group 11 ( ANITA & ROSDIANA)

NAME   : ANITA (2130730003)

                 ROSDIANA (2130730016)

GROUP : 11/ VI/A

1.      THREE-STEP INTERVIEW

A three-step interview is defined as a cooperative learning technique which enables and motivates members of the group to acquire certain concept deeply by students' role. It is an adaptable process in the classroom. The aim of this technique is to gather students in a conversation for analysis purpose and new information synthesis (Kagan, 1994). e.g., before students read an article on a particular topic, they could use Three-Step Interview to find out what each other knows and feels about the topic. 

à The Four Strategies in Three Step Interview

·         Questioning

·             Reinforcing the need to ‘take time’.

·             Using recording sheets.

·             Determining the length of time for each interview.

2.      JIGSAW

The jigsaw technique is a simple, well-structured cooperative learning structure that emphasizes both individual accountability and achievement of group goals, both of which are critical for improved student learning in cooperative settings. The basic idea is very simple: students are divided into groups which all have their own research topic to study. After research each topic group is split in such a manner that new groups have a single member from each of the old topic groups. After the new groups have been assembled each topic expert is responsible for integrating the knowledge of his/her topic specific knowledge into the understanding of the new group he/she is in.

3.      ONE STAY, TWO STRAY

This collaborative strategy gets students moving around the room while working with classmates to solve problems and answer questions. This also allows all students the opportunity to “be the teacher,” which students love to do. As students talk about their ideas and thinking process with others, it helps them develop a deeper understanding of the concepts at hand.

There are some strategies into One Stray, Two Stay to encourage group discusssion and collaboration among students:

• During Guided Practice so students can work as a group to practice what they just learned
• With open-ended or controversial questions after reading a text
• To solve a math problem in a variety of ways, explaining their thinking and process steps
• To compare/contrast conclusions to a science experiment
• As a test-prep strategy for answering difficult, simulated and/or released questions
• As a closing activity so that students can synthesize important points in the lesson – or apply what they’ve learned in a new situation.

4.      WRITE-PAIR-SHARE

Write-Pair-Share is an oral language support strategy that allows students to formulate their thinking in writing before oral interaction with a peer.  It increases student accountability for talk and supports the more hesitant speaker by providing written rehearsal. Peers quickly write down a response to a focus question provided by the teacher, then read the brief response to a partner and follow it with discussion of ideas. This participation structure is reasonably easy to establish and use in the full range of settings in classroom instruction in all content areas.