Working collaboratively on a task encourages use of the vocabulary of the curriculum area, and at the same time encourages use of the language of making suggestions, justifying opinions, agreeing and disagreeing, etc. The small groups then join together to make a larger group: 2 →4 →8 →16 → whole-class.Ģ. Working on shared tasks, e.g. The pairs then join another pair to form a group and share their findings. Snowballing: Learners discuss something or investigate an issue in pairs. After the pairs have discussed the issue, they join with another pair, share views and emerge with a group conclusion or perspective. Think-Pair-Share: Learners prepare a response to a text or prepare a piece of work and then explain their ideas to a partner. It may be useful to establish ground rules and model some appropriate question types and responses. Pairs can be selected, chosen randomly or regularly switched. Talk partners: Learners are paired for short discussion activities. The note-taker observes this process and provides feedback to both speaker and questioner.The questioner listens carefully and asks for clarification or further detail.The speaker explains the topic (or expresses their opinion on an issue) as directed by the teacher.Listening triangles: learners work together in groups of three: a speaker, a questioner and a note-taker. There are a range of pair or group discussions, for example: EAL learners at any stage of language development can take part, particularly if those who are New to English are grouped with supportive peers. Information exchange activities, including barrier games and jigsaw activitiesĬollaborative activities can be used for any age-range and in any subject.Activities or games with a competitive element, e.g.Completing shared tasks in a pair or group, e.g.Collaborative activities are any activities where learners are working co-operatively in pairs or groups.
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