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Where Cooperative Learning Works: Increasing Classroom Interaction & Integrating Skills

Where Cooperative Learning Works: Increasing Classroom Interaction & Integrating Skills | Group work and interaction in language learning classrooms | Scoop.it
This video shows how to use cooperative learning in an ESL or EFL class to increase classroom interaction, foster learner autonomy, and improve students’ social communication and teamwork skills.
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Group work and interaction in language learning classrooms
Interesting tidbits on interaction and small group learning in the second language classroom
Curated by Phil Chappell
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Educational Leadership:Talking and Listening:Speaking Volumes

Educational Leadership:Talking and Listening:Speaking Volumes | Group work and interaction in language learning classrooms | Scoop.it
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner.
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This is an excellent article on quality and quantity of classroom talk that promotes thinking and learning. Nicely written with some good, practical guidelines for teachers. Applicable to L2 contexts.

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Group Work in the English Language Curriculum

Group Work in the English Language Curriculum | Group work and interaction in language learning classrooms | Scoop.it
This is a page for the book Group Work in the English Language Curriculum: Sociocultural and...
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A Facebook page for my new book.

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The role of group dynamics in foreign language learning and teaching Zoltan Dornyei and Angi Malderez

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Some great questions here:

 

What does, in fact, go on between people in a classroom?

- How does this affect the learning process?

- Will an understanding of the 'between people' factors provide clues

to why some of our groups are easy and comfortable to work with

and others more difficult?

- What can we, as teachers, do to influence positively what goes on

between people in a classroom?

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Engaging English Language Learners in Academic Conversations

In this new series, created in partnership with Oakland Unified School District, we visit three classrooms where ELLs are engaged in academic conversations.
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In this new series, created in partnership with Oakland Unified School District, we delve into three classrooms where English Language Learners (ELLs) are engaged in academic conversations. From talk moves to participation protocols, these teachers share clear structures that encourage students to talk and learn from each other.

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Redesign Your Classroom to enhance interaction and learning

Redesign Your Classroom to enhance interaction and learning | Group work and interaction in language learning classrooms | Scoop.it
David Bill, who's spent the past three years helping teachers redesign classroom spaces, offers eight tips and tricks to remake your room.
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Are You Sure You Don’t Have Any Questions? Dialogic Teaching As A Way To Promote Students’ Questions

Are You Sure You Don’t Have Any Questions? Dialogic Teaching As A Way To Promote Students’ Questions

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A nice short paper on promoting dialogic teaching in the EFL classroom: here, a classroom in Syria. Some of the data analysis could be re-interpreted in other ways, but the dialogic spirit is there!

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Second Language Teacher Contributions to Student Classroom ...

Second Language Teacher Contributions to Student Classroom ... | Group work and interaction in language learning classrooms | Scoop.it
Studies into Asian student classroom participation patterns in the second language classroom have been pervasive in various contexts. According to .... I always actively speaking and giving idea in group discussion.
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A study on teacher talk and student participation from the students' perspectives. Indonesian context. 

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My Students Don't Know How to Have a Conversation

My Students Don't Know How to Have a Conversation | Group work and interaction in language learning classrooms | Scoop.it
"Students’ reliance on screens for communication is detracting—and distracting—from their engagement in real-time talk." (My Students Don't Know How to Have a Conversation - The Atlantic http://t.co/JTDj4voTdx...
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If this is true in general, what issue does it present for ELL's? And what does it say about using devices in class as learning tools, and as accessories? Hmm.

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Healing Classrooms (5.1) - Effective Group Work - YouTube

Healing Classrooms Video 5.1 demonstrates how to use prepared, organized and purposeful group work with clear roles and responsibilities for each group membe...
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Short, sharp and succinct. Great for new teachers.
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Dynamic assessment in the interactive second language classroom

I've been interested in the topic of dynamic assessment (DA) for some time, and at the same time have been curious as to why it hasn't had much attention in the TESOL literature, apart from perhaps...
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Dialogic Pedagogy - Better than Best Practice - Developing Teaching and Learning through Dialogue - Dialogic Pedagogy

Dialogic Pedagogy - Better than Best Practice - Developing Teaching and Learning through Dialogue - Dialogic Pedagogy | Group work and interaction in language learning classrooms | Scoop.it
Please take a look around to learn more about the book and our thinking about teaching practice, dialogic pedagogy and teacher professional learning.
Phil Chappell's insight:

This book and the website look like very good resources for teachers interested in the nitty gritty of the classroom and the talk that makes or breaks learning.

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blabloo's curator insight, February 21, 3:42 AM

Looks very interesting!

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Promoting Structured Classroom Discussion | Class Teaching

Promoting Structured Classroom Discussion | Class Teaching | Group work and interaction in language learning classrooms | Scoop.it
The 15 Minute Forum tonight was led by Andy Tharby. Andy was sharing a technique that he uses a great deal to promote a structured classroom dialogue and discussion. It involves students thinking about and then justifying ...
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Some very good, practical ideas here for supporting and mediating discussions in class. Lots can be applied to the language classroom.

