Documente Pentru Gradul 1

7/29/2019 Documente Pentru Gradul 1

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Roleplaying refers either to the unconscious changing of one's behavior to assume a

social role or roles in life or to the conscious adoption and acting out ofroles, both

fictional and real world.[1] Roleplaying is historically a reference to Psychodrama andSociodrama, and more recently to Drama Therapy, and was originally created as a

methodology for studying role theory by the social sciences. Roleplaying may also refers

to role training where persons rehearse situations in preparation for a future performanceand to improve their abilities within a role. The most common examples are occupational

training role plays, educational role play exercises, and certain military wargames. More

recently, roleplaying has come to refer to the playing of a fictional character in role-playing game, and by association to refer to the control of playing pieces in computer

role-playing games andboardwargames.

Roleplaying was modeled aftertheaterand includes many terminological counterparts.

Theprotagonists are the participants who improvise their actions within a situationnormally simulated about them. It is their life or abilities, their roles, that are being

examined or tested. The auxiliary egos are anyone else who performs to place the

protagonists within the situation. The audience is any onlooker who may providefeedback. The stage is wherever the practice is performed or perhaps fictionally set. The

directoris the expert who guides the exercise, this can be a therapist, instructor, trainer,

coach, or, within role-playing games, a gamemaster.

While the Oxford English Dictionary defines roleplaying as "the changing of one'sbehavior to fulfill a social role",[1] the term is used more loosely in three senses:

To refer to the playing of roles generally such as in a theater, or educational

setting;

To refer to a wide range of games includingcomputer role-playing games,play-

by-mail games and more; To refer specifically torole-playing games.[2]

Roleplay simulation is a learning method that depends on roleplaying. Learners take on

the role profiles of specific characters or organisations in a contrived setting. Roleplay isdesigned primarily to build first person experience in a safe and supportive environment.

Roleplay is widely acknowledged as a powerful teaching technique in face to face

teaching and role play online is also powerful, with some added benefits.

When we are young, we learn by mimicking, playing, and experimentation. As ourlanguage skills develop and formal schooling kicks in, these strategies are replaced by

language-based learning, which can dampen our curiosity and motivation to learn.Roleplay simulation aims to revive the ease and joy of experiential learning.

Roleplay simulation models human interactions (allowing the players to roleplay) in aconstructed environment by

1. creating an artificial social structure (or simulating some known social structure)

2. enforcing the social structure;
http://en.wikipedia.org/wiki/Rolehttp://en.wikipedia.org/wiki/Actinghttp://en.wikipedia.org/wiki/Roleshttp://en.wikipedia.org/wiki/Role-play#cite_note-oed-0%23cite_note-oed-0http://en.wikipedia.org/wiki/Psychodramahttp://en.wikipedia.org/wiki/Sociodramahttp://en.wikipedia.org/wiki/Drama_Therapyhttp://en.wikipedia.org/wiki/Role_theoryhttp://en.wikipedia.org/wiki/Social_scienceshttp://en.wikipedia.org/wiki/Traininghttp://en.wikipedia.org/wiki/Rehearsalhttp://en.wikipedia.org/wiki/Roleplay_simulationhttp://en.wikipedia.org/wiki/Roleplay_simulationhttp://en.wikipedia.org/wiki/Military_Simulationhttp://en.wikipedia.org/wiki/Role-playing_gamehttp://en.wikipedia.org/wiki/Role-playing_gamehttp://en.wikipedia.org/wiki/Computer_role-playing_gamehttp://en.wikipedia.org/wiki/Computer_role-playing_gamehttp://en.wikipedia.org/wiki/Board_gamehttp://en.wikipedia.org/wiki/Wargamehttp://en.wikipedia.org/wiki/Theaterhttp://en.wikipedia.org/wiki/Protagonists#Protagonist_in_psychodramahttp://en.wikipedia.org/wiki/Auxiliary_egohttp://en.wikipedia.org/wiki/Audience_(disambiguation)http://en.wikipedia.org/wiki/Stagehttp://en.wikipedia.org/wiki/Psychodrama_directorhttp://en.wikipedia.org/wiki/Role-playing_gameshttp://en.wikipedia.org/wiki/Gamemasterhttp://en.wikipedia.org/wiki/Oxford_English_Dictionaryhttp://en.wikipedia.org/wiki/Role-play#cite_note-oed-0%23cite_note-oed-0http://en.wikipedia.org/wiki/Role-play#cite_note-oed-0%23cite_note-oed-0http://en.wikipedia.org/wiki/Computer_role-playing_gameshttp://en.wikipedia.org/wiki/Computer_role-playing_gameshttp://en.wikipedia.org/wiki/Computer_role-playing_gameshttp://en.wikipedia.org/wiki/Play-by-mail_gamehttp://en.wikipedia.org/wiki/Play-by-mail_gamehttp://en.wikipedia.org/wiki/Role-playing_gameshttp://en.wikipedia.org/wiki/Role-playing_gameshttp://en.wikipedia.org/wiki/Role-play#cite_note-1%23cite_note-1http://en.wikipedia.org/wiki/Roleplayinghttp://en.wikipedia.org/wiki/Rolehttp://en.wikipedia.org/wiki/Actinghttp://en.wikipedia.org/wiki/Roleshttp://en.wikipedia.org/wiki/Role-play#cite_note-oed-0%23cite_note-oed-0http://en.wikipedia.org/wiki/Psychodramahttp://en.wikipedia.org/wiki/Sociodramahttp://en.wikipedia.org/wiki/Drama_Therapyhttp://en.wikipedia.org/wiki/Role_theoryhttp://en.wikipedia.org/wiki/Social_scienceshttp://en.wikipedia.org/wiki/Traininghttp://en.wikipedia.org/wiki/Rehearsalhttp://en.wikipedia.org/wiki/Roleplay_simulationhttp://en.wikipedia.org/wiki/Roleplay_simulationhttp://en.wikipedia.org/wiki/Military_Simulationhttp://en.wikipedia.org/wiki/Role-playing_gamehttp://en.wikipedia.org/wiki/Role-playing_gamehttp://en.wikipedia.org/wiki/Computer_role-playing_gamehttp://en.wikipedia.org/wiki/Computer_role-playing_gamehttp://en.wikipedia.org/wiki/Board_gamehttp://en.wikipedia.org/wiki/Wargamehttp://en.wikipedia.org/wiki/Theaterhttp://en.wikipedia.org/wiki/Protagonists#Protagonist_in_psychodramahttp://en.wikipedia.org/wiki/Auxiliary_egohttp://en.wikipedia.org/wiki/Audience_(disambiguation)http://en.wikipedia.org/wiki/Stagehttp://en.wikipedia.org/wiki/Psychodrama_directorhttp://en.wikipedia.org/wiki/Role-playing_gameshttp://en.wikipedia.org/wiki/Gamemasterhttp://en.wikipedia.org/wiki/Oxford_English_Dictionaryhttp://en.wikipedia.org/wiki/Role-play#cite_note-oed-0%23cite_note-oed-0http://en.wikipedia.org/wiki/Computer_role-playing_gameshttp://en.wikipedia.org/wiki/Play-by-mail_gamehttp://en.wikipedia.org/wiki/Play-by-mail_gamehttp://en.wikipedia.org/wiki/Role-playing_gameshttp://en.wikipedia.org/wiki/Role-play#cite_note-1%23cite_note-1http://en.wikipedia.org/wiki/Roleplaying


