Learning by Sharing Comenius 2.1.

Keila Russian Gymnazium
Keila, Estonia
Report 2004. November

 

PHASES OF THE PROJECT

1st year 2002-2003

  • 1. Initial seminar (in Madrid)
  • 2. Training courses at school for teachers
    • a. lectures organized by Tallinn Pedagogical University
    • b. general plan of actions; planning specific activities
    • c. work in groups (teachers)
    • d. evaluation of the training course by teachers
    • e. forming heterogeneous groups (tests; questionnaires; diagrams; sociograms development of co-operative work with students.

2nd year 2003-2004

  • 1. Planning and stating activities to be included in curricula (according to the needs of school)
  • 2. Working in heterogeneous groups at the lessons
    • a. paying special attention to weak students
    • b. to students with behaviour problems and rejected ones
    • c. observing atmosphere in class, room climate, norms of behaviour
  • 3. Analyzing changes noticed by teachers in students; by students in teachers
  • 4. Pinpointing positive and negative sides of learning together
  • 5. General evaluation of co-operative learning. Efficiencies of the programme for students.
  • 6. Final assessment and presentation of the project to the staff at gymnasium.

 

PLANNING ACTIVITIES

AUGUST – seminar with participating teachers.

SEPTEMBER – development of the planned activities. Implementation co-operative techniques at the lessons. Organization of workshops for teachers of primary school.

SEPTEMBER – meeting with parents.
Questionnaires for them about co-operative learning methods.

OCTOBER - the evaluation of co-operative learning method.
Post-test for students.
Presentation of the project.
Introducing the project for the staff of teachers at school.


THE TEACHERS’ OBSERVATION

ACADEMIC ACHIVIEMENT
All the pupils who took part in the project have got a certain level in some subjects; weak students improve their results.
Motivation has in creased.

AUTONOMY
Students are able to organize work; to rule the process.

TOLERANCE
Students with behaviour problems have become more flexible, sociable, and able to listen. But some students with learning difficulties are still rejected, only one explanation is that the members of the group want to be highly evaluated, without any failure.

 

 

GUIDENCE FOR A TEACHER
SOME KEY POINTS

1. Preparing activities (before)

  • Set short simple task
  • Provide a motivating activities which gives learners a reason for interacting
  • Ensure a variety of types of activity
  • Plan the activity carefully in advance
  • Arrange the class so that learners can move around
  • Ensure that there is at least one “good” student in each group

2. Running the activity (in process)

  • Explain clearly the nature of activity
  • Make instructions as short and simple as possible
  • Check that students have understood the task
  • Set a strict time limit
  • Move around among groups while the activity is in progress; pay attention to slow students
  • Listen rather then interrupt during activities
  • Introduce the target
  • Praise all efforts

3. Follow up

  • Provide feedback to the students after activity
  • Make them demonstrate and share group work results
  • Organize yourself and students
  • Provide appropriate activities to meet needs arising from group work

4. Completion (after) of activity

  • Analyze success and failure
  • Think over:
    • if the goal was reached
    • if the instructions were clear
    • whether enough time was
    • how fruitful presentation were
    • how students interacted, cooperated (atmosphere in class; rules and norms of behaviour).