Strategies for Facilitating Group work during the OMP.

Goals of the OMP To Noticeably improve students

ability to communicate in English. To completed projects for the Worlds

Fair. To have a strong and functional

economy.

Projects and Groups Students will be grouped into two

homerooms that will work together on a single project.

The project must meet all the criteria laid out by the OMP committee.

Projects will reflect a theme tied to a region of the world that will be drawn by teachers on Friday.

Input on Accomplishing Language Goals Language must be comprehensible.

All students can speak and be understood. Language must be appropriate.

Language is on their level. Language usage must be redundant.

Language is repeated throughout their experience.

Language used must be accurate. Grammar and pronunciation to be corrected

when appropriate.

Stephan Krashen

Using Cooperative Groups Cooperative groups encourage students to

communicate and become comfortable engaging.

Students will automatically work on their level.

Students have the opportunity to repeat themselves and their teachers.

Peers and Facilitators have the opportunity to address mistakes and provide feedback.

Cooperative Strategies Each group needs

Ideas on Modeling Language Group Language and Goals Accountability Reasonable Tasks Appropriate time to complete tasks

Think-Pair-Share After asking a question, tell students

to think silently about their answers. Have the students pair up with a

partner and share their answers. The pairs will then share information

about the partner with the class.

Circle In/Circle Out Create two circles with the students. One inside and

one outside. Have student turn so a person from the outside circle

is facing a person from the inside circle. Have them then complete a question asking and

answering, paying attention to their partners answers. Reverse roles and repeat. As in Think-Pair-Share students should then share

their partners answers with the group. A final comprehension check ask other members of

the class to summarize an individuals response.

Jigsaw Each student is responsible for a part

of the overall project. Each student is essential to the

completion of the project. Students present their information to

each other in order to advance the project.

This is particularly effective for researching broad topics.

Visible Quiz Students are given color-coded cards with

A, B, C, D T, and F. A multiple choice or true false questions are

written on the board or projected with a beam for the students.

Teams collaborate on answers and are asked to present their answer by raising the card.

Teams should summarize their choices when prompted by the teacher.

Visible Quiz T for True F for False The Village provides clear and concise

directions on all projects. The Village curriculum is disorganized

and is unproductive. Everyone at the Village is flexible and

easy to work with. There is a Santa Claus.

Stand up and Share Teams are given a project, sample, or

explanation. Each person on the team contributes

to the final answer or solution. A team captain then stands and

shares the information with the group.

Number Heads Together Teams are given problems and solutions

with different parts. Each student must take one part of the problem (number) and solve the problem.

The team then discusses their individual solutions with other members of the group.

Teams finish by summarizing their problems and solutions to the group.

Stir-the-Class Students are assigned to teams to work on

problems. As with numbered heads each group is given part of a problem to solve.

One person from a group will then travel to a different group to find out their solutions and summations.

One person from the group can also be asked to find parts of the solution they need from a neighboring group.

Talking Chips Students are assigned a talking chips. Students must spend a chip each time

they take a turn in the group. All students must use their chips by

the end of the activity.

Interview Two students are paired together with

interview forms. One student asks and write the answers

from the other student. They reverse roles and repeat. Information is then shared with the class. Interviews can include asking students who

have researched a topic to summarize their research for use in the final project.

Sample Questions Stems What is the main idea of...? What if...? How does...affect...? What is a new example of...? Explain why...? Explain how...? How does this relate to what I've learned before? What conclusions can I draw about...? What is the difference between... and...? How are...and...similar? How would I use...to...? What are the strengths and weaknesses of...? What is the best...and why?

Sample Sentence Stems It is about… I think/We think I don’t… I like… It is different because.. It is the same because… It is the best because… This is better than that An example is… I learned before…and now I think… I understand…

Final Thoughts Questions Comments Etc.