2. Teaching Scenario P.5 Class (Ability: Average) Reading motivation is low. No interest in content of reader (i.e. wolves and bears) Unfamiliar text type (informational report) Ability to search for information is inadequate. Students have no confidence in writing something they have never written before. When working in groups: student participation and involvement is erratic.
10. Examples How I have applied the Cooperative Learning Approach to my own teaching
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12. Students had to work in groups to find as much information as they could about wolves and bears during their recesses.Bears need to eat a lot of food so that they can get fat. They can eat almost 40 pounds (18 kg) of food everyday. Positive Interdependence
30. Group 3 P.18 - 20 Group 4 P.23 - 24 Group 5 P.25 - 27 Group 2 P.16-17 Group 7 P.30 - 32 Group 1 P.13 - 14 Group 6 P.28 - 29 Group 8 P.33 - 34
31. RetellingStudents have to retell the major events that happened in their assigned pages. Individual Accountability
32. Use different coloured pensI made sure my students knew WHY I was asking them to use different pens. Individual Accountability I used this technique in P.6 as well.
33. Use different coloured pensI made sure my students knew WHY I was asking them to use different pens. Individual Accountability
34. Project Work The next step in the “Wolves and Bears” Unit is a Process Writing Project where the students have to write a report on an animal of their choosing. Groups will be able to choose their animal, do research, illustrate, make drafts and their report will be “published”. In the end, groups will be able to reflect on the effectiveness of their group and even give marks to their classmates for “helpfulness”. Group Processing