Better learning through teamwork 合作学习培训心得体会 Cooperative Learning 郭 宁郭 宁

一、 Unforgettable training --- 外教专家的培训高质量、高效率 1 、严谨专业的外教 2 、培训内容生动、密集

A. 有效合作学习的 PIES 原则和阅读、写作、 听力、词汇教学中开展合作学习的策略。

Students work together, not against each other. There is individual accountability. (Teacher knows who is participating and level of mastery). Participation is equal among students. A large percentage of students are overtly interacting at the same time.

B. 在实践中体验了 Mix Pair Share 、 Hand Up ， Pair Up 、 Round Robin 、 Simultaneous Round Table 等活动形式

C. Cooperative Learning Structures: a.Simultaneous Round Table(You all write a response at the same time and pass the papers clockwise and add. Continue! b. Mix Pair Share: You found a partner and spoke for 30 seconds each c. Hand Up-Pair Up: You used this to find another pair and form a group of four d. Round Robin: You shared your partner’s answer with your new group.

D. Final Project: Structure+Content=Activity

3. 温馨的语言学习教室

相互依赖性 分享领导 共同分担责任 强调人物及团体 维护 直接教给社交技 能 教师观察与介入 小组评价 合作学习与传统学习小组的比较 无依赖性 指定一名领导者 只为自己承担责 任 只强调任务 不重视社交技能 教师忽视小组的 作 用 无小组评议 What is exactly cooperative learning?

B. Process and method aims: （传统） 1)Develop students’ speaking skill. 2) Guide students to find out the useful expressions and use them in some exercises. 3) Enable students to retell the characteristics of name and description of the extreme sports with the given words. 4) Get all of the students to join in the class activity enthusiastically by discussion in smaller groups.

B. Process and method aims: （合作学习） Students work in pairs and finish different tasks. Task 1: Understand the text and ask some questions according to the text in order to do a good job in the group competition later. Task 2: Find out and learn the useful expressions together. Task 3: Walk out the classroom and do some interviews with others in English, ask teachers or students what kinds of extreme sports they’ve tried or they would like to try and why. Task 4: Present other kinds of extreme sports with the picture that they collect before class. Task 5: Make a quick presentation according to the interviews, and present in the group.

一、通过培训，思考了研究合作学习的有 效性 1 、合作学习的意义 2 、合作学习理论依据： 3 、合作学习存在的问题

3 、合作学习存在的问题 : A ． 为了合作而 “ 合坐 ” 。 B ． 教师充当旁观者，缺乏有效的指导。 C ． 班级人数过多，不利于分组活动。

4 、解决问题的对策： A ． 处理好形式和目标的关系。 B ． 选择好可供学生合作学习的问题和切入点。 C ． 教师积极参与，掌握课堂合作学习的调控。 D ． 重视提高课前预习质量。

    4 4

Cut out, write and say    

Look and say     Kitty Sex (M/F)M Age Nationality School Interests Favourite food/drinks Favourite subjects Family members Pet

Kitty YouClassmate Sex (M/F)M Age Nationality School Interests Favourite food/drinks Favourite subjects Family members Pet Survey

    Read, write and say S1:What would Kitty like to know about her penfriend? S2:She’d like to know his _____. S1:What would you like to know about your penfriend? S2:I’d like to know his/her _____.

3.3. The shortcomings of group cooperative learning ： The cooperative learning also has some obvious negative points. 1) When the students’ English proficiency disparity is bigger in the group, good students harvest slightly. 2) Poor students might be hurt and discouraged to learn and speak more because of their not skillful English or cooperation.

3) Students might not be able to realize and point out the error during the group learning. 4) Cannot guarantee the students to use English only during discussion and cooperation. 5) Some of the students might be lack of communication and cooperation skills, it would drive the teaching plan out of control and effect further learning and practices.

Facing to the shortcomings mentioned above. Teachers have to learn more how to use group cooperative learning, pay more attention to the guidance of the group activities, giving equal chance to not only top students but also the medium and inferior ones for their expression of their own ideas and encouraging students to give help to each other in cooperative learning groups are needed.

Before the class, teachers have to introduce some cooperative skill s to the students, make them believe that they can work together well and finish the tasks. Students’ initiative to learn drives different results of the class. With continue practice, they may develop a particular group cooperative learning method, which is suitable for Chinese students and teachers’ own characters.