Chien-Hui Hung (Kate)

Kuei-Wen Chung (Shirley)Yu-Tung Lai (Carol)

Fang-Yi Chen (Vivian)

Wan-Chen Su (Jen)

Shirley Chung

Different terms of collaborative learning: cooperative learning, student team learning, group investigation

Group Learning Approaches (Stahl, 1994)

(Bloomington,1998)

Collaborative learning is “a pedagogical style that emphasizes cooperative efforts among students, faculty and administrators”.(Whipple, 1987)

Kate Hung

You are shopping alone. All of a sudden, one strange person pinches your butt. What pops into your head first?

How “Weird” Could you Be?

A.

GOD~ It’s so disgusting!!!

B.

I am gonna shout at him!!!

C.

HEY!! He’s gone too far~

D.

I am gonna question him about this!!!

You are shopping alone. All of a sudden, one strange person pinches your butt. What pops into your head first?

How “Weird”Could You Be?

A. GOD~ It’s so disgusting!

B. I am gonna shout at him!!!

C.HEY!! He’s gone too far~ D. I am gonna question him about this!

An extremely happy daydreamer.

A peculiarly independent control freak.

An incorrigible stubborn optimist.

An alien living in its own world.

REALLY works?

CONS

1. Improve the quantity of language use.

2. Improve the quality of language use.

5. Develop social skills.

1. Improve the quantity of language use.

4. Enhance the ownership of what is learned.

3. Increase learners’ motivation

1. Negotiated interaction is not guaranteed.

2. May not involve every individual.

3. Increase burden on teachers.

4. More time-consuming.

5. Demand more efforts in classroom management.

PROS

REALLY works?

CONS

1. Improve the quantity of language use.

7. Provide a supportive learning environment.

10. Promote attitudes and relationships.

6. Elevate thinking skills.

9. Help achieve the goal of “Learning to learn.”

8. Makes assessment less threatening.

6. May lead to frustration and resentment.

7. Cause complaints among peers.

8. Not take care of diverse learning styles.

9. Hard to find the best way to group learners.

10. Hard to achieve fair evaluation.

PROS

Introduction

Pros and Cons of Group Work

Diverse Work Styles in Task Design

Application of Accommodating Diverse Work Styles in Task Design

Issues of Grouping

Issues and Solutions of Assessment

Conclusion

Vivian Chen

Give yourself 1 point if you AGREED with the following survey items and 0 point if you DISAGREED.Add the points under each heading.The greatest total indicates the way you usually prefer to work in class.

2 4

6 8

19

22 2

4

5 7

10 1

2 1

5 1

8 2

1

1 3

9 1

1 1

7 2

3 2

5

Survey items

Total:

Total:

Total:

Independently With a partner With a group

Comparison of Analytic and Relational Learning Styl

es (Adapted from Anderson, Cohen, Ramirez a

nd Castaneda, Witkin and Moore)

Learning Styles

Characteristics

Analytic Learning

Style

Left-brain Learners

Relational Learning

Style

Right-brain Learners

Perception and

Information

Processing

Linear, verbal,

reflective thinkers

Dislikes excessive input

Better at abstractand mathematical

learning materials

Holistic, emotional,

impulsive thinkers

Prefers rich, varied input

Better at concreteand visual material

Comparison of Analytic and Relational

Learning Styles

Learning Styles

Characteristics

Analytic Learning

Style

Left-brain Learners

Relational Learning

Style

Right-brain Learners

Learning Strengths

More easily learns material

that is abstract, impersonal, and

practical

More easily learns materialwith a human, social content

Likes to work independently

or with a partner

Likes to work with

others

Prefers predictable

routinesand familiar

activities

Prefers variation and

creativityIn activities

Comparison of Analytic and Relational

Learning Styles

Learning Styles

Characteristics

Analytic Learning Style

Left-brain Learners

Relational Learning Style

Right-brain Learners

Interpersonal

Relations

Self-esteem is less dependent

upon the opinion of

peers

Learning performanceIs improved if group or

authority figure offers

praise and support

Task-oriented

Inattentive to subtle

emotionalcues in

interpersonal interaction

Sensitive to verbal and

nonverbal cues in

interpersonal interactions

Socially oriented

Jen Su

Students’ learning styles (analytical or relational) influence his/her preferences for academic task completion.

Peer collaboration is far more than a creative seating arrangement. Preparation and guidance are key elements. Not

only this.

To support collaborators with diverse work styles, teachers must consider task types and design carefully.

Kinsella, K. and Sherak, K. (1998). Designing ESL Classroom Collaboration to Accommodate Diverse Work Styles.

In your group, rank the following activities from the best designed one to the least appropriate group work.

Headlines Distribute different newspaper articles to each group and have them first read the article and then come up with a headline. Group presentation includes summarizing the article and explaining the headline. First Day in a Foreign Country Brainstorm with your group what troubles you may encounter when arriving at a foreign country on the first day.

1.________________

2.________________

3.________________

4.________________

Practice with the articles As a pair, complete the story by filling in the blanks with the correct article (the/a/an).

Panel presentations Divide the class. Assign each group a section of the text. They then decide how they, as a group, will present the ideas to the class.

