A Glogster about Activities of CLT

http://sedenay.edu.glogster.com/sedenaypayamlar/

A Storify About Activities of CLT

http://storify.com/Sedenay/activities-of-communiative-language-teaching

A VIDEO CLIP ABOUT ACTIVITIES OF CLT

 

In class activities of CLT (PODCAST)

https://audioboo.fm/boos/1814313-in-class-activities-of-clt

Three Step Interview

The Three Step Interview is a cooperative structure that helps students personalize their learning and listen to and appreciate the ideas and thinking of others.  Active listening and paraphrasing by the interviewer develops understanding and empathy for the thinking of the interviewee.

THREE-STEP INTERVIEW: Common as an ice-breaker or a team-building exercise, this structure can also be used also to share information such as hypotheses or reactions to a film or article. (1) Students form dyads; one student interviews the other. (2) Students switch roles. (3) The dyad links with a second dyad. This four-member learning team then discusses the information or insights gleaned from the initial paired interviews. 
(Some parts are retrieved from:http://its.guilford.k12.nc.us/act/strategies/three_step_interview.htm)

Simple Jigsaw

Jigsaw is a cooperative learning strategy that enables each student of a “home” group to specialize in one aspect of a learning unit. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the “home” group and teach the material to their group members.

Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full understanding of the final product. If each student's part is essential, then each student is essential. That is what makes the Jigsaw instructional strategy so effective.

Jigsaw learning allows students to be introduced to material and yet maintain a high level of personal responsibility.

The purpose of Jigsaw is to develop teamwork and cooperative learning skills within all students. In addition it helps develop a depth of knowledge not possible if the students were to try and learn all of the material on their own. Finally, because students are required to present their findings to the home group, Jigsaw learning will often disclose a student’s own understanding of a concept as well as reveal any misunderstandings.

The Process:

The teacher divides an assignment or topic into four parts with all students from each LEARNING TEAM volunteering to become "experts" on one of the parts. EXPERT TEAMS then work together to master their fourth of the material and also to discover the best way to help others learn it. All experts then reassemble in their home LEARNING TEAMS where they teach the other group members. 
(Some parts are retrieved from : http://olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/)

Numbered Heads

This cooperative learning strategy promotes discussion and both individual and group accountability. This strategy is beneficial for reviewing and integrating subject matter. Students with special needs often benefit when this strategy is used. After direct instruction of the material, the group supports each member and provides opportunities for practice, rehearsal, and discussion of content material.

Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning the material. Students are placed in groups and each person is given a number (from one to the maximum number in each group). The teacher poses a question and students "put their heads together" to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared.

The process:

Members of learning teams, usually composed of four individuals, count off: 1, 2, 3, or 4. The instructor poses a question, usually factual in nature, but requiring some higher order thinking skills. Students discuss the question, making certain that every group member knows the agreed upon answer. The instructor calls a specific number and the team members originally designated that number during the count off respond as group spokespersons. Because no one knows which number the teacher will call, all team members have a vested interest in understanding the appropriate response. 
Again, students benefit from the verbalization, and the peer coaching helps both the high and the low achievers. Class time is usually better spent because less time is wasted on inappropriate responses and because all students become actively involved with the material.
(Some parts are retrieved from https://www.teachervision.com/group-work/cooperative-learning/48538.html)