5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interaction

2013 ◽  
pp. 89-108 ◽  
Author(s):  
Elvis Wagner ◽  
Paul D. Toth
Keyword(s):  
Small Group ◽  
Whole Class ◽  
L2 Spanish ◽  
Class Interaction

MINIMIZING CHAOS THROUGH COOPERATIVE CLASSROOM MANAGEMENT

2016 ◽  
Vol 12 (3) ◽  
pp. 15-22
Author(s):  
GENA RHOADES
Keyword(s):  
Classroom Management ◽  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Target Language ◽  
Whole Class ◽  
Teacher Trainer ◽  
Do So

There are many reasons for students to work in small groups in any class, but when the focus is on teaching them a language, the need to do so, multiplies. During my time as a teacher and teacher trainer, I have heard many reasons why teachers do not want to use group work, and it seems to boil down to a feeling of being unable to control the class. Fortunately, my first few years of teaching were in a program where small-group and whole class interactions were expected. Small classes gave students many opportunities to practice the target language and receive feedback from their peers and instructors.

scholarly journals Class blogs as a teaching tool to promote writing and student interaction

2014 ◽  
Vol 30 (4) ◽  
Author(s):  
Miriam Sullivan ◽  
Nancy Longnecker
Keyword(s):  
Student Perceptions ◽  
Science Communication ◽  
Perceived Value ◽  
Student Interaction ◽  
Student Writing ◽  
Teaching Tool ◽  
Whole Class ◽  
Class Interaction

<p>Blogs are a useful teaching tool for improving student writing and increasing class interaction. However, most studies have looked at individual blogs rather than blogs maintained by a whole class. We introduced assignments involving participation in class blogs to four science communication classes with enrolments of between 15 and 36 students. We administered paper-based surveys to obtain student perceptions of the value of the blogging assignment. Based on feedback in semester one, we increased commenting requirements and spent more time integrating the blog with coursework in semester two. In semester two, students had significantly improved perceptions of the blog assignments. The most commonly cited benefit by students in both semesters was that the blog helped to improve their writing. Most enjoyed the opportunity to have increased intellectual exchange with other students and the majority agreed that knowing other students read the blog motivated them to write better. Students disliked being forced to comment and they felt that they benefited just from reading other students’ posts. However, we recommend that weekly commenting should be mandatory, as this increased involvement and perceived value of the assignment.</p><p> </p>

scholarly journals Organisation and Self-Concept in Year 6 and Year 7 Mathematics

2021 ◽  
Author(s):  
◽  
Rebecca Blackwood
Keyword(s):  
New Zealand ◽  
Small Group ◽  
Ability Grouping ◽  
Quantitative Methods ◽  
Mathematics Learning ◽  
Structured Interview ◽  
Self Concept ◽  
Structured Interviews ◽  
Whole Class ◽  
Community Environments

<p>In New Zealand, schools use the term "tracking", "ability grouping", “setting” or “streaming” to define their class grouping and organisation for mathematics. This organisation of grouping may hinder students’ development of mathematical concepts in their primary and secondary school years. To group or not to group seems to be an important question facing many mathematical educators today. The aim of this study was to investigate if class organisation in regards to grouping affects female students’ mathematical self-concept. The research looks at possible factors affecting mathematical self-concept of students in a comparative study of their Year 6 and Year 7 mathematics learning by focusing on their attitudes to grouping in mathematics over a one-year period spanning two year levels. The Year 6 class organisation was mixed ability (within-class ability grouping for number strategies). The same cohort of girls was followed into Year 7 where three classes were taught using whole class teaching, with a cross-class ability grouping approach. This research draws from data collected from a purposive sample of one school in the Wellington area. Qualitative and quantitative methods were used in order to explore whether class organisation (cross-class or mixed ability grouping) affected students’ self-concept in relation to their mathematical learning. The underlying research paradigm was social constructivist, chosen in order to gain knowledge from students’ experiences and perceptions. Thirty-one questionnaires and nine one-to-one semi-structured interviews were used. The questionnaire answers were put into three categories of strategy groupings based on the expectations for Number from the New Zealand Curriculum (Ministry of Education, 2003a) in order to explore the responses from students of a broad range of abilities. Each semi-structured interview was recorded and transcribed in full for analysis. This study indicates that students are aware of their mathematical ability whether being taught in a small group or whole class situation. Year 6 students preferred learning within a small group ability approach. They felt that this way of organisation fostered an inclusive environment which allowed for individual differentiation, encouraged risk taking, collaboration, helping of others, and feeling confident to discuss ideas, strategies, and ask questions without feeling judged by their peers. Whole class contribution, test scores, and assessment was found to affect the Year 7 students’ mathematical self-concept negatively and positively. The students felt that learning within a whole class approach which was broadly ability grouped was a positive experience as all students could hear everyone’s questions, ideas, strategies, and points of view. Implications from this research include that more exploration is needed in New Zealand schools into the effects of class organisation on students’ mathematical self-concept in order to inform teacher practices of differentiation in relation to the organisation of small group and whole class situations. This and other such research can also inform professional development for teachers on effective ways to create inclusive mathematics learning community environments.</p>

scholarly journals A Student-Centred Writing Curriculum

1986 ◽  
Vol 3 ◽  
pp. 255
Author(s):  
Deborah Gibson
Keyword(s):  
Small Group ◽  
Individual Student ◽  
Writing Curriculum ◽  
Writing Class ◽  
Whole Class

This paper presents a design for a flexible curriculum for a writing class which meets the problem of varied student levels and goals by basing the course curriculum and content on the students' own written work. Whole class, small group, and individual student pre-writing and follow-up activities are described.

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