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3. providing plausible scenarios for players to respond, react and enrole to.

What is Role Playing?

In role playing, students act out characters in a predefined "situation".

What Is Its Purpose?

Role playing allows students to take risk-free positions by acting out characters in

hypothetical situations. It can help them understand the range of concerns, values,and positions held by other people. Role playing is an enlightening and interesting

way to help students see a problem from another perspective.

What is Problem Solving?

There are two major types of problem solving reflective and creative. Regardless ofthe type of problem solving a class uses, problem solving focuses on knowing the

issues, considering all possible factor and finding a solution. Because all ideas areaccepted initially, problem solving allows for finding the best possible solution as

opposed to the easiest solution or the first solution proposed.

What is its purpose?

The process is used to help students think about a problem without applying theirown pre-conceived ideas. Defining what the problem looks like is separated from

looking at the cause of the problem to prevent premature judgment. Similarly,

clarifying what makes an acceptable solution is defined before solutions aregenerated, preventing preconceptions from driving solutions. Some people argue

that problem solving is the art of reasoning in its purest form. In the classroom,

problem solving is best used to help student understand complex ethical dilemmas,think about the future or do some strategic planning.

How can I do it?

Reflective Problem Solving follows a series of tasks. Once you have broken the

students into groups, the students define the problem, analyze the problem,establish the criteria for evaluating solutions, propose solutions and take action.

Define the Problem: List all the characteristics of the problem by focusing on thesymptoms, things affected, and resources or people related to defining the problem.

In the end, pair down the thinking to a clear definition of the problem to be solved.

Analyze the Problem: Use the evidence you collected in step one to decide why the

problem exists. This step is separate from defining the problem because when thesteps are done together it is possible to prejudge the cause.


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Establish Criteria: Set a clear objective for the solution. If the problem is too hard,break the objectives into two categories musts and wants. Dont discuss solutions

yet, just what criteria a solution must meet.

Propose Solutions: Brainstorm as many different solutions as possible. Select the onethat best meets the objectives you stated as a part of the criteria for a solution.

Take action: Write a plan for what to do including all resources you will need to

complete the plan. If possible, implement the plan.

Creative Problem Solving uses the same basic focus, but the process is less

geared towards solutions and more towards a focus on brainstorming. The focus ison creating ideas rather than solving a clear existing problem. Sometimes the

problem is pre-defined, and the group must focus on understanding the definitionrather than creating it.

Orientation: Similar to defining the problem, orientation also focuses on being surethe group is prepared to work together. The group might take the time to agree

upon behaviors or ways of saying things in addition to setting the context andsymptoms of the issues. The group generates a series of headings that group thetopics they must address.

Preparation and Analysis: Decide which headings are relevant or irrelevant. The

group focuses on similarities and differences between ideas and works on groupingthem into like categories. The group asks how and why a lot, and focuses on the root

cause of the problem in a way that is similar to analyzing the problem.

Brainstorm: The group generates as many potential solutions as possible. At this

point, all ideas are considered to be good ones.

Incubation: Before deciding which solution is the best, the group should leave theproblem for as much time as reasonable. Often several days or a week is idealdepending on the ages of the students. Leave enough time to develop distance but

not long enough for students to lose the gist of their earlier work.

Synthesis and Verification: Start by establishing the criteria for a good solution, then

look at all the brainstormed solutions and try to combine them to create the solutionwith the greatest numbers of positives and the smallest numbers of negatives.

How can I adapt it?

If you are working in a multi-grade room or on a project that involves a diverse

group, problem solving is a great process for achieving consensus. You can also useparts of the process to help students challenge set thinking patterns.

What are Simulations?

A simulation is a form of experiential learning. Simulations are instructional scenarios

where the learner is placed in a "world" defined by the teacher. They represent areality within which students interact. The teacher controls the parameters of this

"world" and uses it to achieve the desired instructional results. Simulations are in


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way, a lab experiment where the students themselves are the test subjects. Theyexperience the reality of the scenario and gather meaning from it. It is a strategy

that fits well with the principles of constructivism.

