المحاضرة الرابعة التعلم التعاوني

عرض تقديمي عن الموضوع: "المحاضرة الرابعة التعلم التعاوني"— نسخة العرض التّقديمي:

1 المحاضرة الرابعة التعلم التعاوني
15 ربيع الأول 1429 هـ

2 مقدمة التعليم التعاوني Cooperative Education
التدريس التعاوني Cooperative Teaching ماهو التدريس التعاوني؟ لماذا التعاون يزيد من التحصيل والدافعية للتعلم. لماذا تنجح الأعمال الجماعية أكثر من الفردية؟ ماهي خصائص الشخصية السوية؟ كيف يتعامل الأقران من أجل التعلم؟

3 ماهو التدريس التعاوني العمل كمجموعة. التعلم من الأقران. حجم المجموعات.
إيجاد جو التنافس. الإعداد الجيد. المعلم موجه.

4 لماذا التدريس التعاوني؟
البعد الاسلامي الدعوة للتعاون. التعاون على الخير. حب الاجتماع ونبذ التفرق. حب الجماعة ونبذ الفردية.

5 لماذا التدريس التعاوني؟
البعد الواقعي يستمتع ويتعلم التلاميذ من أقرانهم أكثر منه من معلمهم!. التعاون يؤدي إلى زيادة التعلم. التنافس هو السر الخفي وراء الحافز للتعلم.

6 لماذا التدريس التعاوني؟
البعد النفسي يرى بياجيه أن: النضج والتجارب النشطة والتقبل الاجتماعي والانضباط الشخصي... وسائل فائقة للنمو العقلي. طرد الشعور بالوحدة والعزلة الاجتماعية.

7 لماذا التدريس التعاوني؟
البعد الاجتماعي تنمية الشخصية الاجتماعية الفاعلة. احترام الرأي الآخر. التعارف بين التلاميذ. تنمية العمل الجماعي ومحبة العمل مع الآخرين. العلاقات الاجتماعية. وسائل فائقة للنمو العقلي.

8 تنظيم التدريس التعاوني
تنظيم المجموعات. المجموعات الفاعلة. تنظيم التفاعل بين التلاميذ. التفاعل اللفظي والتفاعل العملي. مهارات جمع المعلومات تلخيص العمل.

9 حجم المجموعات المجموعات الكبيرة المجموعات الصغيرة. الأزواج.
المجموعات الدائمة. المجموعات المتغيرة. المجموعات المشكلة.

10 بناء العمل التعاوني الأسئلة الخمسة: 1- ماذا أعرف؟
2- ماذا أريد أن أعرف؟ 3- كيف سأتعلم، وكيف سأعمل مع الآخرين؟ 4- ماذا تعلمت؟ 5- كيف تعاونت، وماذا تعلمت مع الآخرين؟

11 مهارات التدريس التعاوني
مهارات التحرك. مهارات الجلوس. مهارات التحدث بصوت منخفض. مهارات المشاركة والتعريف بالاهتمامات. مهارات الإيجابية نحو الآخرين. مهارات تعليم إشارات السكوت. مهارات الأسئلة العميقة. مهارات استنباط العلاقات بين الأشياء. مهارات معارضة الأفكار لا الاشخاص. مهارات توسيع الأفكار. مهارات دمج الأفكار. ؟

12 أدوار المعلم في التدريس
التعاوني الإعداد الجيد قبل الدرس. تخطيط الدرس. جدولة العمل. إعداد الأدوات. إعداد البيئة. توزيع المجموعات. تقديم الدرس. متابعة عمل المجموعات. المراجعة الدائمة وإعطاء التعليمات. التحرك بين المجموعات. مناقشة المجموعات. تقويم عمل المجموعات والدرس. غلق الدرس.

13 تحليل التدريس التعاوني
حديث المعلم لكل الفصل. حديث المعلم لكل مجموعة. مناقشة المعلم لكل مجموعة. حديث كل تلميذ مع المعلم. حديث التلميذ مع المجموعة. حديث التلميذ مع التلميذ. الصمت. الفوضى.

