Frame 2: Same eight people but the expressions are not smiles. Same person is talking, but the rest of the group is looking bored. Draw the same bubble with the same words inside . . . "I think . . ."
Frame 3: Same eight people, but now one is sleeping ("zzz" written above her/his head). Others look bored. Draw the same bubble and same words above the same person who is still talking.
Frame 4: Same eight people, now three are sleeping (with "zzz" written above their heads). Same person is still talking. Draw the same bubble with the same words in it above that person.
2. Ask learners to look at the cartoon clips and figure out what is happening in the four frames. Elicit everyone's ideas and reflections about the message.
3. Bring the discussion focus to an analysis of the typical scene of class participation in your class.
4. Engage the learners in an exploration of the dynamics of participation in other groups by having them interview each other about group situations in which they have participated. Have learners ask each other about their group experiences and about the settings in which they have worked.
5. In a final session, have learners summarize their insights into group dynamics by writing a language experience story about the dynamics they have observed in this class or in another group setting.
Estimated time
Two to three 45-minute sessions, one session per class period
Effective environment
The physical environment should encourage a feeling of comfort and welcome.
Limitations
Learners should know the importance of respect for each other and each other's views and allow for the differences in personalities and cultures.
Evidence of effectiveness
Learners will be able to establish guidelines about how best to facilitate more or better class participation and will be able to follow those guidelines.
Required materials
Flip chart
Classroom arrangement
Arrange chairs in conference style or in a u-shape to facilitate discussion.
Source
Adapted from Nash et al. 1992, p. 53.
Cross reference
None
2. Discuss the components of the model with the class, drawing upon the knowledge they have gathered through their education and experiences.
3. Have the class select a theme upon which to focus a lesson plan for the program curriculum, e.g., editing the draft of a magazine article.
4. With input from the class, identify a skill to be developed in pursuing the theme, e.g., the development of capitalization skills.
5. Divide the class into six groups and assign each group a different component of the model.
6. Have each group plan how it will address the component it has been assigned. For example, group 1 might introduce capitalization to the students in a class by acknowledging that the students have been confused about how to use it.
7. Ask each group to prepare a report of their plan to read to the class, providing each group with a photocopy of the report.
8. After listening to all the reports, ask learners to develop a lesson plan for building skills around a specific theme, using the information presented by each of the groups. These lesson plans should include details, e.g., minutes required for each activity, sequenced and detailed activities, breaks, and so forth.
Estimated time
1 1/2 hours
Effective environment
Quiet room conducive to reflection
Limitations
Learners should be knowledgeable about and have experience in group process.
Evidence of effectiveness
Subsequently developed lesson plans for a literacy education program will focus on the use of themes to develop skills
Required materials
Flip chart
Classroom arrangement
Chairs or tables and chairs arranged to form six circles
Source
Adapted from Clarke 1991, pp. 41-45
Cross reference
5.1
Theme boxes can include a variety of activities on virtually any subject: Ancient Egypt, City Life, Raising a Family, Life Under the Sea, Shopping on a Budget. Materials in a theme box can include practically anything: maps, models, masks, timelines, figures, writing journals, pamphlets, brochures, books-fiction and nonfiction, magazines, posters, art supplies, rulers, measuring tape, calculator, 3 x 5 note cards, newsprint, etc. Students can add their own findings to the contents of a theme box, thus adding to the ownership of the activity. Teachers using theme boxes have found that lesson planning was easier because the ideas and activities come from the students, and the students were motivated to participate and complete activities.
Estimated time
1-2 hours
How method is used in native country or state
In family literacy programs, as an after-school program; in an intergenerational program with senior citizens; in bilingual and ESL classes
Effective environment
As described, with small groups of learners
Limitations
Putting together the theme boxes requires time and creativity on teacher's and students' part.
Evidence of effectiveness
Learners will request assistance when needed; their completed projects can serve as evidence of skills used and acquired.
Required materials
Theme box needs to be created before implementation; anything can be placed in theme box, such as maps, models, masks, timelines, figures, writing journals, pamphlets, brochures, books-fiction and nonfiction, magazines, posters, art supplies, rulers, measuring tape, calculator, 3x5 note cards, newsprint, etc.