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MultiBrief: Grouping students: Heterogeneous, homogeneous and random structures

MultiBrief: Grouping students: Heterogeneous, homogeneous and random structures | Group work and interaction in language learning classrooms | Scoop.it
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Interaction in the Second Language Curriculum

Interaction in the Second Language Curriculum | Group work and interaction in language learning classrooms | Scoop.it

Group Work in the English Language Curriculum: Sociocultural and Ecological Perspectives on Second Language Classroom Learning 

 

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Theoretical framework for later chapters of the book: Group Work in the English Language Curriculum: Sociocultural and Ecological Perspectives on Second Language Classroom Learning

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Teaching the Talk, Not the Text

Teaching the Talk, Not the Text | Group work and interaction in language learning classrooms | Scoop.it
Access to this resource has been provided by the National Council of Teachers of English, an NCLE Stakeholder Organization.
Phil Chappell's insight:

This is a wonderful study with practical outcomes and applications for second language teaching. It would be especially useful for academic-oriented language courses, though for general English, it is also suitable (see my article here for an example http://eltj.oxfordjournals.org/content/68/1/1.full.html?etoc  and chapter 4 of my book for more http://www.palgrave.com/page/detail/group-work-in-the-english-language-curriculum-philip-chappell/?k=9781137008770 

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Teacher's action zone in facilitating group dynamics (in the language classroom)

Teacher's action zone in facilitating group dynamics (in the language classroom)

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The author writes: Classroom management is one of many aspects of teaching practice that the teacher should deal with. Successful teachers are able to focus students’ efforts towards common goals and encourage group members to work as a team. However, in order to become an effective facilitator and leader, the teacher needs to be aware of different styles of group leadership. Because of that, leadership training for teachers should encompass not only the various functions but also features of different leadership styles. A group-conscious “teacher-facilitator” relies on the group’s own resources and in that way s/he promotes autonomous learning among the learners. In other words, becoming more aware of what effective leadership is, the teacher can lead the group in a more effective way. 

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Kids Speak Out on Student Engagement

Kids Speak Out on Student Engagement | Group work and interaction in language learning classrooms | Scoop.it
Blogger and English teacher Heather Wolpert-Gawron asked her eighth grade students what they find most engaging in the classroom.
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Succinct statements from the students' mouths. Lots of interaction to foster engagement demanded!

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Does Group Work ... Work?

Does Group Work ... Work? | Group work and interaction in language learning classrooms | Scoop.it
Teachers may have students sitting in cooperative groups but those students spend most of their time doing individual work. Does group work...work?
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A timely reminder that just because students are seated in groups they're not necessarily doing group work.

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Questioning Techniques to Engage Students in Critical Thinking

Questioning Techniques to Engage Students in Critical Thinking | Group work and interaction in language learning classrooms | Scoop.it
One of the most challenging tasks for language teachers when working with English language learners is to engage students in critical thinking and encourage them to ask questions that go beyond factual information.
Phil Chappell's insight:

This is a good short summary of the basis for using questions to promote thinking, BUT in my experience we need to go further than just saying to "use who what why" questions to looking at how the questions are used in stretches of classroom discourse. Teachers need to manage the discourse of the classroom and it's much more than single interrogatives, or worse, rapid-fire interrogatives.

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Rethinking Pedagogical Practice and Educational Media Development - 2009 NMC Summer Conference Proceedings

Rethinking Pedagogical Practice and Educational Media Development - 2009 NMC Summer Conference Proceedings | Group work and interaction in language learning classrooms | Scoop.it
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Media Wheel: student learning experience in the centre, core learning activities arranged by media type surround core. Interesting way to think about interaction.

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Learning with 'e's: Mobile learning and blended interaction

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Some interesting thoughts on expanding the notion of interaction using mobile devices.
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Arranging Classroom Furniture: An Unobtrusive Glimpse into How ...

Arranging Classroom Furniture: An Unobtrusive Glimpse into How ... | Group work and interaction in language learning classrooms | Scoop.it
The third photo is of an elementary classroom that is chock-full of materials and children working on different activities with adults sitting on the rug and chair working with individual pupils. And the final photo is one of ...
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Video: Teaching/Learning, ZPD, Scaffolding

This video gives an overview of scaffolding in teaching reading.
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Instructive video on the teaching/learning dialectic, zone of proximal development and scaffolding. Also references an excellent schematic for scaffolding in the ZPD for reading instruction https://dl.dropboxusercontent.com/u/2228975/%7EClips/Scaffolding_Reading.pdf

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The Teaching-Learning Synergy

The Teaching-Learning Synergy | Group work and interaction in language learning classrooms | Scoop.it
This weekend I saw a diagram with visual representations of teacher-centered instruction juxtaposed to graphics illustrating learner-centered approaches. I heard myself telling someone that I used to think of them as separate, and I still see value in understanding the differences between them. But thinking about them dichotomously is not how I think about them now—thanks to a re-read of some of Parker Palmer’s work and a great article written for the newsletter by colleagues Ricky Cox and Dave Yearwood (January, 2013).
Phil Chappell's insight:

A short piece on avoiding the dichotomy of teaching or learning centredness. I like the third paragraph for the implicit acknowledgement of the teacher as mediator of learning, and the fourth paragraph which acknowledges learner agency. Weimer doesn't go far enough in my opinion in talking about WHEN potentially effective mediation and peer collaboration can take place, i.e when learners are ready for it. Vygotsky's zone of proximal development is instructive here. I prefer to call this a Teaching and Learning Centred Approach, acknowledging that teaching and learning should be viewed as one complex process.

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Simple Ways to Increase Student Talk in Your Classroom

Simple Ways to Increase Student Talk in Your Classroom | Group work and interaction in language learning classrooms | Scoop.it
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Practical advice, making use of some recent research into classroom talk. 

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