14 Using “The Fishbowl” to share experiences
Discussion activity suitable for large groups Allows the whole group to participate in one conversation and share, listen to, and critique viewpoints and experiences Eliminates reporting back Leading Academic Development, Adele Graham (02/08) Leading Academic Development, o2/o8, Adele Graham

15 Fishbowl instructions
Four volunteers to start the discussion “Academic Development in Saudi Arabia” (notes as prompts) Participants who are outside the fishbowl may want to contribute their experiences/views to the conversation or ask a question. They can do so by taking up the empty chair When the empty chair becomes occupied, someone already in the fishbowl must leave If you are inside the fishbowl and want to leave, you can do so by tapping-in someone outside the fishbowl to take your place CAD staff who have a question can take up the empty-chair but leave when it is addressed. No- one leaves if CAD joins. If you do not join the fishbowl, be ready to provide a summary of the discussion Leading Academic Development, o2/o8, Adele Graham Leading Academic Development, Adele Graham (02/08)

16 Leading Academic Development, Adele Graham (02/08)
Questions about What you have just heard “The Fishbowl” activity Leading Academic Development, Adele Graham (02/08)

17 Leading Academic Development, 02/08/Graham
Co-operative Learning in Action Sharing Learning about CAD’s Introduction to University Teaching & Learning Programme Leading Academic Development, 02/08/Graham

18 Using the Jigsaw method …
You self-selected into “expert groups” Expert groups were given a learning task which involved participating in different workshops Expert groups now work together ( ) New groups will be formed and experts will teach each other what they learned ( ) There will be some check to see if the intended learning outcomes were achieved ( )

19 Expert groups: Sharing information
Question by question Compare your responses, agree on salient points and examples Plan your strategy for teaching your colleagues who attended other classes (15 mins teaching including questions) Your data In relation to the topic, what might a new teacher (i) know and (ii) be able to do from attending this workshop? What teaching methods and activities did the academic developer use? How would you describe the relationship between the academic developer and the participants? Anything else that “strikes” you?

20 Teaching others Form into new groups to teach each other what you learned in the workshop and discussed in your expert group Follow this schedule … (15 minutes) … (15 minutes) Teacher is the time keeper If you finish in less than15 minutes, wait until you are given the signal to move onto the next topic

21 Learning check About the content
Any “lessons” about preparing, supporting and working with new staff? Your questions Anything still unanswered?

22 A Close-Up Look at Co-operative Learning and the Jigsaw Method
Leading Academic Development, 02/08/Graham

23 Co-operative learning
Five elements: Clearly perceived positive interdependence (sink or swim together) Individual accountability Face-to-face interaction Individual and small group skills Group processing Students advance their own and each others’ learning

24 Potential outcomes… Academic benefits Skills for employment & life
Increased academic achievement More academic discussion outside of the classroom Longer information retention Better higher level reasoning Better understanding of alternative viewpoints Improved critical thinking Higher motivation Skills for employment & life Improved social & communication skills Better teamwork skills Leadership practise Independent learning skills

25 Jigsaw is a Co-operative Learning Method.
The class is divided into groups Groups are given different learning tasks and plan what needs to be done to complete the task Work is done either in or out of class New groups are formed and group members teach each other what they have learned Some check is put in place to ensure accurate understanding Read Ledlow’s article for more detail

26 Using Jigsaw, Example 1 Short course: 10 Activities to Get Students to Talk in Class Intended learning outcomes Participants learn how to use the Jigsaw in their own classes Participants learn different ways to get students to ask and answer questions Time frame: About 45 minutes

27 Jigsaw, Example 1 Step 1: Form expert groups
1. Remember the number you are given 2. Form groups with other participants who have the same number as you v 3333 2222 1111

28 Jigsaw, Example 1 Step 2: Introductions and preparation
1111 If you have not already met, take turns to introduce yourself to your group Read the activity you have been given In the next 10 minutes Make sure you each understand the activity/activities that have been described Decide whether you think it would be useful to use with students at your College Come up with any suggestions for improvement 2222 3333

29 Jigsaw, Example 1 Step 3: Learning from each other
Form into new groups (diagram) Drawing on the discussion within your last group, take turns to: Explain your activity to your new group Give your previous group’s opinion on (i) its usefulness (ii) suggestions for improvement (5 mins with questions… Adele is the timekeeper) Follow this order (i) Group 1 (ii) Group 2 (iii) Group 3 123 123 123 123

30 Jigsaw, Example 1 Step 4: Check on learning
Five “volunteers” to finish any one of these stems… The activity that would be most useful to me… Something I have been thinking about in relation to the way I typically ask questions… I don’t think [activity] would work with my class because…. The most important learning I got from this exercise is….

31 Using Jigsaw, Example 2 Introduction to University Teaching 1 (New staff) Intended learning outcomes: Participants learn about campus services and resources Participants learn how to use the Jigsaw in their own classes Time frame: Several hours, across two classes

32 Class One, Monday … following a seminar on the Jigsaw Method

33 Jigsaw, Example 2 Finding out about…
Student Affairs Office, particularly Student Counselling Services and Complementary Studies Programmes PolyU resources and services that aim to develop students’ learning skills (EDC, ELC, Library) Services for improving students’ English skills (ELC and ENGL) Opportunities for improving your teaching skills (EDC) There are other important resources/services to find out for yourself

34 Jigsaw, Example 2 Step 1: Form expert groups
Form groups with other students who have a task sheet that is the same colour as yours. No more than 6 in a group.