Classroom arrangement
As described, for small group or individual work
Source
Adapted from Walter 1995, p. 2.
Cross reference
1.1, 2.1
2. Next, divide the class into two groups, telling one group to use only the flip chart for a teaching tool and the other group to use only the overhead.
3. Give the groups the list of guidelines on the next page for spicing up their respective teaching tool. (You may copy this list in a handout to give to each learner or you may copy it onto flip chart paper and post it on the wall.)
4. Also, give each group its appropriate teaching tools:
5. Have the two groups prepare their presentations using their assigned teaching tool.
6. Ask the groups to make their presentations to each other, with the observing group members noting comments about the effectiveness of the tools.
7. Ask each group to evaluate the other's effective use of teaching tools.
Estimated time
Two 45-minute sessions
Effective environment
The physical environment should be conducive to the assembling of two groups.
Limitations
Learners should have experience teaching or giving presentations and understand how teaching tools are used.
Evidence of effectiveness
Learners will follow the tips recommended in this activity and create colorful, dynamic, and effective visual aids to use in teaching.
Required materials
Flip chart; paper; blue, black, red, and green marking pens; Colorburst blue transparencies and special marking pens in yellow, red, green, and orange; colored transparencies and marking pens; overhead projector
Classroom arrangement
Two groups of chairs arranged in a semicircle, with teaching tool placed adjacent to the presenter's space
Source
Adapted from Draves 1995, p. 63
Cross reference
5.1
Tips for Using a Flip Chart
Purpose:
2. Distribute the list of statements to the class, giving learners time to reflect on the statements and decide whether they agree or disagree with them.
3. Separate the class into pairs to discuss and reach consensus on the best responses to the statements.
4. Continue the discussions to reach consensus with increasingly larger groups, e.g., groups of four, groups of six, groups of eight, and even larger until there is only one group containing all class members. (Depending upon the size of your class, consider that a group of eight is the maximum for effective group interaction.)
5. After the final group discusses and reaches consensus on the statements, point out the benefits afforded by the use of expanding groups:
6. In summary, ask the class to discuss the features of this activity that they liked and how it did or did not help them crystalize their views on issues.
Estimated time
One 20-minute session for each group interaction, plus a 20-minute session to conclude
Effective environment
The physical environment should accommodate flexible seating
Limitations
Learners should have knowledge of effective group process skills and practice them so that all group members are encouraged to contribute to the discussion.
Evidence of effectiveness
Learners will more readily participate in discussion and have confidence in the value of the experiences, opinions, and knowledge they bring to a discussion.
Required materials
None
Classroom arrangement
Chairs should be movable to afford assembling of groups of different sizes.
Source
Adapted from Conti and Fellenz 1988, insert
Cross reference
5.1
During class the group as a whole decides together which place they want to "visit" that day, and menus are passed around. Pretending they are eating out, students read through the listings. Discussion about the different headings begins with the instructor asking an open-ended question such as "What is the first appetizer listed?" Discussion about headings and subheadings leads into another on the items listed under each heading.
Prices are located and discussed, as is the topic of gratuity and tax on food and beverages. Students decide who will "pay" for their meal that day, and orders are placed. In groups, students take turns writing up each other's orders and figuring the bill. How much to tip is debated, and this amount is added into the bill as well. Students decide on the mode of payment, and making change from larger bills becomes a lesson in basic math. Students who are "very pleased" or "not too happy" with their service or food are encouraged to write a letter to the manager as an additional writing assignment.
This activity is also easily adaptable for ESL students.
Estimated time
1 hour
Effective environment
Learner centered; can be used with any size of group because students can work in small groups or individually
Limitations
Style/font of writing on some menus may be difficult for new readers or ESL students to understand.
Evidence of effectiveness
Students will be able to read menus from a variety of restaurants; they will also feel more comfortable about going to a restaurant and ordering something new.
Required materials
A variety of menus collected from various types of restaurants; multiple copies of each
Classroom arrangement
Preferably around tables
Source
Adapted from Thomas 1994, pp. 42-44.
Cross reference
1.1, 1.2
