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Assignment – CMTRP

IMPACT OF COLLABORATIVE LEARNING, MULTIPLE INTELLIGENCES, MIXED


ABILITIES AND WEB-QUEST IN THE STUDENTS.

Assignment
FP007- Classroom management

Students’ names:

Ricardo Rendy Ramírez Muñoz

Group: fp_tefl_2017-10_unini

January 2018

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Assignment – CMTRP

INDEX

COLABORATIVE LEARNING.......................................................................................3
MULTIPLE INTELLIGENCES........................................................................................4
MIXED ABILITY............................................................................................................. 5
THE USELFULNESS OF WEB-QUEST..............................................................................6
REFERENCES.............................................................................................................. 8

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Assignment – CMTRP

COLABORATIVE LEARNING

As a teacher is important giving the opportunity to students to learn each other, to


share experiences, to know opinions and to develop competences to help them to
reduce frustration and to increase their communicative abilities and knowledge, the
best way to do this is through group work and the best type of it is the collaborative
learning.

Collaborative learning is develop according to Cohen (1994) when students


working together in a group small enough that everyone can participate on a collective
task that has been clearly assigned, that means that not all group work is collaborative
or cooperative. For this reason, is important to our knowledge understanding the
characteristics of this type of group work, according to Davidson and Worsham (1992)
four critical attributes illustrate the importance of working together and are common to
all methods of cooperative learning: (1) a task or learning activity suitable for group
work, (2) student-to-student interaction in small groups, (3) interdependence structured
to foster cooperation within groups, and (4) individual responsibility and accountability.
In later work, Davidson (1994, 2002) added a fifth critical attribute: (5) cooperative,
mutually helpful behavior among students, this is needed to accomplish the task or
learning activity. (As cited in Davidson & Major, 2014, p 14)

Other authors consider similar attributes to cooperative learning, but they call
them different, this is the case of Johnson, Johnson, and Smith (1998), who identify
five key elements: positive interdependence, face-to-face promotive interaction,
individual and group accountability, development of teamwork skills, and group
processing. (Ibid., p 14)

All these elements or attributes of the collaborative learning has different benefits
in students such as content mastery, development of critical thinking and problem
solving skills, and improved interpersonal skills (Johnson, Johnson, & Smith, 1998;
Johnson & Johnson, 1999). Moreover, the teacher takes an active role, circulating from
group to group, providing assistance and encouragement, and asking thought-
provoking question as needed. (Davidson and Worsham, 1992) that is important
because give to the students the opportunity to find support or help and encourages
them to participate not only for their group work.

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Assignment – CMTRP

A possible develop of this type of group work is that it will promote leadership
among students, identifying the different roles inside the group that possibilities a better
performance to complete the tasks, because a problem with group work is that in
occasions some students work and other not do it, this does not benefit to all learners
and as a teacher must guarantee effective learning for all.

MULTIPLE INTELLIGENCES

In our job, it is very important identify the best way to teach to our students and
how we can improve their abilities in a second language, not all students learn in a
same way, several are more visual-spatial others more body- kinesthetic and others
verbal-linguistic principally, and as teachers is important recognize the way that our
students learn. Taking in consideration the theory of multiple intelligences is more easy
understand the learning process and plan the activities according to our goals.

The author that explains the different kind of intelligence was Howard Gardner,
he did it in her book Frames of mind: The theory of multiple intelligences in 1983, He
explained in that years that the human being have eight different kinds of
intelligence that reflect different ways of interacting with the world. Currently, are
identify nine kinds of intelligences: Verbal-linguistic, logical-mathematical, spatial-
visual, bodily kinesthetic, musical, interpersonal, intra-personal naturalist and
existential that can be used for planning instruction, curriculum development, selection
of activities, and related assessment strategies.

The impact of this theory in classroom management is more related with the
content and the kind of activities to do, because all of them point to specific ability or
intelligence, not all our students learn in a same way or in a similar level and this theory
gives us the understanding to do activities to combine different elements to develop the
potential of students.

The evolve of this theory can chance the form that our classroom or school are
organized, not for specific levels or grades more for global goals to develop the
different intelligences according to integrate curriculum. In Colombia, one form that the
government foments this is through the TEC program, that includes different activities
to develop specific areas of knowledge, but this do not break the traditional form to
explain or teach still, we need accept the change and prove new ways in our teaching.

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Assignment – CMTRP

MIXED ABILITY

This phenomenon is important because has a great relevance in the normal or


regular education in all countries, our education system promote the students
according to the age or year of study but not according to a similar level in specific
areas, that means that we always face this situation because we are not work in a
institute of language where it be has different tests to select the level or competence in
the language and put the students according to this in a same classroom or program.
All of this does not mean that do not exist advantage in heterogeneous classes.

According to Gordon (As cited in Shammakhi & Al-Humaidi, 2015, p. 33) mixed-
ability classes is a descriptor used to describe students who are in the same grade and
have similar background, but they differ in their abilities in the subject area. That
means that all the classes in a school have these characteristics, therefore, as
teachers, we must try to give all learners the opportunity to learn and succeed (Ibid, p.
34). This mixed give us the opportunity to develop collaborative learning when conform
groups with different levels or competences to complete a task, to learn about the form
that others students learn according to the multiple intelligence and identify the
strategies that uses when try to develop a task.