Simulations promote the use of critical and evaluative thinking. The ambiguous oropen ended nature of a simulation encourages students to contemplate the

implications of a scenario. The situation feels real and thus leads to more engaginginteraction by learners. They are motivating activities enjoyed by students of allages.

Simulations take a number of forms. They may contains elements of a game, a role-play, or an activity that acts as a metaphor. The chief element is that they have

context. Board games such as Monopoly or Careers are a type of simulation. Theprimary distinctions between a game and a "sim" are the nonlinear nature and the

controlled ambiguity. Students must make decisions within its context. Success isusually determined by the industry and commitment of the participants. The goal is

not to win but to acquire knowledge and understanding.

Advantages

Enjoyable, motivating activity

Element of reality is compatible with principles of constructivism

Enhances appreciation of the more subtle aspects of a concept/principle

Promotes critical thinking

Disadvantages

Preparation time

Cost can be an issue

Assessment is more complex than some traditional teaching methods


Simulations promote concept attainment through experiential practice. Simulationsare effective at helping students understand the nuances of a concept or

circumstance. Students are often more deeply involved in simulations than otheractivities. Since they are living the activity the opportunity exists for increased

engagement.

Issues from Social Studies for example, such as the management of the

environment, politics, community, and culture can be more deeply appreciatedthrough simulations. Similar to labs in a science class, the process itself educates the

students. The goal of a sim may be singular or multifaceted. Students might beexpected to gain an understanding of inequity in society while participating in a

resource distribution activity. A class gains an understanding of the Canadian political

system via a mock election campaign. Simulations can reinforce other skillsindirectly. Debating, a method associated with some large scale sims, is a skill

sharpened within this context. Research skills are often applied to an activity.

How do I do it?


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Guided by a set of parameters, students undertake to solve problems, adapt toissues arising from their scenario, and gain an awareness of the unique

circumstances that exist within the confines of the simulation. Some simulationsrequire one day, others may take weeks to complete. Scope and content varies

greatly. This being true, specific guidelines change with the activity. Severalprinciples however apply to all.

Ensure that students understand the procedures before beginning. It

improves efficacy if the students can enjoy uninterrupted participation.Frustration can arise with too many uncertainties. This will be counter

productive.

Try to anticipate questions before they are asked. The pace of some

simulations is quick and the sense of reality is best maintained with readyresponses. Monitor student progress.

Know what you wish to accomplish. Many simulations can have more thanone instructional goal. Developing a rubric for evaluation is a worthwhile step.

If appropriate, students should be made aware of the specific outcomesexpected of them.

How can I adapt it?

Simulations can typically be adapted internally to address the specific circumstances

of the students and class environment. They can also be offered as a replacement for

other teaching strategies thus themselves being an adaptation.

Opportunity for enrichment or modification exists. A Social Studies resourcesimulation can be adapted to fit a unit in Language Arts. The grade 6 and 7 themes

of survival can be drawn out from the need to struggle to obtain limited resources.There are at least 3 ways simulations can be used and internally adapted to

classrooms.

Time - the arc of the activity can be adjusted.

Content - some simulations offer content more appropriate to specific ages.The election simulation listed in teacher resources, for example, has 3

separate scenarios. Each possesses a similar theme but the content allows theunit to be used from Gr. 5 to 12. See the teacher resource page for details.

Expectations - Not all students appreciate the subtleties of a concept as well

as others. Rubrics can be developed to help the teacher determine the level ofsuccess.

Assessment and Evaluation

The nature of simulations mean that experiences are more real than some other

techniques. Their drawback can be the assessment. Teachers must monitor theprocess to ensure that students both understand the process and are benefiting from

it. For this reason, it is very helpful to develop a rubric as a guide. Simulations areoften best used as part of the process of learning rather than a summative measure

of it. Follow-up activities may be helpful to establish a measure of comprehension.Some prepackaged simulations include assessment suggestions. See the resource

page for examples. Listed below are a number of rubrics to use as samples and aninteresting rubric generator.


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Teachers may ask themselves a number of questions to assess the simulation and itsapparent success.

Does this simulation offer an appropriate measure of realism for my group of

students?

Are the desired instructional outcomes well defined?

Is the level of ambiguity manageable for this group? Does the student demonstrate an understanding of his/her role?

Are problem solving techniques in evidence?

Does the research being generated match the nature of the problem?

Is cooperation between participants in evidence?

Has the student been able to resolve the issue satisfactorily?

Does the student provide meaningful answers to probing questions?

Will follow-up activities be necessary?

FOR EDUCATIONAL SIMULATIONS

The use of simulated activities in education is widely becoming recognized as an important tool in

schools. Schools are finding that activities that promote learning tend to meet the following criteria:

1. They are "real" or virtually real. They simulate some activity so well that real learning takesplace. In fact, the term "virtual reality" is now a widely recognized term and one whose implicationsare important to education. Howard Rheingold's 1991 book Virtual Realitydeals with thetechnology that "...creates the completely convincing illusion that that one is immersed in a worldthat exists only inside a computer." Rheingold details his tour through countless situations in whichvirtual reality is being explored -- from NASA simulators to university experiments that explore theouter edges of simulating reality. Educators are not known for having access to state of the arteducational technology, but the principles of virtual reality, applied appropriately, are within thegrasp of most educators who are serious about the work they do. Using the principles of virtualreality doesn't have to involve the headpieces and the 3-D glasses described by Rheingold, butthe concept of simulating reality far educational purposes is an important one.

2. They are "hands-on" so that students become participants, not just listeners or observers.

3. They are motivators. Student involvement in the activity is so great that interest in learning moreabout the activity or the subject, matter of the activity develops.

4. They are age appropriate. Since simulations are designed, they can take into considerationdevelopmental age requirements.

5. They are inspirational. Student input is welcome and activities are designed to encouragestudents to enhance the activity through their own ideas.

