collaborative learning technique (clt)
TRANSCRIPT
There are 6 methods of collaborative learning Technique
Talking Chips Round Robin Buzz Group Three-steps Interview Think-Pair-Share Method Critical Debate
It first developed by Spencer Kagan on 1992.
Description of Talking
ChipsTalking Chips is one of kind of collaborative learning technique.
Talking chips technique is a technique that is used in teaching speaking.
This technique can make all students taught in the class active in speaking activity.
The students are divided into several
groups and all members in each group are given
chips.
These chips are given to the
students to be used every the students
wants to speak.
Every the students has spoken, he/she has to put the chips in the middle of the
table.
If the chips are over, he/she is not
allowed to speak until all members’
chips are also over.
The students will be given the chips
again if the discussion in the
class is not finished yet.Steps to do
Talking Chips
Advantages of Using Talking Chips
02
01
03
There is recognition in responding the differences of individual.
• The warm relationship and friendly among students and teacher.
• The class atmosphere becomes relaxed and pleasant.
• Each student has positive dependency.• Students involved in planning and managing the
class.
Management of the time during the preparation and implementation should be considered to improve the quality of learning, especially in the establishment process of the students knowledge.
Talking chips was a learning model that interesting but it is hard enough in practice, because it require the preparation which quite hard. Besides it, the teacher is required to be able to oversee each student who in the class. It’s hard enough done especially if the number of students in the class too much.
Disadvantages of using Talking
ChipsNot all of the concept can be revealed the model of Talking Chips.
DEFINATION ROUND ROBIN The “Round robin” option is a technique for generating
and developing ideas in a group brainstorming setting. It relies on an iterative process building off consecutive contributions by each participants, conducted in either written or verbal variations
The Purpose Of Round Robin The purpose of a brainstorming session is to create
extensive list of ideas Crafting a prompt that can generate a sufficiently rich array
of responses that can be expressed quickly and succinctly is particularly important.
Practice ahead of time by thinking of and listing as many possible responses as you can.
You can use the length of your list to predict the duration of your in-class exercise and to decide whether or not groups should rotate through Round Robin more than once
Procedure Of Round Robin Ask students to from groups of four to six Explain that the purpose of brainstorming is to generate many ideas. Group
members will take turns, moving clockwise , and respond to the question . In from students that to prevent interrupting or inhibiting the flow of ideas, they must refrain from evaluating, question ,or discussing the ideas.
If it would be beneficial for students to assume a role (such as recorder or rule enforcer),allow a few moments for role assignment.
Tell students whether or not they will go around the group once or multiple times ,announce a time limit, and pose the prompt.
Ask one students to begin the activity by stating an idea or answer aloud. The next students continues the brainstorming session by stating a new idea. The activity continues, moving from member to member in sequence, until all students have participated.
Example Of Round Robin Survey of International Business Professor Mark Etting decided to use Round Robin to generate
ideas and enthusiasm for a unit on risk analsis.He organized students into group of five six and assigned one person in each group to be recorder.He then asked the students to respond to the prompt, identify a force that influences the competitive business environment. Students took turns responding, each students adding a new idea. After groups had generated ideas for about ten minutes, the professor moved from group to group asking the recorder to share one new idea, which he then wrote on the board under the rubric of political, cultural, and social influence.
Online Implementation . An adaptation that retains some the Round Robin
characteristic is to use an asynchronous environment a Threaded Discussion, and establish ground rules such as :
1) Each posting must present new ideas (2) Student should not agree, disagree, or question what is
already posted (3) Every student in the class or a based group should post
a response before posting a second comment or response
VARIATIONS AND EXTENSIONS
Although Round Robin works best for brainstorming, its circular response organization can structure regular group discussion to ensure equal participation. To do this, explain to students that their discussion must move clockwise around the group, with each students giving an opinion or sharing an idea until all students have participated. Decide whether each students should be able to respond a prior students comments, or whether each student should express only ideas until everyone has contributed to the discussion.
