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Administracin Federal de Servicios Educativos en el Distrito Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal







EFFECTIVE TEAMWORK
MANAGEMENT

Workshop



Booklet



School Term 2013-2014











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Administracin Federal de Servicios Educativos en el Distrito
Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal


DIRECTORY


Dr. Luis Ignacio Snchez Gmez
Administrador Federal de Servicios Educativos en el Distrito Federal



Jenny Taboada Coblentz
Coordinadora del Programa de Ingls en el Distrito Federal












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Administracin Federal de Servicios Educativos en el Distrito
Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal



PURPOSE:

At the end of this session participants will be able to include more grouping activities to
their lessons using a variety of strategies according to the age and level of the students
to cover the different social practices that the National English Program for Basic
Education demands.



CONTENTS

PART I. Introduction
1.1 Curricular elements
1.2 Introduction to the topic

PART II. Grouping activities
2.1 Balloon activity
2.2 Listening while reading
2.3 Writing about pictures
2.4 Establishing Quiet Signal

PART III Sharing time
3.1 Some basic considerations

ANNEX


















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Administracin Federal de Servicios Educativos en el Distrito
Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal


INTERACTION PATTERNS















1.2 Introduction to the topic
Cooperative Learning


A curriculum or classroom that is cooperative and therefore not competitive- usually
involves the learner-centered characteristics. As students work together in pairs and
groups, they share information and come help to each other. They are a team whose
players must work together in order to achieve goals successfully. Research has shown
advantages from cooperative learning (as opposed to individual learning) on such factors
as promoting intrinsic motivationheightening self-esteem, creating caring and altruistic
relationships, and lowering anxiety and prejudice (Oxford, 1997, p.445). Some of the
challenges of cooperative learning are accounting for varied cultural expectations,
individual learning styles, personality differences and an overreliance on the first language
(Crandall, 1999).



Whole Group Group Individual









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Administracin Federal de Servicios Educativos en el Distrito
Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal


BENEFITS AND CHALLENGES OF THE LARGE MULTILEVEL GROUPS





BENEFITS CHALLENGES
There are always enough students
for interaction.


We often feel out of control.
We get a wide variety of human
resources.


In large class we sometimes feel trapped in
management problems.
The teacher is not the only
pedagogue.


We get frustrated by the huge amount of
written work.
We never get bored.


It is difficult to provide for individual learning
styles.
Professional developments occur
naturally.


Activating the quiet student is difficult.

(Natalie Hess, Cambridge Handbooks for Language Teachers)











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Administracin Federal de Servicios Educativos en el Distrito
Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal


Think about more benefits and challenges that you have faced as a
teacher when dealing with multi-level groups







BENEFITS CHALLENGES



























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Administracin Federal de Servicios Educativos en el Distrito
Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal



ACTIVITY 1


Topic and aim Activity Procedure Materials
Interaction
and time
Writing
Activity
Writing
about
pictures.
Pre- Writing Teams of 5
students
30 minutes
By the end of the
activity students
will produce a
written product
Teacher divides students in teams of 5
(grouping color code)
Board
Brainstorm about favorite places to go
on vacation.
Sheets of
paper
Teacher shows different pictures. Each
team is given different pictures.
Musi
While Writing
Students write their idea of a perfect
vacation according to the picture they
received.

Post- Writing
Pictures are displayed around the
room. Compositions are interchanged.

Students will match the stories to the
correct picture.

Each team checks their composition is
placed correctly.













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Administracin Federal de Servicios Educativos en el Distrito
Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal














ACTIVITY 2

Topic Activity Procedure Materials
Interaction
and Time
By the end of the
activity Ss should
be able to
recognize and
understand
vocabulary from
a song in written
and oral form.
Listening
while reading.
Ss get the sheets of paper
from the facilitator, which
they wont show to
classmates
Ss listen to the song
looking for words that
create rhymes and highlight
them
Volunteers read aloud the
words they found and get
rewards
Teams get the lyrics of the
song together to listen to it
again
(Extra activity) Team
highlights cognates that
they already know using
different colors per type of
word (i.e. green for
cognates, purple for words
they know & red for rhymes)
Board
Sheets of
paper with a
stanza, each
written in big
print
Music
Teams of 5
students
30 minutes












Mention which social practice of the NEPBE can be combined with this activity
______________________________________________________________


What would you change or adapt?
______________________________________________________________










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Administracin Federal de Servicios Educativos en el Distrito
Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal














ACTIVITY 3

Topic Activity Procedure Materials
Interaction
and Time
Reading
comprehension.
By the end of the
activity students
will have practiced
parts of a story, its
vocabulary and
structures
Balloon
activity
Teacher divides the group into three
teams
Teacher puts a bag with all the balloons
inside next to each team
Then, the student must paste that
section of the reading passage on the wall
or on the board to form to form a reading
passage
The first team that unscrambles the
whole story wins
Boar
Stripes of
reading
passages
Balloons
Tape
Markers
Teams of 7 or
8 students.
20 to 30
minutes.