6. They are developmentally valid. Simulations take into account the developmental level of thestudents.

7. They are empowering. Students take on responsible roles, find ways to succeed, and developproblem- solving tools as a result of the nativity.

The use of simulations puts the teacher into a new role -- a role that is the inevitable result of theevolution of the role of the teacher in education. Most teachers recognize that their role is nolonger that of a presenter of information and that students are no longer sponges for facts.

What is Researching?Research projects are very effective for developing and extending language arts skills as students


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learn in all subject areas. While doing research, students practice reading for specific purposes,recording information, sequencing and organizing ideas, and using language to inform others.

A research model provides students with a framework for organizing information about a topic.Research projects frequently include these four steps:

1. determining the purpose and topic2. gathering the information3. organizing the information4. sharing knowledge.


to increase students' ability to access information, organize ideas and share informationwith others

to provide opportunities for students to read a variety of reference materials and resources

to involve students in setting learning goals and in determining the scope of units of study

How do I do it?Students at all grade levels can be involved in the process of research. Initially, research shouldbe a collaborative activity. As students become familiar with the procedure they can undertakesmall group or individual projects.

Determining the Purpose and Topic:

Using procedures such as discussing, mappingorwebbing, determine students' interestsand awareness levels about a topic of study.

List what is known and questions students have about the topic.

Categorize these questions and ideas.

Examine each category to determine subtopics and possible directions for research.

Considering individuals' needs and interests, divide research topics or questions among

class members. Research topics could be undertaken by groups, pairs or individuals.

Brainstorm the sources of information available in the school and in the community.

Gathering the Information:

Students gather information using a variety of reference material such as informationbooks, magazines, newspapers, encyclopedia, atlases, filmstrips, films or video tapes.

As students initiate their research, the teacher may identify the need for specificinstruction on topics such as:

o determining main ideas

o locating specific facts and details

o interpreting information conveyed in resources such as pictures, charts, maps and

graphso detecting opinions and bias

o summarizing and paraphrasing information in their own words

o recording main ideas and interesting details.

Students could record the information in various ways including using sub-headings orinitial questions to categorize information or by recording key words or phrases.

Sources and page numbers should be noted by students to assist in the development of a
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bibliography at appropriate grade levels.

Organizing the Information:

Students review the gathered information to ensure that questions have been answered.

Students consider how they will sequence the information.

Sharing Knowledge:

Students consider potential audiences and how they will share what has been learned.

Suggestions for sharing knowledge include oral or written reports, displays, creating booksand charts, or presentations including visual art, music, dance or drama.

Audiences may include other research groups, the class or younger students.

How can I adapt it?

As a precursor to research, students could compile theme books or scrapbooks bycollecting pictures and articles related to a specific topic of study or interest.

Researching should be conducted in all subject areas. Research may incorporate the following strategies:

o Brainstorming

o Categorizing

o Conferencing

o Co-operative learning

o Discussions

o Key vocabularies

o Letter writing

o Making books and charts

o Puppetry

o Newspaper article writing

o Sequencingo Using experiences charts

o Webbing

o Writing to inform

Assessment & Evaluation Considerations

Note students' ability to access and use a variety of reference materials for information.

Observe students' ability to use language to convey meaning to others.

Note students' ability to organize main ideas and supporting details in a logical sequence.

Note students' ability to determine an effective format and medium for sharing information.

Note students' ability to share information and understandings in various ways.

What is Debating?

Debating is a structured contest of argumentation in which two opposing individuals

or teams defend and attack a given proposition. The procedure is bound by rules thatvary based on location and participants. The process is adjudicated and a winner is

declared. Debating is a foundational aspect of a democratic society and thus reflectsthe values of Canadians.
http://olc.spsd.sk.ca/DE/PD/instr/strats/brainstorming/index.htmlhttp://olc.spsd.sk.ca/DE/PD/instr/strats/categorizing/index.htmlhttp://olc.spsd.sk.ca/DE/PD/instr/strats/coop/index.htmlhttp://olc.spsd.sk.ca/DE/PD/instr/strats/discussion/index.htmlhttp://olc.spsd.sk.ca/DE/PD/instr/strats/webbing/index.htmlhttp://olc.spsd.sk.ca/DE/PD/instr/strats/brainstorming/index.htmlhttp://olc.spsd.sk.ca/DE/PD/instr/strats/categorizing/index.htmlhttp://olc.spsd.sk.ca/DE/PD/instr/strats/coop/index.htmlhttp://olc.spsd.sk.ca/DE/PD/instr/strats/discussion/index.htmlhttp://olc.spsd.sk.ca/DE/PD/instr/strats/webbing/index.html


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The intent of the strategy is to engage learners in a combination of activities thatcause them to interact with the curriculum. Debate forces the participants to

consider not only the facts of a situation but the implications as well. Participantsthink critically and strategically about both their own and their opponent's position.

The competitive aspects encourage engagement and a commitment to a position.

Debates require students to engage in research, encourage the development oflistening and oratory skills, create an environment where students must think

critically, and provide a method for teachers to assess the quality of learning of thestudents. Debates also provide an opportunity for peer involvement in evaluation.

Debating as an activity is most effectively used in grades from middle years on up.

How do I do it?

Procedural rules exist for debating. They vary by region and reflect parliamentary

procedure to some degree. For example, the procedures followed in Great Britainvary slightly from those observed in the United States. Guidelines are quite rigidwhen engaged in competition but more flexibility exists within a classroom. See the

teacher resources section on this page for links to tutorials and printable materials.

Begin by familiarizing the students with the concept of debating. Older students will

no doubt be somewhat familiar with the practice. Discuss with them the idea ofarguing differences of opinion. Suggest to them that debating is simply a structured

way to argue ones position. Students may then be introduced to the vocabulary ofdebating. Terms such as proposition, rebuttal, and thesis are introduced. A list of

important terms is available in the teacher resource section. Also included is atutorial on the debating process.