Use this structure for learning activities other than brainstorming that still benefit structured practice of quick responses. For example , organize Round Robin activities to recite words, phrases, or formulate until they become habitual (such as for ESL or foreign languages) or are memorized (such as for science or mathematics).
Observations and Advice Round robin brainstorming can be adapted to larger
groups by dividing the total body of participants into smaller individual groups, and having each sub-group develop a single idea. The process described above is then conducted – each sub-group either speaks in turn or passes their written response to the next sub—group.
In the written variation of round robin sessions, participant contribution can also be anonymised by collecting cards from the entire group at the same time, shuffling them, and reading them out one by one.
What is buzz group Buzz comes from the English group consisting of a buzz
word and group. Buzz meaning "hum" and the Group, which means "group". So to say that Buzz Group is a group of reverberation. Small group discussion is one way in which to resolve the problem by looking at the different aspects of the problem and made an exchange of views on a regular basis and can be obtained terarah.diskusi a conclusion on the issue.
According Suprijanto (2007: 110), buzz group discussion method is a tool to divide a large discussion group into smaller groups. There are two types of discussion that is often used in
applying the method of buzz group, namely: first, the most commonly used technique is to divide the original group into buzz groups consisting of 10 to 15 people, when the original
group members were 30 people or more. Secretary make a note of the ideas suggested by group members and prepare
conclusions that will be presented to the full group after discussion group completed buzz. Then the secretary of each
group, were asked to report results before the open public discussion group.
1. Got a variety of information 2. Develop the ability to think
and communicate3. Increase involvement 4. Cultivate or strengthen
cooperation 5. Train express opinions
6. Can improve the confidence
PURPOSE OF BUZZ GROUP
C. CHARACTERISTICS of BUZZ GROUP 1. There are two chief is as a facilitator and moderator of them as well as the
leadership role for small group discussion.2. Involving a number of people who are divided into small groups consisting of 3-7 people.3. Time is limited, each small group should conduct discussions in accordance with a predetermined time. So when the time runs each group was ready with the results of the discussion of each.4. Have a specific goal to be achieved together, namely to solve a similar problem with inter-group cooperation.5. Held in less formal situations. This means that all group members or participants can hear each other and make eye contact and communicate with others.6. Discussion does not sequentially but performed with spontaneity. So it will sound like buzzes but persists in an orderly and systematic process.7. There is little discussion of the term and a big discussion or evaluation. Small discussion is a discussion among members of the group, while the big discussion is a discussion led by a facilitator where each spokesperson reported the results of their discussion and sharing occurs between groups.
Technical Execution.
•The seating is arranged such that the participants see each other.• The teacher introduces the subject matter in general. •The members of the discussion facilitator divides into 2 big group in the class every group have 15 person if all member in the class is 30.•Each group selected a spokesman who chairs the group and the rest as a member•The teacher divides the sub-sub at issue are different in each group and determine which ones will be discussed this problem. •Each group was given the same time to discuss the issues that will be its part and make conclusions.• When a big discussion of each spokes person will report the results of the discussion then expected to occur sharing between groups led by teacher•Once the spokesman reported the results•Teacher make small group•At the end disscussion each spoke person will report the result of the topic. And share in front of class.
BUZZ GROUP STAGES1. Determine the general subject matter that must be understood by all members and there is only one subject matter.2. Determine the subject matter of public order sub topic discussed in small groups able to focus and there is no overlap between the groups.3. Divide the members into small groups. Each group, its members and the expertise tailored to their respective fields.4. Determine the time provided for the same in each group to discuss the issues that must be addressed to the discussion in a big discussion.5. Each group discussed the problem and make conclusions.6. The results of the small group discussions presented in a large group discussion involving all small groups. The facilitator leads each small group leader to read the results of the discussion and requested the approval of all members of the big discussion
THREE-STEP INTERVIEW
Three-step interview is an effective way to encourage students to share their thinking, ask questions, and take notes. It works best with three students per group, but it can be modified for groups of four.