Mention which Social Practices of the NEPBE can be combined with this activity
______________________________________________________________


What would you change or adapt?
______________________________________________________________










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Administracin Federal de Servicios Educativos en el Distrito
Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal




Mention which social practices of the NEPBE can be combined with this
activity
______________________________________________________


What would you change or adapt?
______________________________________________________



ACTIVITY 4


Topic Activity Procedure Materials
Interaction
and Time
Establishing
rules.
By the end of
the activity Ss
will listen to
directions,
organization
and review.
Establishing
Quiet Signal
Tell students that it is very important that
everyone knows when an activity starts,
what they have to do and when an activity
ends. That is why you will establish and
stick to a certain quiet signal that everyone
must know and recognize
Show the class the quiet signal and tell
them that you will spend some time
practicing it
In teams, students talk until the
conversation seems animated and lively
Use the quiet signal and time how long it
takes the class to get quiet
Tell students, it is very important that
everyone knows when to follow rules-That
every activity, or games have rule
That it is important that the rules has to
be clear are simple and easy to understand
The teacher hands a contract to everyone
in the classroom and everyone has to write
his/her name on it.
If someone doesnt follow the rules there
will be a consequence.
5 sticks
1 contract
per team
Teams of 5
students 30
minutes
















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Administracin Federal de Servicios Educativos en el Distrito
Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal


Mention which social practices of the NEPBE can be combined with
this activity


What would you change or adapt?







SOME BASIC CONSIDERATIONS
Some points worth considering before planning a grouping activity:
1. Students age.
2. The materials available in the classroom.
3. The ideal timing for the activity.
4. The number of students.
5. The practical purpose of the activity.
6. Setting a nice atmosphere in the classroom
7. Activity has to be memorable and significant.
8. The characteristics of the group (kinesthetic, auditory, etc.)
9. The schedule of your class (in the morning, after recess, etc.)
10. Students likes.


















Mention more tips to consider before planning a group activity









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Administracin Federal de Servicios Educativos en el Distrito
Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal


Some points worth considering after having a grouping activity:

1. Do not feel frustrated if youre grouping activity did not work, try again next lesson.
2. Recycle all the materials and strategies and use them as many times as you need
until you get what you first expected.
3. Try to practice with your students, remember that most of them are not used to
working in collaborative activities, yet be patient.
4. You can use a grouping activity as an assessment tool, it is easier to observe or take
notes of five or six teams than to assess the whole group of 30 or more kids.
5. If your activity was a real success, take notes of all the things that went well, you
might need these notes in the near future.
6. Its important to add diverse grouping activities in your lessons. Do not use them
every class, instead innovate, so that your students are always engaged in the
activities.



Mention more tips to consider after having a group activity


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Administracin Federal de Servicios Educativos en el Distrito
Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal

ANNEX 1















































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Administracin Federal de Servicios Educativos en el Distrito
Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal

ANNEX 2


MAKE THAT NOISE! Rules and Norms


1. Respect your peers and your teacher.
2. Remember that you will hear each question twice.
3. Please listen to the questions very carefully and after the second reading discuss the answer/s with your
group before making your noise. Do not make the decisions on your own. Remember- you are working
in teams.
4. If the question is a true/false question, be ready to write down T or F while the teacher is reading
the question and then compare your answers in your group.
5. Let the teacher decide who made the noise first.
6. Let the teacher decide if the answer provided is acceptable.
7. Do not argue with the teacher.
8. Take turns answering questions in your group and pass the torch after answering each question so
that you know who should be answering the question.


MAKE THAT NOISE! Legal Contract

All the students and their teacher hereby agree to follow and respect all of the above rules and norms. If any of
the parties break the contract by not following and respecting all of the rules and norms, they will have to bear
the consequences by fulfilling a special task.


Signatures of all the team members: ______________________________
______________________________
______________________________
______________________________
______________________________


Teachers signature: _______________________________

















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Administracin Federal de Servicios Educativos en el Distrito
Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal

ANNEX 3



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Administracin Federal de Servicios Educativos en el Distrito
Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal


ANNEX 4

Make appointments with a different classmate for each hour.
(Each of you in the pair should have each others name at the same time).

What time is it?















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Administracin Federal de Servicios Educativos en el Distrito
Federal
Direccin General de Innovacin y Fortalecimiento Acadmico
Direccin de Programas de Innovacin Educativa
Coordinacin del Programa de Ingls en el Distrito Federal

ANNEX 5

Links:


http://www.crayola.com/free-coloring-pages/print/make-a-puzzle-coloring-page/
http://www.oregonstate.edu
http://www.intohigher.com/universities/america/oregon-state-university.aspx