How can I adapt it?

Debating can be employed as an instructional strategy wherever the circumstancesare open to opposing points of view. Topic options are endless and can be garnered

in any course of study. Examples include arguing the effectiveness of government

monetary policy in an economics class; the use of product placement for a mediastudies class; Chinese immigration policy in a history class; or the ethics of stem cell

research for a biology class. See the teacher resources for suggestions.

Debating as instructional strategy is not as involved as the teaching of debating per

se. Students are given the necessary background to employ the technique withoutdevoting so much time that opportunity to focus on the relevant issues is lost.

Assessment and Evaluation

The nature of the debating process sets up a fairly clear group of criteria for

evaluation. Debates may be used as assessment tools or be the summative activity

in course of study. Evidence of research, understanding of procedures and indicationof critical thinking are aspects for evaluation. Dunbar suggests that the adjudicator

(the teacher) can assess six categories. These are: analysis, reasoning, evidence,


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organization, refutation, and delivery. A team may lose the debate but still havebeen very successful in their efforts.

What is Jigsaw?

Jigsaw is a cooperative learning strategy that enables each student of a home

group to specialize in one aspect of a learning unit. Students meet with membersfrom other groups who are assigned the same aspect, and after mastering the

material, return to the home group and teach the material to their group members.

Just as in a jigsaw puzzle, each piece--each student's part--is essential for the

completion and full understanding of the final product. If each student's part isessential, then each student is essential. That is what makes the Jigsaw instructional

strategy so effective.


Jigsaw learning allows students to be introduced to material and yet maintain a high

level of personal responsibility.

The purpose of Jigsaw is to develop teamwork and cooperative learning skills withinall students. In addition it helps develop a depth of knowledge not possible if the

students were to try and learn all of the material on their own. Finally, becausestudents are required to present their findings to the home group, Jigsaw learning

will often disclose a students own understanding of a concept as well as reveal anymisunderstandings.

How can I do it?

In its simplest form, the Jigsaw instructional strategy is when:

1. Each student receives a portion of the materials to be introduced;2. Students leave their "home" groups and meet in "expert" groups;

3. Expert groups discuss the material and brainstorm ways in which to present theirunderstandings to the other members of their home group;

4. The experts return to their home groups to teach their portion of the materials

and to learn from the other members of their home group

In more detail, and written from a teachers perspective, to conduct a Jigsaw in your

classroom:

1. Assign students to home teams of 4 or 5 students (generally their regular

cooperative learning teams). Have students number off within their teams.2. Assign study topics to home team members by giving them an assignment sheet

or by listing their numbers and corresponding roles on the board.3. Have students move to expert groups where everyone in the group has the

same topic as themselves.4. Students work with members of their expert group to read about and/or

research their topic. They prepare a short presentation and decide how they willteach their topic to their home team. You may want students to prepare mini-

posters while in their expert Groups. These posters can contain important facts,


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information, and diagrams related to the study topic.5. Students return to their home teams and take turns teaching their team

members the material. I find it helpful to have team members take notes or recordthe information in their journals in some way. You may want them to complete a

graphic organizer or chart with the new information.6. Involve the class in a whole-group review of all the content you expect them to

master on the assessment. Administer an individual assessment to arrive atindividual grades.

How can I adapt it?

There are limitless ways of adapting the jigsaw structure in terms of the size of the

groups, the range of topics and the demonstration of mastery of those topics.Teachers have developed many variations. Here are several modifications that are

helpful in different circumstances:

1. Give students subtopics and have them use reference materials in the library to

research their subtopic. This frees the teacher from having to arrange materials in

advance.

2. Have the home group write a report or give a class presentation on the overall

topic, with the specification that it includes all the subtopics presented in the group.

3. Prepare outlines or study guides of what each subtopic should cover and havestudents read the same text, organizing and becoming experts on the material

highlighted by their outline or study guide

Assessment & Evaluation Considerations

Assess students' degree of mastery of all the material. Reward the groups whose

members all reach the preset criterion of excellence or give bonus points on theirindividual scores if this criteria is met. Students will need to evaluate themselves onhow well their group did in the jigsaw (e.g., active listening, checking each other for

understanding, and encouraging each other) and set goals for further interaction

game - a contest with rules to determine a winner; "you need fourpeople to play this game" game - a single play of a sport or other contest; "the game lasted

two hours" game - an amusement or pastime; "they played word games"; "hethought of his painting as a game that filled his empty time"; "his lifewas all fun and games" game - animal hunted for food or sport game - (tennis) a division of play during which one player serves


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game - (games) the score at a particular point or the scoreneeded to win; "the game is 6 all"; "he is serving for the game" game - the flesh of wild animals that is used for food game - plot: a secret scheme to do something (especiallysomething underhand or illegal); "they concocted a plot to discredit thegovernor"; "I saw through his little game from the start" the game equipment needed in order to play a particular game;"the child received several games for his birthday" game - your occupation or line of work; "he's in the plumbinggame"; "she's in show biz" game - crippled: disabled in the feet or legs; "a crippled soldier";"a game leg" game - bet on: place a bet on; "Which horse are you backing?";"I'm betting on the new horse" game - frivolous or trifling behavior; "for actors, memorizing linesis no game"; "for him, life is all fun and games" game - willing to face danger

Methodology: feedback in communicative classrooms

Author: Tim BowenLevel: starter/beginner, advanced, elementary, pre-intermediate, intermediate, upper-intermediate

Advice on giving appropriate oral feedback in communicative classrooms.

Giving adult students appropriate oral feedback in today's communicative classrooms is one of the greatest challenges teachersface: We are told not to interrupt the flow of conversations and group interactions in the name of fluency; saving feedback for laterfeels like throwing a wet blanket on a nicely burning fire even if a dwindling one; error correcting, the core purpose of feedback, is

a minefield to the untrained.

