Module 10

Module 10 is focused on managing cooperative activities.

After reading all the articles, watching all the videos, and searching all the suggested websites, create a page Module 10 in your portfolio, double click anywhere on the page, choose T to add text, and post the following on the page:

CREATE: a new or adapt an existing cooperative activity or project using some of the ideas you have learned so far in this module. Use the template below when creating your activity:

Activity/Lesson Name:

Grade level / Unit (if applicable):

Activity/Project Description:

• The purpose of this activity/project is to...

• This activity/project is effective for this lesson/unit because…

• Here are some steps to help you use this activity/project in your classroom:

Step 1:

Step 2:

Step 3:

See example for a model:

Lesson Name: What do I read?

Grade level/Unit: Grade 8, Unit 4

Activity description: Students in a small group will be given a short piece of biography, novella, science, fiction, poetry, or drama depending on themes they are learning. They will randomly choose one among them. Each small group might identify the genre, find another similar piece of passage, and present.

Lesson Purpose:

• to learn about different literature styles, genres

• to read and understand the passage written in English in the team.

This lesson is practical because it helps students to think, discuss and share perspectives on the literary genres they have learned. They will have a chance to deepen their understanding of prior learning and express their opinions about literature using English.

Step 1: Warm-up. Asking students: What book are you reading? What book have you read in the last three months? What reading impressed you emotionally? What reading inspired you?

Step 2: Presentation. A short presentation about different literary genres, examples of poetry. The video about the effect of reading and the importance of literacy.

Step 3: Practice. Asking students to recognize two of the video genres based on the learned information (from the presentation). Facilitation of the answers and short discussion.

Step 4: Application. Dividing students into four small groups and asking them to nominate facilitators. Sharing with the facilitators prepared in ahead lists with the Instruction about group work. Each instruction includes five quotes/passages/dialogs or pieces of classical poetry of the most famous literary works. Students need to recognize, describe the genre of the presented examples. When all groups finish their work, asking them to read and compare their answers with the whole class. Facilitators of four small groups need to facilitate discussion.

Step 5: Wrap – up. Short activity “Stop the Bus” (from module 7) to repeat learned phrases and words. Providing overall feedback thanking for collaboration in a shared goal and assigning homework.

REFLECT: Type in 1-2 paragraphs to reflect on Module 10 (350-500 words). You may use what you have created, shared, and applied in the previous tasks.

See example for a model:

Every time I plan the lesson, I think about how to make it interesting, exciting, and encouraging to learn more, especially among teenage-age students who have different interests and dynamic thinking. It is not easy to interest and encourages teenagers, but I see that debates, expressing their own opinions, and critiquing questions might be some of the best options to teach English among 8th and 9th-grade students. From this module, I learned how and why to use open-ended and closed questions, provide reason to their own opinion, and provide constructive opposite arguments. These can provide real-life skills. I learned how to involve students themselves in questions and topics development and discussion facilitation.

After learning about the differences between collaboration and cooperation, setting common goals, and developing a classroom community, I understand how essential projects are for encouraging language learners to try their knowledge, voice, and views. It is crucial because most language learners shy away from pronouncing their ideas, especially in a foreign language. Although they knew the answer, it might be forgotten, instead of repeating and practicing it.

Most of the activities presented in the Activity Bank might be successfully implemented in students' group projects. For example, the Domino Discover activity might help to listen to each student's voice and opinion. It enhances the chance of being involved for all students. After teaching this method, I could use it as the main structure of small group works. For example, every Unit of the National Educational curricula has a project unit. But students sometimes struggle to assign roles. Therefore, it is essential to teach students to be fair to each other. Also, in my opinion, it is necessary to combine two activities, Domino Discover and Peer review through (QPP). This might enhance student communication and collaboration and increase a sense of community, belonging. This might also increase students' confidence in turn purposeful practicing English.