THREE-STEPS INTERVIEW PROCEDURE
• Students work in pairs. Individuals interview their partners by asking clarifying questions
• Student pairs reverse roles, repeating the interview process• Each pair then joins another pair to form groups of four. Students
introduce their pair partner and share what the partner had to say about the topic at hand.
VARIATION:
• Place students into groups of three.• Assign each student a letter and a role. Example: A = Interviewer, B
= Interviewee, C = Reporter.• Rotate roles after each interview.• Have students do a Round Robin and share the key information
they recorded when they were person ‘C’.
THE BENEFIT OF THREE STEPS INTERVIEW:
• Three-Step Interview creates simultaneous accountability.• Students share and apply different questioning strategies. • Over time, students can be introduced to different taxonomies of thinking to
extend their ability to use different levels of questioning and thinking.
The History of Think-Pair-Share method Teaching methods of type Think-Pair-Share was developed by
Frank Lyman and his friends at the University of Maryland who is able to change the assumption that the method recitation and the discussion needs to be organised in the setting of the group as a whole, and the procedures that a lot of time to think and respond and help each other. The teacher only estimate just complete a short presentation or read the students a task or situation that becomes a question mark now teachers want the students consider more what has been described and experienced.
The purpose of think-pair-share method are to help the students understand the concept of the topic, the students will develop the ability to consider and appreciate the different viewpoints of their peers and also to improve the quality of students contributions and generally increase willingness and readiness to speak in large group.
the implementation this method in the class are:
1. Pose the question to the class, giving students a few minutes to think about the question and devise individual response.
2. Ask students to pair with another students nearby.3. Ask students A to share his or her response with
student B, and then student B to share ideas with students A. Suggest that if the two students disagree, they clarify their positions so that they are ready to explain how and why they disagree. If useful, request that pairs create a joint response by building on each other’s ideas.
There are several variation and extensions in think-pair-share method:1. Export the think step by posing a question for
student to consider outside of class. When they return to class, ask students to pair and share their homework responses.
2. Give students time to write their responses down before pairing . This variation is called Write-Pair Share (Johnson & Smith, 1991; Lyman, 1981)
3. Ask each pair to share and compare their “paired” ideas with those of another pair before, or instead of, the whole class discussion: this variation called Think-Pair-Square (Lyman, 1981).
WHAT IS DEBATE ?According to Barkley, et al (2005: 126), critical debate is
a fairly complex Collaborative Learning Technique (CoLT) and thus requires ample preparation. Critical debate is discussion between people in which they express different opinions about somethings. Debate can increase motivation,enhnce research skills, promote critical thinking, and develop communication proficiency. The implementation of technique in the class is students devide two group of debater or more.
Who become personnel of debate ?
1. Moderator There’s one moderator who have to repeat speech and organize debate.2. Debater It can be two team or more . There are Pro & Cons from every time . every teams has :a) First speakerb) Second speakerc) Third speaker d) Or fourth speaker
3.Audience Audiences are able to give conclusion about argumentation from debater.
4.Adjudicator Giving value for every team which teams has the best team5.Time keeper Giving limited time for every speaker (2 minutes or more )
•tell about Motion (topic for debate)•Give Argumentation•rebuttle
adjudicator Moderator Time Keeper
Audience
Cons(negative) Pro(positive)
Expression for DebateGive opinion I feel that…. I think that…. My opinion is….Give Argumentation I agree because… I disagree because… I agree with … I absolutely agree with… I am sorry I disagree because …
the benefits of debate include:
Gaining broad, multi-faceted knowledge cutting across several disciplines outside the learner's normal academic subjects.
Increasing learners’ confidence, poise, and self-esteem. Providing an engaging, active, learner-centered activity. Improving rigorous higher order and critical thinking
skills. Enhancing the ability to structure and organize
thoughts.
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