for the applicationof those activities
WORKSHOP Nº 1: To propose cooperative learning strategies To reinforce
leadership skills in the English class
Present some activities that could be used to reinforce leadership skills in
the learning process.
For the English professors of the
Liceo Joaquín Gutiérrez Mangel, to
explain the new MEP English
curriculum for year 2017.
To give some ideas to the English
teachers about how to introduce
cooperative learning techniques with a real assessment.
TABLE Nº 4: SEVENTH GRADERS LESSON PLAN, UNIT 2.
Level: 7th Unit: 2
Domain: Transactional and Social interpersonal (p. 38) Scenario: Enjoying Life
Theme: My Daily Routine
Enduring Understanding: Enjoying life involves paying attention to daily routines and taking care of one’s lives.
Essential Question: How do the things people do every day help them enjoy life?
LEARN TO KNOW LEARN TO DO LEARN TO BE AND LIVE IN COMMUNITY
Grammar and Sentence Frame Adverbs of Frequency
Always, Sometimes, Never Wh questions
What’s your daily routine?
I have breakfast at 6:30 a.m.
I go to high school. Present tense Subject + verb + complement
I watch TV in the afternoon. Vocabulary My Daily Routine
My everyday life:
Have: breakfast/lunch/ dinner/ snack/brunch
coffee time/coffee break
take a bath/shower
brush my teeth
get up
wake up
go to high school
finish high school
Study/watch TV/listen to music/read/go out/take a nap Phonology Newly created word when a specific letter is changed, added, or removed in the initial, medial, or final position (e.g., think to thank).
Function Identifying daily routines Discourse Markers Connecting words (and, but) Ex. I watch television and I listen to music a lot. I go to bed early, but I wake up late.
Psycho-social Living safely by practicing healthy routines. Socio-cultural Ways of entertainment according to or based on contexts, eating habits and table manners. Social Language Samples Idioms: with bells on chill out hang out Proverbs / Quotes Eating and drinking shouldn’t keep us from thinking. -- Italian ´proverb
Assessment Strategies & Evidences
(Learning Outcomes)
Learner can
Didactic Sequence Mediation
Oral Comprehension: Pre-listening; Listening for the first time; Pair/Group feedback; Listening for the second time; Post-listening
Written Comprehension: Pre-reading; Reading for the first time; Pair/Group feedback; Reading for the second time; Post-reading
Spoken Interaction/Production: Planning; Organizing; Rehearsing; Using/Describing
Written Production: Pre-writing; Drafting; Revising; Editing
Time Total:
120 min (3 lessons)
Learner…
L2.Distinguishes simple phrases about daily routines
R1. Recognizes by manipulating English language sounds using knowledge in phonics, syllabification and word parts.
SI.1 Asks and answers in a predictable pattern simple questions about daily routines
W2: Writes labels on familiar objects in a picture or diagram
L2. Understand simple information and phrases about routines, eating habits, hobbies and hanging out activities.
R1. Identify English language sounds using knowledge in phonics, syllabification and word parts.
SI1. Ask and answer in a predictable pattern simple questions about daily routines, eating habits, hobbies and hanging out activities. (e.g., What do you like to do in your free time?) if the other person speaks slowly and clearly.
W2. Write straightforward information about themselves in short simple sentences or provide that information in a questionnaire, checking written sentences to look for mistakes (e.g., subject-verb agreement, capitalization, spelling, basic punctuation etc.).
Pre-teaching (Routine, lesson goal, warm up…)
Checking attendance, checking in with Ls, posting and reviewing the week goal and class agenda, etc.
Warm up: Ss are going to watch a power point presentation with my everyday vocabulary.
-Have: breakfast/lunch/ dinner/ Coffee time/coffee break -Take a bath/shower -Brush my teeth -Wake up -Go to high school -Study/watch TV/listen to music/- take a nap.
