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Clarify your role as facilitator
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| bet | 14/17 | | Sana | 19.09.2023 | | Hajmi | 275.61 Kb. | | #82766 |
Bog'liq ADVANTAGES AND DISADVANTAGES OF TEACHING GRAMMAR INDUCTIVELY pascal-work, Mavzu Buxgalteriya hisobida raqamlashtirish texnologiyalari Rej, 4-MATEMATIKA 333333333, Matematika 4-sinf, Холиков Зиёвиддин (2), THE TYPES OF MORPHEMES AND THE GRAMMATICAL CATEGORIES, таможня маълумотномалари бланкаси 2021 йил, salimov feruz ped, Xavfsizlik qoidalari (uzb 7-semestr 76-soat), R Javohir kurs ishi (Rahimov) (2), nodir, O‘RQ 410 сон 22 09 2016 “Mehnatni muhofaza qilish to‘g‘risida”gi, umar raximov, metodichka AutoCAD tajriba EEClarify your role as facilitator. If students criticize you for not contributing enough to their work, consider whether you have communicated clearly enough your role as facilitator.
Ending the group task
Provide closure to the group activities. Students tend to want to see how their work in small groups was useful to them and/or contributed to the development of the topic. You can end with a plenary session in which students do group reporting. Effective group reporting “can make the difference between students’ feeling that they are just going through their paces and the sense that they are engaged in a powerful exchange of ideas” (Brookfield & Preskill). Oral reports: Have each group give one idea and rotate through the groups until no new ideas arise. Or have each group give their most surprising or illuminating insights or their most challenging question. You can record ideas raised to validate their value.Written reports: Have each group record their ideas and either present them yourself or have a group member do so. One variation on this is to have groups record their conclusions on a section of the blackboard or on flipchart paper that is then posted on the wall. Students then informally circulate around the room and read each other’s answers. Alternately, you can ask students to move around the room in small groups, rotating from one set of comments to another and adding their own comments in response. Another variation on written reports is to have students write brief comments on Post-it notes or index cards. Collect them, take a few minutes to process them or put them in sequence, then summarize their contents.
Model how you want students to participate. When responding to students’ answers, model the respect and sensitivity that you want the students to display towards their classmates. Be ready to acknowledge and value opinions different from your own. Be willing to share your own stories, critique your work, and summarize what has been said.
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