Is feedback necessary, say, after an open debate on the value of pre-marital cohabitation with a group of young adults? In theheat of the debate a lot of errors occur that wouldn't in a tamer situation. How do we choose the ones to treat? How can feedbackbe given without the "wet blanket" effect mentioned above? More broadly, do the positives of feedback outweigh the negatives interms of language acquisition?

If no proof exists that it does, why include it at all? I know plenty of teachers who opt out simply because it is too hard to doproperly. Much is said and written about what to look out for --hence, the minefield effect-- but little is said and written on how todo it. A step by step and gradual training on how to give feedback --which I personally believe to be more important than ever inthe age of CLT-- is sorely missing from today's discussions and training programs.

Christiane Oberli

Perhaps this question can best be addressed by looking at it from the point of view of the learners. They havetaken part in an animated discussion on a relevant topic and have drawn on all their resources in English to do so.The teacher has set up the communicative activity and allowed it to flow, giving the learners the maximum

opportunity to participate and to use their language skills to the full. The lesson ends without a feedback stage andthe students leave the classroom. At this point they might reflect on what they have done. They have certainlypractised speaking and, no doubt, practised listening. What, on the other hand, have they learnt? They may be leftwith the feeling that although they were practising using their English, they were making a lot of errors and that no-one was taking responsibility for dealing with these errors. How, they might reasonably ask, did this activity differfrom an animated discussion between motivated students in English in the school cafeteria? In terms ofexpectations, the learners will probably expect the teacher to do something with the language they have producedand failure to do anything at all can eventually lead to frustration and reluctance to participate in communicativeactivities. Comments like Whats the point in listening to my partner? I know he makes mistakes all the time. cansoon follow.


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The questioner describes giving feedback after the activity as throwing a wet blanket on a nicely burning fire. Thisis a vivid image and no doubt it can be the effect of this type of feedback if every communicative activity is followedby the learners having to correct a list of twenty or so errors. An alternative approach to this might be for theteacher to note down persistent or interesting errors and then prioritize them before the next lesson, selecting asmall number that will be of use to the class as a whole. It may even be possible to base a whole lesson around ateaching point that has emerged during the previous days discussion: for example, a number of errors in reportingquestions might lead to a lesson that clarified the main rules in that area of the language.

Another approach is to record a section of the discussion on audio tape, make several copies of the tape and thendivide the class into groups and ask each group to transcribe a short section (two or three minutes of thediscussion). Having transcribed the section, the groups exchange papers and correct any errors they find. Theprocess is repeated until they are satisfied that all the extracts are correct. The teacher can then check this in afeedback stage with the whole class.

Basing homework exercises on errors made during communicative activities can also help to give them a focus.For example, if there are persistent errors with prepositions, the teacher might devise a short gap-fill exercise usingauthentic examples from the discussion. This will hopefully have the effect both of dealing with the errors andreassuring the learners that the teacher has taken some action as a result of their discussion.

The test-teach-test approach may be of some use here. The first test stage is the discussion itself. The teachstage consists of the action point or points the teacher identifies as a result of errors made during the discussion.The second test stage could be a reworking or reformulation of the first discussion , paying particular attention to

the areas of language dealt with during the teach stage.

As far as the option of not giving feedback at all is concerned, what is the difference between this and the teacherleaving the classroom for the duration of the communicative activity? Learners expect the teacher to listen to themand the vast majority will welcome feedback and error correction, if such correction is constructive and comes atan appropriate point in the lesson. They expect their written work to be corrected so why not their spokenlanguage?

Consensus

Consensus is a decision making process that

works creatively to include all personsmaking the decision. It is the most powerful

decision process as all members agree to the

final decision. This is truly radicaldemocracy as all participants have a direct

voice and veto power.

Consensus can work with groups as small as

5, groups of 300, or even over 500,000people. Within a small group consensus

tends to be more simple if all the group

participants are kept abreast of each other'sactivities and all the factors of the decision.

Within groups of 300 or so, consensus takes

fractally differents shapes: the group might

have a single faciliator, and the 300members may be arranged into mini-groups

of 5 using consensus and with one

spokesperson who speaks in the larger


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group.

Or consensus can work with territories such

as lower Mexico (Oaxaca and Chiapas). The

Zapatistas answer to a public control called"la consulta". This group -- comprised of all

men, women and children 12 and over --

meets in local meetings where discussion isheld and all the members make the final

decision. This process worked in declaring

war on the Mexican government and heldthrough the intitial attempts to diffuse the

situation with offers of "peace talks" from

the Government.

In short consensus takes into account andvalidates each participant. Everyone gets the

opportunity to voice their opinion, or block

a proposal if they feel strongly enough

about a decision.

Take a look at the decriptions in this

document and consider using a consensus-

based process with your group's meeting.

Neil Corcoran

The Samizdat Letter

Consensus

How it works

Basic FAQ

Guidelines for Reaching Consensus

Consensus Resources

How it works...

1. Presentation

The proposal is presented as clearly

as possibly by its author.2. Clarifying Questions

Questions are asked by anyoneabout the proposal to make sure that

everyone understands it before you

discuss it.3. Discussion

The proposal is discussion and
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debated. Possible amendments to

the proposal are made at this time.

The author(s) always reserves theright to alter the proposal as s/

(t)he(y) see fit. (If it is only a

caucus, this is the last step.)4. Take general feelings on the

proposal

These can be registered through astraw poll, by a round robin or

once-round all members, or through

some signal such as thumbs

up/middle/down. This can be usedto modify the original proposal,

consider going forth with a vote, or

scrapping it altogether.

5. Call for Major Objection orStrong Concern

A singleMajor Objection blocks

the proposal from passing. If youhave a major objection it means that

you cannot live with the proposal if

it passes. It is so objective toyou/those you represent that you

will stop the proposal from passing.

