LITERATURE.pptxXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

Literature

1. Who do you think was right or wrong? Why? How did you feel when Matsing tricked Pagong ? Have you ever seen or experienced something similar?

2. READERS RESPONSE Dela Cruz, Glynde C. Pelayo , Analie Cadungog , Rica Mae

3. American educational psychologist and one of the plenary speakers at Peace as a Global Language II. Dr. Spencer Kagan F amous for the so-called structural approach to cooperative learning.

4. R efers to the use of specific, structured interaction patterns to promote student collaboration and enhance learning outcomes. Two Aims of this pedagogical approach: 1. To foster positive, learners’ cooperative relationships between studying any subject in a class. 2. To foster high academic achievement for all learners in a class.

5. Kagan cooperative learning is built on a single tenet: ENGAGEMENT When students are engaged, they respond positively to learning.

6. (p) positive interdependence; ( i ) individual accountability; (e) equal participation, and (s) simultaneous interaction Kagan structure is based on four factors:

7. That would mean PIES in the classroom means everybody's engagement to learning. The teacher actually becomes the facilitator of learning.

8. Using Kagan's Cooperative learning approach in the classroom means acknowledging individual differences and multiple intelligences. Using this in Language Arts promotes learning by structuring active experiences for the students with the aim of developing skills in the different domains.

9. Kagan's cooperative learning structures can facilitate the development of the four macro-skills. Let us define what a structure is as it relates to language arts skills.

10. Let us define what a structure is as it relates to language arts skills. Kagan Structures instructional strategies designed to promote cooperation and communication in the classroom boost students' confidence and retain their interest in classroom interaction.

11. Class building Teambuilding Thinking Skills Mastery Information Sharing Writing Cooperative Project Design Division of Labor Design. Domains of Usefulness; Jeanne Stone (1998) presented noteworthy definitions of the domains.

12. Classbuilding promotes positive networking among members of each team in class. Teambuilding promotes team spirit and unity through enthusiasm, trust and mutual support leading to a more efficient academic work.

13. Mastery helps students develop content knowledge and comprehension skills through activities. Thinking Skills gives students opportunities to create novel ideas.

14. Information Sharing enhances teambuilding, tutoring, concept development and creating positive peer group. Writing deals with writing and activities.

15. Cooperative Project and Division of Labor designs whose focus is task specialization within team and unique contribution respectively. Brainstorming (Thinking Skills) is a cooperative learning activity that enhances speaking skill.

16. The S's of brainstorming; Speed the one who hurries the group. Suspend judgment one who does not evaluate ideas given. Silly all ideas are relevant and should be included. Synergy build on other ideas.

17. Activities that can be used in Brainstorming: Rhyming Words Brainstorm as many words as you can Color Words Brainstorm things that are red, yellow, blue, etc. Extending the story During a tall tale unit, ask the class to brainstorm what Paul Bunyan and Babe the blue ox, might be able to do

18. Consonant sound Brainstorm words as many as you can that starts with Y, Q. or Z Sentence Combining Brainstorm as many as you can about Disney Corners ( Classbuilding ) structure that can be used in variety of ways. good for both writing and speaking.

19. Corner activities that can be used in class: Types of Books Ask pupils what their favorite type of book is. Mother Goose Characters Ask pupils which Mother Goose characters they associate most with. Story Setting Students may choose the setting of the story they are going to write.

20. Favorite Characters Students choose the character from the book they can most identify with. Predictions Have four predictions about the next part of the story available for the students to choose from. Let them choose the corner that they think will happen next in the story.

21. Formations (Teambuilding) Ask students to form shapes or figures with their bodies by holding hands. They are not allowed to talk and they can change shape as directed in one move. Formations activities that can be used in class: Story Problem Form a scene that shows the problem the character encountered in the story.

22. Alphabet From the letter of the alphabet ask students to use their body. Character Portrayal Portray a character from the book. Story Scene Decide as a team your favorite part of the story. Make a tableau/scene so that the class can guess what part of the story it is.

23. Jigsaw (Division of Labor) Each team member works independently to master a bit of the new material. Students do a round robin to share what they know to their teammates. Then there is an assessment within the team as they put the materials together.

24. Formations activities that can be used in class: Reading within a Theme Each team member is responsible to read a part of a story, or a book. Creating a Story Map Each team member is assigned an element of the story.

25. Inside-Outside Circle (Mastery) This cooperative learning strategy is a sharing or discussion based learning strategy that allows students to work with multiple partners. Inside outside circle works best when used with the whole class, or a large group. How do we use this?

26. 1. Divide students into two equal groups. The first group forms a circle facing outward. The second group forms a circle facing inward, the outer circle and across from a member of the inner circle to make partners. 2. The teacher prompts students to answer a question or share something they have done. The inner circle partner goes first, followed by the outer circle partner. 3. Repeat the process for as long as time allows or until out of prompts.

27. Inside Outside Circle activities that can be used in class: Prior Experience Share about a time you went on a trip Interest Share what some things you like to do and you don't like to do. Story Review Think about a story we have just read.

28. Processing How do you feel about participating in our Formation activity? What did the class do to make it work? What could the class have done to make it better? One Stray-Two Stray (Information Sharing) designed to help learners gather more information from other groups. It also helps build accountability for learning. How does it work?

29. 1. Students work in groups of 4. 2. Each group has the same topic to discuss in a limited time. Make sure that everyone in the group understands the solution that the group has come up with. 3. After finishing the discussion, two members of each group (called "the visitors") should move to another group and the other two (called "the host") should stay in their group.

30. 5. After having finished listening to what the host says, "the visitors" should go back to their home group and tell to the members of their own group what they got when they visited another group. Then, they have to discuss and compare it with their own result of discussion until they arrive at one conclusion. 6. The groups will share to the whole class the result of their last discussion.

31. One Stray-Two Stray activities that can be used in class: The Next Chapter They form ideas on what comes after the book has ended. Character Reasons They gather ideas why the character does what he/she does.

32. Comparing Versions of a Story They make a list of the many versions or adaptations of a story. Imagine that.... Imagine you are a -------- What would life be like? Letter to the Principal Discuss what improvement you might want to see made in your school.

33. THANK YOU FOR LISTENING!