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MOTIVATION TO MYSELF

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motivation

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this tipy of activities are important to know each others

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this tipy of activities are important to know each others

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learning

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I like group activities, i can get some new friends

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I like group activities, i can get some new friends

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I motivate pupils for collaboration and say to them that everyone can to express our opinion, feelings and others should to respect that. I create groups depending on pupil's interest and competencies.

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Working with other people can be hard but i think it's easier when you listen to the other person.

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I like group activities, but they take a lot of time. We only have one geography lesson a week and the curriculum is very busy. But, nevertheless, in order to develop the ability to collaborate, I propose to the students various projects that must be done in groups, after the lessons. I form the group in such a way that it is necessarily a responsible leader. I try to avoid two-leader group.
When presenting, I insist that each presentation be listened to and to ensure this, each presentation ends with questions.

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I divide the students into small groups, mixing students according to their difficulties to promote collaboration and mutual help.
I draw up a guide to guide the work and in class I observe and guide the groups.
During the process, the group spokesperson presents the reflections report where he/she identifies the main difficulties and shares the strengths of the group.
I use collaborative tools for students to develop their work, for example a poster using Canva. In the sharing of conclusions and/or opinions I also use digital tools where everyone can participate.

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* I usually organize my groups in pairs, trios or small groups, depending on the activity to make them talk and learn how to get the task done by helping each other.
* I try to mix students according with their abilitiies with the language (EFL).

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I try to involve Ss in an auto-evaluation stage after the groupwork.

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We create turns in order to ensure that anyone cooperates with each other. The figure of the secretary is important to get the results written, just in case they should eb revised.

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For Kintergarten pupils I use a little fluffy rabbit. When someone speeks take the rabbit and when he/she finish then pass the rabbit to another child. They can't speek if they don't have the rabbit in their hands. The little rabbit is our mascot and they can have it in their hands only in free activities and in the circle when we have to talk. They all want to talk because they all love the rabbit. So even the timid children try to talk and share their ideas.

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I like cooperative learning. In this activity I usually create small groups, heterogeneous, maximum three students.

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I LIKE THESE ACTIVITIES
IT IS A NEW WAYMOF LEARNING

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I really loved the variation of the talking-chips. It will be interesting discuss with students about the questions mentionned. I can't wait try the activity

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I really loved the variation of the talking-chips. It will be interesting discuss with students about the questions mentionned. I can't wait try the activity

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Everyone knows their role and tasks and rules. Students know there will be peer assessment and their work as a team.

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I use different active-participative methods: the mosaic, the gallery tour, etc

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It is important to give students age-appropriate tasks and make it clear to them what they need to do. We work in pairs, or in groups of 3-4 students, I try to mix the groups differently each time.

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Work in small groups according to their interests, divide tasks and create team roles.

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Everyone has to listen to the opinion of the given task and finally create a good solution from the many thoughts

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Dividing group roles according to their character and skills. Taking turns and collaborating with all students.

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Students divided into small groups have the opportunity to get involved, propose ideas and be listened to.

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I have used Talking Chips in the past, although I didn't know the name. It was very helpful. Now I am trying to make small groups first with 2 students, then with 3 and finally with 4.

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dividing the project into mini-tasks so that each student works on his own task to complete the assignment. Since students work together, they can ask for each others' help at any time.

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The division into groups is very important, also the division of tasks, the constructive feedback during the collaboration, the group has designated a rapporteur, whom they propose.

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Assign different roles and different tasks.Students as a group should do their part to find the bigger picture  of their work and complete the puzzle,together,in the end.
Each little piece of the puzzle counts to get the whole picture and succeed.

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let's show them who's boss

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Someone is the leader of the group and he organizes the work in the group and the pace of work. Each group participant has a different task, not everyone does the same thing.

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Someone is the leader of the group and he organizes the work in the group and the pace of work. Each group participant has a different task, not everyone does the same thing.

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cubing withe questions and carts is a technic that help collaboration.

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in kindergarten I divide the children into small groups of 3-4 people, so that they can work together and play nicely with the classroom games

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Step 1:  the teaching goal is revising a specific topic. I divide my students in pairs, each of them composed of a more competent student and a less competent one. I ask them to revise the topic together, asking each other questions and saying if some concepts are not clear. In that case, one of the two students will try to explain those concepts in other words to his/her classmate. In so small groups, even shy students are stimulated to express themselves.
Step 2 : the teaching goal is to find additional information to enrich the same specific topic. I divide my students in groups of three, who have the same level of competence. I let them choose their roles and what to do to find additional information. I observe the work, make sure that every student is active in discussions and proposals, and intervene when a group gets stuck to give advice.

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Division of tasks within the group

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If you give students tasks whihc are adjusted to theri age and make it clear what is it they have to do, this is very helpfull for their collaboration. I tend to give them homewok in pairs, or groups of 3-4 so they have to do it together. At school, I try to mix groups differently every time.

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Everyone knows their role and tasks. Students know they will be assesing each other and their work as a team.

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Starting with giving to everyone a mission or a function in the team. I will use the tour gallery method for having good results working in teams. Each team will expose the products of their work and the other teams will visit and take notice about every product. At the end we will discuss in group.

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Always try to divide work equally and give task to each group member.

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Group work can be an effective method to motivate students, encourage active learning, and develop key critical-thinking, communication, and decision-making skills. But without careful planning and facilitation, group work can frustrate students and instructors and feel like a waste of time.

Think carefully about how students will be physically arranged in groups. Will it be easy for groups to form and for all students to be comfortable? Also think about how the layout of your classroom will impact volume. Will students be able to hear one another clearly?  How can you moderate the activity to control volume?

Insist on professional, civil conduct between and among students to respect people’s differences and create an inclusive environment.

Talk to students about their past experiences with group work and allow them to establish some ground rules for successful collaboration. This discussion can be successfully done anonymously through the use of note cards.

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Using academic roles for team members involved in work on a joint project might include:
• Leader: keeps the agenda ensuring everyone understands the task;
• Facilitator: ensures everyone’s participation proposes suggestions for resolving disputes and acts as a cheerleader;
• Notetaker: takes notes, summarises and keeps track of time.
• Devil’s advocate: looks for holes in the group process, keeps the mind open for problems or opposing ideas, and ensures quality control.