A major objection isn't an "I don't

really like it" or an "I liked theother idea better." It is an "I cannot

live with this proposal if it passes,

and here's why ... !" A thumbsdown in general feelings doesn't

mean that it is a major objection, a

proposal can still pass if there is athumbs down with no major

objections.

A Strong Concern does not block

the passing of a proposal, but it is apublic statement of why you dislike

it (so you can say 'I told you so!'

later..). All strong concerns arewritten in the minutes of the

meeting or otherwise recorded by

the group note-taker.


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Does the Proposal Pass?

If the feelings of the group are generally

positive and there are no major objections,then the proposal passes.

If general feelings are positive, but

someone has a major objection to the

proposal, the proposal doesn't pass. It mayget sent to a reconciliation committee, or

withdrawn and reworked on and re-

presented at a later date.

If the group feelings are generally negative,

the proposal doesn't pass.

If the group feelings are mixed, not

generally positive or negative, discussioncontinues, or the proposal is tabled until the

next meeting, or until more information is

available.

If discussion seems to be going on foreverwithout the possibility of resolution, the

group can:

1. Decide to drop the proposal;

2. Move onto approval voting ofspecific options within the

proposal, or;

3. Send the proposal to a'reconciliation committee' - or

perhaps the original author - for

rewriting to work out the

objections.

Consensus

How it works

Basic FAQ

Basic Consensus FAQ

What Exactly Is Consensus?
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Consensus Resources

Consensus is a decision making process

which equalizes power over a group of

people. Instead of simply voting for anitem, and having the majority of the group

get their way, the group has to sit down andget a solution to a problem that

EVERYONE is ok with. People takedifferent ideas and we see how we feel

about them. The solution that the group

thinks is the most positive gets chosen,unless a member of the group finds the

solution totally unacceptable. Consensus is

based o comporomise, and the ability tofind common ground.

Why Would We Want to UseConsensus?

Consensus is a system that promotesparticipation because each person has the

power to make changes in the system, and

to prevent changes that they findunacceptable. People are often inactive

because they feel that they have no power

in the system and their voice won't be

listened to. (Isn't that why so few peoplevote in most industrial democracies?).

Imagine if corporations has to haveconsensus from a community to build aplastic factory near them, or an incinerator.

Shouldn't this be what happens regularly?

Since consensus would give everyone

power to have their voice be heard, itwould force people to listen to each other,

and answer their concerns instead of

moving past them.

But's What's Wrong with a MajorityRule System?

The majority rule system is set up to have a

winner and a loser. This promotes conflict,and lends itself to steamrolling an idea over

a minority that dissents with the majority

opintion. People in a majority rule systemdon't need to listen to the dissenting
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minority, or take their opinion seriously

because they can simply outvote them.

Majority rule systems say that the majorityis infallible and they have nothing to learn

from the minority. There is no moralsystem at work with a majority rule system,

and there is nothing to say that the majorityof people will come up with a morally

acceptable system. (I mean, didn't the

majority of colonial Americans support the``right'' to hold slaves?).

But We Wouldn't Be Able to Accomplish

Anything!

Well, this isn't exactly true. Using

consensus based decisions the Iroquisnation managed their lands and people very

effectively. More recently, the Zapatistanetwork in southern Mexico has been using

consensus decision making with everyone

16 and over participating. Any proposal bythe Mexican Gov't has been endlessly

discussed by each small village in the

Zapatista network until everyone agrees.

The decision to wage war, and thencontinue after the Mexican Gov't made

some initial concessions was doneconsensually with a 98.2% approval.

Consensus has also been used at 300

person anti-nuclear protests, and during all

sorts of activities. It is an all-inclusive form

of decision making that everyone can walkaway from comfortable and satisfied with

the outcome.

Be Honest, What Are the Bad Things

About Consensus?Since it is a lengthier process to hash out

ideas until all objections are resolved, your

group meetings might be a bit longer andsome proposals might regularly take more

than a week to decide. Also, since some

proposals may be just shot down withouthope of compromise, consensus sometimes


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favors the status quo.

Consensus

How it works

Basic FAQ


Consensus Resources

Some Guidelines for

Reaching Consensus

1. Present your position as lucidly

and logically as possible, but listen

to other members' reactions andconsider them carefully before you

press your point. Avoid arguingsolely for your own ideas.

2. Do not assume that someone must

win and someone must lose when

discussion reaches stalemate.

Instead look for the next-most-acceptable alternative for all

parties.

3. Distinguish between major

objections and discomfiture or

amendments. A major objection is

a fundamental disagreement with

the core of the proposal.4. Do not change your mind simply

to avoid conflict and to reach

agreement and harmony. Whenagreement seems to come too

quickly and easily, be suspicious,

explore the reasons and be sure thateveryone accepts the solution for

basically similar or complementary

reasons. Yield only to the positionsthat ahve objective and logically

sound foundations.

5. Avoid conflict-reducing

techniques such as majority vote,

averages, and bargaining. When a

dissenting member finally agrees,

don't feel that s/he must berewarded by having hir own way on
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some later point.

6. Differences of opinion are natural

and expected. Seek them out and

try to involve everyone in the

decision process. Disagreements

can help the group's decisionbecause with a wide range of

information and opinions, there is a

greater chance the group will hit onmore adequate solutions.

7. Decision making throughconsensus involves discussion and

accountability of view points asopposed to power struggles.

Postponement of decisions to give

time to reconsider and recognize

that all people participating are ableto accept and work with the

decision is vital to the consensusprocess.

8. Remember that the ideal presentbehind consensus is empowering

versus overpowering, agreement

versus majorities/minorities. The

process of consensus is what you

put into it as an individual and apart of the group.