35 Introduce yourselves if you have not already met
Jigsaw, Example 2 Step 2: Introduce yourselves if you have not already met Read your task sheet and agree with your group members about: What needs to be done Who will do it Ask Adele or Wincy for help if you need it

36 Student Affairs Office:
1. Your task as a small group is to find out as much as you can about Student Counselling Services offered by SAO The Complementary Studies Programme 2. As a group, you need to now plan how you will collect the information and who will do what (e.g., WWW search, phone or visit for information, talk to experienced colleagues or? or? or?) Bring along your information tomorrow because you will need to synthesise it, then share it with other participants who are working on different services. Ask Wincy or Adele if you don’t know where to start

37 PolyU resources for developing students’ learning skills
1. Your task as a small group is to find out as much as you can about what resources are available across campus to help students learn to learn prevent student plagiarism improve students information literacy skills 2. As a group, you need to now plan how you will collect the information and who will do what (e.g., WWW search, phone or visit for information, talk to experienced colleagues or? or? or?) Bring along your information tomorrow because you will need to synthesise it, then share it with other participants who are working on different services. Ask Wincy or Adele if you don’t know where to start

38 Service for improving English skills
Your task as a small group is to find out as much as you can about what help is available to students to help them improve their written and spoken English. As a group, you need to now plan how you will collect the information and who will do what (e.g., WWW search, phone or visit for information, talk to experienced colleagues or? or? or?) Bring along your information tomorrow because you will need to synthesise it, then share it with other participants who are working on different services. Ask Wincy or Adele if you don’t know where to start

39 Opportunities for developing your teaching skills
Your task as a small group is to find out as much as you can about what help is available to develop/enhance your teaching skills and knowledge. As a group, you need to now plan how you will collect the information and who will do what (e.g., WWW search, phone or visit for information, talk to experienced colleagues or? or? or?) Bring along your information tomorrow because you will need to synthesise it, then share it with other participants who are working on different services. Ask Wincy or Adele if you don’t know where to start

40 Jigsaw, Example 2 gentle Reminder
We start at 1pm tomorrow! (to give you time to do your homework in the morning!) Be on time. Your group needs you to complete the task. Bring your information

41 Process and Content Our aim is to immerse you in an “active classroom” (theory in practise) We are using the Jigsaw Method (a Co-operative Learning Activity) to learn about resources and services that support student learning and your teaching

42 Jigsaw, Example 2 Reviewing the “Jigsaw” using a “Round”..
Since we started on this TLA (teaching and learning activity), what skills have been required of you?

43 Divide class into groups Groups plan what needs to be done
Jigsaw, Example 2 Steps… Divide class into groups Groups plan what needs to be done Out of class work and coming up Share and organise information in your ‘expert’ groups Share information with others in the class

44 Jigsaw, Example 2 Step 4: Sharing and synthesising your research
Share with your expert group what you have learned from your overnight research Plan and prepare an A3 Poster (photocopies for each group member will be made) that captures your learning (1hr 15mins) (LATER, each group member will present their research/poster to another group)

45 Jigsaw, Example 2 Reviewing the “Jigsaw” so far…
A question I have …. Something that bothers me … A skill that was demanded in Step 4…

46 Jigsaw, Example 2 Step 5: Teaching others
Form into new groups to teach each other what you learned in your expert group Follow this schedule … (0-15) …. (15-30) Teacher is the time keeper … (30-45) …. (45-60) If you finish in less than15 minutes, wait until you are given the signal to move onto the next topic

47 Jigsaw, Example 2 Reviewing the “Jigsaw”
Reactions to Step 5?

48 Jigsaw, Example 2 Step 7: Learning check
Instructions: Step 1: By yourself, complete the test (there may be more than one correct answer for each question) (about 5 minutes) Step 2: Reassemble into your “expert” team, appoint a “recorder”, and compare your answers Step 3: The recorder places the team’s answers on the whiteboard once agreement is reached. Step 4: The recorder will be advised if there is an incorrect answer. In this case, teams must renegotiate answers. Resource documents can be used in second and successive attempts to “pass” the test.

49 Jigsaw, Example 2 Step 7: alternative Learning check
About the content The most important thing you have learned about services and resources? About the process Might you use it in your own classes? If so, what topic and how might you adapt it?

50 About YOUR Experience and Thoughts
Would you use the Jigsaw in the work that you do? Would it be suitable for your teachers to use with their students?