Experience^2
As the 24 fifth grade ESL students in Alexandria, Virginia, USA settle down after
lunch, the teacher asks for attention and announces that the day’s vocabulary lesson
will be done in cooperative groups. Several students ask, ‘Which groups, teacher?’
‘We’ll stay in the same groups of six that you have been in so far this week,’ he
replies. ‘I will give each group a different part of a story. There are four parts. Your
group’s job is to read the part of a story that I will give you and to discuss the
meaning of any new vocabulary words. Use your dictionaries or ask me when you
can’t figure out the meaning of a word. In ten minutes, you will form new groups.
Three of you will move to another group, and three of you will stay where you are and
others will join you. In each new group you will tell your part of the story. You will
teach your new group the meanings of any vocabulary words that the group members
don’t know. Listen to their part of the story. Learn the meaning of the new vocabulary
in it. Then we will change groups again, and you will do the same thing. The third
time you will return to your original group and tell the story from beginning to end.
You will work together to learn the new vocabulary. After ten minutes of practice
time, you will be asked to match each new vocabulary word with its definition on a
worksheet that I will give you. Your group will help you during the practice time.
During the test you’re each on your own. Your score will depend on your results as a
group, since your scores will be added together.’ The teacher then writes the criteria
on the board as he explains them:
90–100 percent = No one in your group has to take the test again.
89 percent or less = Everyone in your group takes the test again.
‘Everyone in the class will get an extra five minutes of recess tomorrow if the room
score is 90 percent or better.’ There is a buzz of excitement about that possibility.
One student asks, ‘What social skills, teacher?’ In response, the teacher says,
‘Today you are all to practice encouraging others while your group works on learning
the vocabulary words.’ He then asks, ‘What can encouraging others sound like?’
One student responds, ‘Nice job!’ Another says, ‘Way to go!’ ‘Clapping and
cheering,’ offers a third.
‘Yes,’ says the teacher. ‘Now what can encouraging others look like?’
‘A smile.’
‘A nod.’
‘A pat on the back.’
‘All right. You’ve got the idea. Today I will observe each group. I will be looking
for you to practice this social skill. Now, get into your groups.’