9. Finally, use your minds -- you'vegot good ones or you wouldn't be

here. So think before you speak;

listen before you object. Througn

participating in the consensusprocess, one can gain insight into

not only others but also ones self.

Buzz Groups

Description

A group is divided into sub-groups of from 3 to 6 persons each for a brief period

of time, to discuss an assigned topic or to solve a problem. A representative issometimes selected from each sub-group to report the findings to the entire group.

Instructor's Role


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o assists in determining the issue or problem;

o divides the group into sub-groups of 3 to 6 persons;

o gives instructions to the sub-groups;

a. defines the task clearly

b. informs the group members of the time limit (from 5 to 10 min) to

accomplish the taskc. suggests that each sub-group select its own leader and recorder

o requests suggestions for solving problems, clarifying the issue, or

answering the question;o gives a two minute warning signal for sub-groups to terminate their task;

o calls time for the sub-groups to reassemble;

o requests a report from each sub-group, to be given by its recorder;

o requests any additional comments from any members of the group;

o summarizes the findings of the group, or suggests that someone else do it;

o proposes additional study or action;

o evaluates the strengths and weaknesses of the learning situation.

Participants' Roleo assist in determining the issue or problem facing them;

o help select a leader and recorder in each sub-group;

o restate and define the issue or problem;

o give suggestions for discussing the issue or solving the problem;

o listen intently and appreciatively to the other group members'

contributions;

o build upon the contributions of other persons;

o determine how this information is to be recorded;o record all contributions in their sub-groups;

o summarize the contributions of the sub-group;

o report the findings of the sub-group.

What is Discussion ?

A discussion is an oral exploration of a topic, object, concept or experience. All

learners need frequent opportunities to generate and share their questions and ideasin small and whole class settings. Teachers who encourage and accept students'

questions and comments without judgement and clarify understandings byparaphrasing difficult terms stimulate the exchange of ideas.


to help students make sense of the world

to stimulate thought, wonder, explanation, reflection and recall


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to provide opportunities for students to clarify and expand their ideas and

those of others

to promote positive group interaction and conversation

to demonstrate questioning techniques

How can I do it?

Open-ended Discussions:

o Open-ended discussions begin with a sincere question (to which there

is no one correct or concise answer) posed by teacher or student.

o All listeners consider the question.

o Incorporate pauses after students' responses to encourage extended

or different responses.o Clarify students' responses when necessary.

o Establish student-student dialogues during the discussion whenever

possible.

o Respect students' questions and their responses.

o Model the role of sensitive listener, collaborator, mediator, prompter,

learning partner and questioner.

Guided Discussions:

o Guided discussions begin with teacher-posed questions that promote

the exploration of a particular theme, topic or issue.o Through discussion, students should achieve a deeper understanding

of the topic.o After some time is spent on teacher-directed questioning, students

should be encouraged to facilitate discussions by continuing toformulate and pose questions appropriate to the topic of study.

Talking Stick Circles or Discussions:

o Talking stick circles or discussions can be used to encourage studentsto reflect on experiences or discuss feelings.

o The students gather in a circle.

o The participant holding an assigned object or the talking stick has the

option of speaking while other circle participants listen.

o Once speakers have shared their comments and opinions, they pass

the stick or object to the person next to them.o Talking circles can be used with a large group or small groups, or with

inner-outer circle formations.o Inner-outer circle participants gather in two circles.

o The students in the outer circle listen to the discussion taking place in

the inner circle, then exchange places and become active participants

in the inner circle

How can I adapt it?

Discussions should be part of every school subject.

Discussions can be incorporated into the following strategies:

o Author's chair

o Book talks
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o Categorizing

o Conferencing

o Co-operative learning

o Guided reading and thinking

o Literature study

o Researching

Assessment and Evaluation Considerations

Observe students' participation and conduct in large and small groupdiscussions.

Note which students rarely or never ask questions.

Note the settings, topics, concepts or objects which stimulate the most

discussion.

Its in the Mail! Explore the Joys of Exchanging Letters

Kids love receiving and sending letters by mail. Besides encouraging reading and writing, posting letters

provides children with insight into a fascinating process that involves numerous people and vehicles workingtogether over long distances. What could be better!

Here are ideas to get you started.

Write a Letter

Mailing a letter, drawing, or photo to a grandparent or friend is a great way to stay in contact. Encourageyour kids to write letters and design cards that are interesting and original. Consider the different occasions

that call for communications. A card can say thank you; get well soon; be my valentine; happy birthdayor

simply "hello." See what you and your kids can come up with in sending these and other messages.

Visit the Post Office

A trip to the post office to buy stamps makes a wonderful excursion. Kids can compare the designs on

stamps and use the vending machines to buy them. If possible, observe the mail-sorting and distribution

routines. Look at all those forms! Look at the scales and note how weight matters. Watch the trucks pull up.

You and your kids will share a glimpse into a complex system that relies on the cooperation of many

workers.

Create Your Own Inter-Family Mail

Kids can also write and distribute notes at home. It's fun for them to create messages, design their own

envelopes and stamps, and use a basket or bag to deliver messages to their very nearby destinations.There's magic in writing a message and having someone else decipher the messagehours or days later.

Share the Joy of Receiving Letters

There is something very special about receiving a personal letter in the mail. Grandparents, uncles and

aunts, and yes, even parents, can write to their kids. So much correspondence has been replaced by e-mail

that it's easy to forget the pleasure of opening an actual letter and reading the contents.

Observe the Mail You Receive

Noting the postmarks on your mail is a great way to learn geography. Give your kids some nonessential,

incoming mail to sort, from your own state or from out of state. Talk about the places the letters come from
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and try to find them on a map. Also look at the stamps. There's a reason that stamp collecting is such a

popular hobby, and today's stamps are more varied and interesting than ever.

Documents

Documente Pentru Gradul 1