COOPERATIVE LEARNING ACTIVITY 6
Objective:Learning new vocabularies and correct pronunciation
Lessonduration: 1 hour
Numberof students: 28
Groups:4 member groups
Cooperativelearning is a special and effective teaching approach that involvesdividing students into teams composed of students with differentunderstanding capacity. The students integrate various learningmethods to enhance their comprehension of the subject. The teammembers have an obligation of assisting their team members inunderstanding the concepts they have learned in a classroom setting.The collaborative learning atmosphere students develop, throughsharing educational information, nurtures an atmosphere forexcellence because the quick learners can help the slow learners inunderstanding parts they might have failed. Cooperative learning isdifferent from group learning since the latter is composed of peoplewho share common interests, beliefs, and emotions (Bruffee, 1999).
Thecooperative learning activities available for grade II Englishstudents are classified into six different classes. Each groupactivity will take 12 minutes. The teacher will assist students informing the groups. However, the final decision regarding thesuitability of application of a given idea. For the past ten minutes,students should sit around a table and challenge each other to spellgiven words correctly. Each student should come up with at least twovocabularies, which the colleagues will be supposed to identifycorrect spellings (Bruffee, 1999).
Thesecond activity will involve passage reading. The students willidentify a passage that they can read during the allowed period.Every student will read a section of the essay as the rest of thegroup listens attentively. Once the reading is over, the studentswill discuss on the reading skills of each member. In case one of themembers read a word inappropriately, the group members will traintheir colleagues on suitable pronunciation (Bruffee, 1999)
Inthe third segment, each student should suggest two verbs or nounsthat his or her colleagues should identify suitable synonyms.Synonyms are words with differing spellings and pronunciation, butthey have similar meanings. The objective of this segment is enablingthe student to increase his or her vocabularies to attain effectivecommunication. For example, “quick” and “fast” are spelleddifferently, but they have similar meanings (Bruffee, 1999).
Inthe fourth segment, the students should challenge each other inanalyzing homonyms. These are words that are spelled the same way,but they have different meanings. Similarly, the names may havedifferent spellings and meanings, but they are pronounced the sameway. For example, the word “wind” may refer to “moving air”when used as a noun in describing weather. On the contrary, it canrefer to a path with several sharp corners when used as a verb. Theterm can also refer to the action of reversing the clock hands tomake a watch indicate the appropriate time.
Onthe fifth segment, each student should least ten English vocabulariesthat are borrowed from other languages. Once each student hascompleted listing down the vocabularies, they should read out loudlythe names to the colleagues. The group mates will then attempt toidentify the meaning of the words. Examples of borrowed word that areaccepted in English include the Sari (Indian language), rendezvous(French) and Safari (Swahili) (Michaelsen et al., 2003).
Forthe last ten-minute session, the students will discuss the activitiesthey have done with the teacher. The teacher will ensure that themeanings and the spellings of the vocabularies the students will haveidentified are correct. Besides, the teacher will also give marks toeach student depending on their thoroughness in addressing thequestions (Michaelsen et al., 2003).
Themain requirements the students will require for building theirvocabulary levels is a dictionary, a pen and a notebook. Thedictionary should only be used in confirming spellings and meaningsof the vocabularies the students will identify. This cooperativelearning activity worked as the group members helped each other inattaining the objective of the lesson, learning new vocabularies. Theactivity will help students in building on their previous languageskills since each learner will be supposed to share vocabularies theyalready know with their colleagues (Michaelsen et al., 2003). In eachlesson session, the students will spend the first four minutesworking individually, and then compare and discuss their answerswithin the remaining six minutes.
Bruffee,K. A. (1999). Collaborativelearning: Higher education, interdependence, and the authority ofknowledge.Baltimore, Md: John Hopkins University Press.
Michaelsen,L. K., Knight, A. B., & Fink, L. D. (2003). Teamlearning: A transformative use of small groups.Westport, Conn: Praeger.