Penny Ur (1996) uses as a synonym of mixed ability class the term


heterogeneous classes and exposes different advantages of this: first, providing a
much richer pool human resources; second, students increase their own knowledge
and awareness of others; third, the students themselves must help by teaching each
other and working together and finally fifth, these classes can be seen as very much
more challenging and interesting to teach and provide more opportunity for creativity,
innovation and professional development. That means that the heterogeneous classes
facilitate the collaborative learning one important subject when we teach because the
implication of organizing the space and dividing students in group is essential to guide
group, to develop task and to take account the discipline inside the classroom, these
elements influence in the success of the activity.

According to Ficarra & Quinn 2014; Johnson, Berg & Donaldson 2005; Mayer
2007; Wubbels 2011 (As cited in UNESCO, Instructional time and classroom
management) classroom management competencies associated with positive teaching
and learning outcomes include: 1) maximising structure through teacher-directed

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Assignment – CMTRP

activities and minimising physical classroom distractions, 2) posting, teaching,


monitoring, and reinforcing expectations, and providing supervision and feedback, 3)
directly engaging students and giving them opportunities to respond, and 4) using
strategies that reinforce positive behaviours and redirect problem behaviours, all of
these elements are develop in mixed abilities groups and encourage students to share
and learn to others, participate in class and reduce the problems of discipline when
they are doing and specific task that need they help.

The evolve of heterogeneous classes is not only references to different abilities,


the internet, migration and multimedia give the opportunity to students to interact with
people of other cultures and countries for example in a forum class or virtual platforms
of learning. In an immediately future in a classroom mixed abilities teacher will be able
to management this situation in a positive way and use the different resources to do
interest class.

THE USELFULNESS OF WEB-QUEST

The motivation plays an important role in the learning of a new language, for this
reason is important taking account the usefulness of web-quest to increasing it. When
students are motivated they are more focus in the task and put more attention in the
instructions or in the questions. Moreover, web-quest can be used in a collaborative
learning because all members of a group contribute in complete the task.

Web-Quests are reflective, fluid, and dynamic. They provide teachers with the
opportunity to integrate Internet technology into the course curriculum by allowing
students to experience learning as they construct their perceptions, beliefs, and values
out of their experiences (Beane, cited in Watson 1999). According to this idea, we can
work with this resource individually or group work but the central part is the use of
technology that provides more elements to catch the attention of students and gives
the opportunity to complete the task individually or with the help of others.

According to March (2003) Real WebQuests facilitate meaningful use of the Web
for educational ends. Activities that point students only to encyclopedic briefs, textbook
digests, or worse—word searches and coloring books—do not take advantage of
Internet resources that are interactive, media-rich, contemporary, contextualized, or of
varied perspectives. The meaningful of use of web are wide, search information, see

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Assignment – CMTRP

videos or documental, participate on forums, compare opinions, reproduce or create


content and develop task are the most common uses of web, and find the most
significant content about specific theme reduce searching time that is possible use in
elaboration of new material. These resources is related with the multiple intelligences
too, because students would get information in different ways or presentations that
catch their attention or are more relate with a specific kind of ability that with the time
will be developed.

This resource gives the opportunity to get a lot of information to be used in the
classroom, the student centered is the core of this resource and teacher will become
the facilitator of learning and the guide to explore their learning. This has a strong
relation with the uses of TICs in the classroom and the possibility to learn in a more
global way.

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Assignment – CMTRP

REFERENCES

Davidson, N. & Major, C. H. (2014). Boundary crossings: Cooperative learning,


collaborative learning, and problem-based learning. Journal on Excellence in
College Teaching, 25(3 & 4), 7-55.

March, T. (2003) The learning power of Webquest. Educational Leadership


December 2003/January 2004 | Volume 61 | Number 4 New Needs, New
Curriculum Pages 42-47. Retrieved from:
http://tommarch.com/writings/ascdwebquests/

Shammakhi & Al-Humaidi (2015) Challenges Facing EFL Teachers in Mixed Ability
Classes and Strategies Used to Overcome Them. World Journal of English
Language Vol. 5, No. 3; 2015. Retrieved from:
http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.1033.721&rep=rep1&type=pdf

UNESCO (n.d.) Instructional time and classroom management. Retrieved from


https://learningportal.iiep.unesco.org/en/improve-learning/schools-
classrooms/instructional-time-and-classroom-management.

Ur, P. (1996) A course in language teaching. Cambridge Teacher training.

Watson (1999) WebQuests in the Middle School Curriculum: Promoting Technological


Literacy in the Classroom. Meridian: A Middle School Computer Technologies
Journal a service of NC State University, Raleigh, NC Volume 2, Issue 2, July
1999 Retrieved from: URL:
http://www.ncsu.edu/meridian/jul99/webquest/index.html