When ranking, take the two learning styles (analytical and relational learners) into consideration.

HeadlinesDistribute different newspaper articles to each group and have them first read the article and then come up with a headline. Group presentation includes summarizing the article and explaining the headline.

We enjoy working closely with classmates to achieve a common goal and approaching assignments with a global perspective. This activity requires the use of varied input and creative brainstorming and problem-solving skills.

I’m good at tasks demanding analysis

and attention to detail. I like

activities which are more factual or

practical in nature. This activity requires

the use of detail-oriented

verbal/analytical skills and a specific

final product.

First Day in a Foreign CountryBrainstorm with your group what troubles you may encounter when arriving at a foreign country on the first day.

I like objective, abstract and impersonal curricula. I don’t see any academic value in this kind of unstructured

activity which primarily draw upon classmates’ relevant experiences and personal reactions and don’t feel

comfortable talking about my personal experiences.

I enjoy sharing perspectives and hearing from my peers. And I like this sort of free-form and personal interactive task

that invites multiple responses and builds collective knowledge.

I feel comfortable when asked to focus

on a serious academic pursuit.

This task has expected outcome

and each group needs to present the

ideas well to the class. I like the

feeling of competition.

In this reading task, no classmates are asked to share experiences

and thoughts.I am less comfortable with small group tasks

that require systematic analysis

and linear organization. I don’t like vague directions for task completion.

Panel presentations Divide the class. Assign each group a section of the text. They then decide how they, as a group, will present the ideas to the class in the best way.

Being forced to complete it in collaboration annoys me. I

value less distracting and solitary task completion. This task can actually be done by students working

alone or at home.

I don’t like tasks that only requires independent

objective analysis and a single best answer. This activity does not really lend itself to multiple

perspectives and negotiation of meaning.

Practice with the articlesAs a pair, complete the story by filling in the blanks with the correct article (the/a/an).

In your group, rank the following activities from the best designed one to the least appropriate group work.

Headlines Distribute different newspaper articles to each group and have them first read the article and then come up with a headline. Group presentation includes summarizing the article and explaining the headline. First Day in a Foreign Country Brainstorm with your group what troubles you may encounter when arriving at a foreign country on the first day.

1.________________

2.________________

3.________________

4.________________

Practice with the articles As a pair, complete the story by filling in the blanks with the correct article (the/a/an).

Panel presentations Divide the class. Assign each group a section of the text. They then decide how they, as a group, will present the ideas to the class.

When ranking, take the two learning styles (analytical and relational learners) into consideration.

Individual

Analytic and relational learners have the same intellectual capacity. They only process and use materials in different ways.

Individual learning and working styles are not entirely innate or unalterable, but they are ingrained and affirmed by years of conventional classroom roles and norms. So, learner flexibility can be cultivated.Our classes do not comprise only two types of learners.

Kate Hung

♣ Challenges

♣ Self-esteem

♣ Performance

♣ Tasks at hand

♣ Harmony

♣ Individuals

♣ Interaction/Collaboration

Appropriate grouping

OOOOOOO

XXXXXXX

Inappropriate grouping

♣ ability

♣ mixed ability

♣ interest

♣ needs

♣ student choice

♣ ethnicity

♣ mixed ethnicity

♣ random

Grouping Strategies

Environment: ESLCourse: PracticumGrade: UndergraduateLevel: Intermediate to AdvancedNumber: 20Task: Course design

Environment: EFLCourse: EnglishGrade: 11th gradeLevel: Low-intermediate to advancedNumber: 40Task: novel reading and presentation

♠ Comment the ways of grouping

♠ Decide one best way

♠ Rationale

♣ Mixed-ability group vs. ability group

♣ Each group member is responsible for equal amount of work.

♣ How to deal with those who do not contribute?

Carol Lai

BIG PROBLEMBIG PROBLEM

Think Critically

Unfairness in Assessing Individual

within the Group

Possible Possible SolutionsSolutions

Checklist

  Always   Often  Sometimes  Never 

Work Habits

· accepts helps        

· helps resolve conflicts        

· is respectful of other's ideas

       

· cooperates with group members

       

· works diligently        

· is ready to work        

· completes assigned duties

       

· stays on task        

Name _______________ Activity ______________Topic _______________ Date ________________

What do you like/dislike about this checklist

Anything needs to be added to the list?

Checklist1

Students rate their teammates and themselves

Peer Ratings

2

Checklist

1

Teachers and students use checklist for evaluation

Sub-tasks

4

Each student fulfils a particular role within the group

Portfolio

3

Students keep a record of his/her own task regularly

Portfolios

Peer Ratings

Checklist

Sub-tasks

Advantages &

Drawbacks

Any Other Solutions?

Use it or Not?

Shirley Chung

Design multi-faceted activities for students with different work styles (Kinsella & Sherak)

Group students with appropriate and various methods based on the requirement of tasks.

Evaluate students with diverse tools and take individual performance into consideration

(Di & Lee, 2000)

Chien-Hui Hung

(Kate)

Kuei-Wen Chung (Shirley)

Yu-Tung Lai (Carol)Fang-Y

i Chen

(Vivian)

Wan-Chen Su

(Jen)