Grouping Learners

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Grouping Learners by Mind Map: Grouping Learners

1. types of groups

1.1. Orderly Rows

1.1.1. T has a clear view of all the students and students can all see the teacher. explain a grammar point, watching a video, or using the board or an overhead projector.

1.2. Horseshoe

1.2.1. especially appropriate for smaller groups.T probably be at the open end of the arrangement since that may well be where the board, overhead projector/computer are situated.

1.3. Circle

1.3.1. the teachers position (where the board is situated) is less dominating. there is far freater feeling of equality than when the teacher stays out at the fornt.

1.4. separate tables

1.4.1. An advantage of separate tables is that groupwork is easy to arrange. separate tables are more difficult to tech to in whole group activities, depending on the size of the group and the room.

1.5. Enemy corners

1.5.1. where two groups get into opposite corners of the room

1.6. Face to face

1.6.1. students sit in rows to make pairs

1.7. students on their own

1.7.1. such individualised learning is a vital step in the development of learner atutonomy.we can allow them to reas privately and then answer questions individually, ask them to complete worksheets or writing tasks by themselves.

1.8. Pair work

1.8.1. students can practice language together, study a text or take part in information gap activities.they can write dialogues, predict the content of reading texts or compare notes on what they have listened to or seen.

1.9. group work

1.9.1. students can write a group story or role play a situation which involves five people. they can prepare a presentation or discuss an issue and come to a group decision.

2. Creating pairs and groups

2.1. Friendship

2.1.1. make sure that we put friends with friends, rather than risking the possibility of people working with others whom they find difficult or unpleasant. our observations may not always be accurate and frienships can change over time. we should leave it to students. more informed way of grouping is make a sociogram.

2.2. streaming

2.2.1. students should be streaming according to their. pairs and groups should have a mixture of weaker and stronger students. we should create groups in which all the students are at the same level.

2.3. Chance

2.3.1. that is for no special reasons of friendship, ability or level participation. a way of organising pair work is the wheels scenario, here half of the class stand in a circle facing outwards, and the other half of the class stand in an outer circle facing in wards.the outer circle revolves in a clock wise direction and the inner revolves un an anti clockwise direction. when they are told to stop, students work with the person facing them.

2.4. the task

2.4.1. sometimes determine who works with whom. for example if we want students from different countries to compare cultural practices we will try to ensure that students from the same country do not work together.

2.5. Changing groups

2.5.1. students can work in differents groups for each activity.

2.6. Gender and status

2.6.1. we need to remember that in some contexts it may be not appropriate to have men and women working together.

3. Procedures for pairwork and groupwork

3.1. before

3.1.1. students need to feel enthusiastic about what they are going to do, they need to know what what they are going to do, and they need to be given an idea of when they will have finished the task.

3.2. During

3.2.1. we could stand at the front or the side of the class and keep an eye on what is happening or monitoring.

3.3. after

3.3.1. we need to organise a feedback, it may take the form of having a few pairs or groups quickly demostrate the language they have been using.

4. Troubleshooting

4.1. finishing first

4.1.1. we can saying them "OK, you can relax for a bit while the others finish may be appropiate for tired students but can make other students feel that they are being ignored. we can give them an activity to complete while they are waiting.

4.2. Awkward groups

4.2.1. we can stream groups or reorganise them in other ways so that all group members gain the most from the activity. observe, noting down how often each student speaks.