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Sesiunea 5 Handout 2

Fill in the chart to highlight the advantages and disadvantages of different student groupings to make the lesson more efficient and successful.
Advantages Disadvantages

Whole-class grouping

Whole group discussions provide for greater interaction between teacher and students. Instructors maintain a greater control over what is being taught because they are able to steer the discussion. Auditory learners find them appealing to their learning style. Teachers can check on what students are retaining through questions posed. Whole group discussion is comfortable for many teachers because it is a modified form of lecture. Students have a tendency to stay focused on the lesson because they might be called on to answer questions. Students may feel more comfortable asking questions during whole group discussions.

Whole group discussions require setting up and enforcing ground rules for students. If these rules are not enforced then there is a possibility that the discussion could quickly go offtopic. Students who are weak in note-taking skills will have trouble understanding what they should remember from group discussions. This is even more so than in lectures in many cases because not only the teacher but fellow students are talking about the lesson. Some students may not feel comfortable being put on the spot during a whole group


roups and teams come up with more creative solutions Working with others improves members! comprehension of ideas presented "embers are more satisfied with the group!s conclusions and recommendations if they participated in the discussion #ave more access to info when they tap into the e$perience of others It increases the amount of students) talking time as they are presented with opportunities for productive practice. It develops sociali*ation skills and attitudinal contents +cooperation& participation& autonomy and responsibility,& which contribute to create a good atmosphere in the classroom.

%verly talkative& insensitive or overbearing people may speak to much "embers sometime feel pressure to conform to what others are doing' may be difficult to stick to your own ideas when everyone!s are different Some members (ust wait for others to do the work Takes more time' time to talk and listen The students will sometimes use their mother tongue. Apart from selecting activities which we can be reasonably sure are not beyond the level of the students and in preparing them if necessary with some essential language +especially in the early stages,& there are a number of things we can do to help overcome this problem-


.$plain to the students why they are doing activities of this kind- i.e. that this is an opportunity to use .nglish. /emonstrate whenever possible how they can 0get round) difficulties & i.e. through alternative e$pressions. .ncourage the students to consult us if theyhave real difficulties. Ask them at least from time to time to impose self-discipline& e.g. through a penalty system which requires them to pay a small fine if they use the mother tongue. This can be done in a fun-like way so that the students actually en(oy catching one another out. Incorrectness is another problem as many students think that if they are not corrected& they do not learn. Teachers sometimes worry about noise when pair work is used. Students don)t have the opportunity to learn from peers 1ot all students +interpersonal learners, are able to work to their full potential 2ess creativity3opportunities to build on others) ideas.


Student can work at their own pace Students have the opportunity to figure out their own opinions and thoughts Intrapersonal learners are better able to focus Teachers can more clearly assess a student)s understanding