Ss mime the vocabulary in groups, in which one students do the mimic and the others are going to guess the words from the vocabulary Pre-task -T is going to ask the ss different wh- questions about their daily routines. -Ss are going to watch a video: https://www.youtube.com/watch?v=Lti-hzfOT0Y -Ss are going to make a grouo grid where ss will identify the different daily routines presented on the video and describe the video’s daily routine. Task -Ss are going to play “find someone who”. -Ss are going to walk around the classroom and ask their classmates different wh- questions. Then, ss will write the name of the person who fits the question. Post task /Assessment -Ss are going to make a three-step interview -SS are going to talk with a classmate about his/her daily routines. -SS are going to write a summary of his/her partner’s daily routine.
10 minutes 15minutes 20minutes 15minutes 25minutes
Options Integrated Mini-Project Time
Situation: A foreign student is coming to Costa Rica, and this person wanted to visit different tourist attraction in Costa Rica.
-In groups of 4 students are going to create some vacations plans for that foreign student.
Situation: A foreign student is coming to Costa Rica, and this person wanted to visit different tourist attraction in Costa Rica. Procedure: Brainstorming Organization of information through Graphic organizers or outlines Drafting and revision Editing and final copy
-In groups of 4 students are going to create some vacations plans for that foreign student. -Ss need to describe 5 daily routine per day per one week (7 days) After that though a jigsaw technique students are going to share with the rest of the classroom the schedules they prepared for the foreign student.
30 minutes, per Each team, per each unit
Source: Quesada, Fabiola (2016)
Template taken from the new English Curricular Programs. (MEP)
Situation: A foreign student is coming to Costa Rica, and this person wanted to visit different tourist attraction in Costa Rica. Procedure: Brainstorming Organization of information through Graphic organizers or outlines Drafting and revision Editing and final copy
-In groups of 4 students are going to create some vacations plans for that foreign student. -Ss need to describe 5 daily routine per day per one week (7 days) After that though a jigsaw technique students are going to share with the rest of the classroom the schedules they prepared for the foreign student.
30 minutes, per Each team, per each unit
Source: Quesada, Fabiola (2016)
Template taken from the new English Curricular Programs. (MEP)
CHART 23. COST OF THE PROPOSAL
DETAILS QUANTITY PRICE PER UNIT
(COLONES)
TOTAL AMOUNT
(COLONES)
TOTAL
AMOUNT
(DOLLARS)
PREPARATION OF LESSON PLAN
Travel 2 days ¢1.000 ¢2000 $4,2
Photocopies 2 days ¢2.000 ¢4000 8
WORKSHOP
Folders 3 folders ¢200 ¢600 $1,1
Photocopies 20 of each page
(10 pages)
¢15 ¢3000 $5,37
Markers 3 different colors ¢800 ¢2400 $4,5
Pencils 3 pencils ¢200 ¢600 $1,1
Coffee 2 packages ¢1.200 ¢2400 $4,30
Sugar 1 package of
individual
packages
¢3.500 ¢3500 $6,27
Tea 1 box of tea ¢2.000 ¢2000 $4,2
Other drinks 4 liters ¢1.200 ¢4600 $8,24
Food 4 ¢1000 ¢4000 $8,14
Plastic supplies 4 ¢600 ¢600 $1,1
Total ¢13715 ¢26100 $56,12
Source : Source: Quesada, Fabiola (2016)
Exchange Rate BCCR: December 09th, 2016. Sell ₡545.00/ Purchase ₡557.00
STUDIES TO BE DEVELOPED THROUGH COOPERATIVE LEARNING TECHNIQUES
Eight and ninth graders and diversified education lesson
plans can be developed.
Technology: English for communication can be
developed
As well as icebreakers, warm ups, team buildings, and some other activities.
IMPACTS OF THE PROPOSAL
Teachers can follow the new curricular programs goal.
More dynamic in the English classroom.
Students can deal with some unprepared real life
situation
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