Interpersonal Communication in Learning Centers, Partner

and Small Group Work

Teaching Reflection Time

What worked well in today’s lesson?What didn’t work well in today’s lesson?Talk about one StarTalk Teaching Principle

you applied well today.

Back to tables: Each person give a specific compliment to the

other members of the group: “I really like the way you…”

Today’s Essential Questions

1. Why is Interpersonal Communication beneficial

and how do I implement this into a lesson?

2. When should I use partner and small group

learning activities and centers?

3. How do I plan and manage learning centers in

my classroom?

4. How can I adapt today’s examples for my

classroom?

Tuesday’s Quote

“The greatest sign of success for a teacher is to be able to say, ‘The children are now working as if I did not exist.’”

•Maria Montessori

Wednesday’s Quote

“Tell me and I forget. Teach me and I

remember. Involve me and I learn.”

•Benjamin Franklin

Interpersonal Communication

What is Interpersonal Communication?

Negotiating meaning between individuals: mainly in conversation but can be through letter writing or emails.

Interaction is the key to interpersonal communication and language development for WL learners.

Limitations of Whole Group Instruction

Traditional Classroom: Communication is primarily a one-way flow from teacher to student.

Students do not have a chance to apply their new knowledge of a language and express themselves orally.

Learning centers are the best place for students to practice language. The language is best learned with support from the teacher in small and whole group and practiced independently in centers with peers.

Benefits of Learning Centers

Many opportunities for language use by students

Many student opportunities for authentic or natural

language use.

A “safe” environment for communication tasks.

High engagement because there are a variety of tasks

Students also practice social skills

Students are “center stage” rather than teacher.

Be explicit in teaching social expectations in learning centers. Model

for class.9

For example:Compliment and praise others regularly.Use names when speaking to each other.Do not interrupt others.Make sure everyone in the group has a

chance to talk and participate. Take turns in everything.

Remind others to stay on task.Be a team player and verify consensus.Ask for help or clarification when needed.

Grouping Students10

Long Term groupsShort term groupsFree choice groupsAbility groups- homogeneousHeterogeneous- high, middle, low

Teachers will use all ways of grouping for different purposes.

Random Grouping Ideas11

Handing out something: playing cards, pictures, puzzle pieces, names that go together of people or places math problems with similar answers colored clothespins categories (mammals, reptiles)

Counting Off by numbers

Non-Random Grouping Ideas12

Table set up 1,2,3,4 Mix ability Mix gender Can work all 4 Can work ½ and ¾ Can work 1/3 and 2/4

Note: Ability can mean language Level in WL classroom or can mean general intelligence

or processing levels.

1a) Higher

Ability+b) Skill or

Interestc) Personality

3a) Average

Ability+b) Skill or

Interestc) Personality

2a) Average

Ability+b) Skill or

Interestc) Personality

4a) Lower Ability+b) Skill or

Interestc) Personality

Guidelines for Learning Centers13

Plan, plan, plan for success- be organized

Explain everything in detail Set clear goals Make sure students have the target

language they need to complete the center

Give exact directions for each step of the activity. Model the center. Many times you will model whole group first.

Guidelines for Learning Centers14

Set a time limit and time cues. Circulate among centers or lead a center. Establish a system on getting student

attention and transitioning that does not include you talking over students or yelling.

Non-verbal systems reduce verbal confusion.

Take time to Evaluate your Learning Stations or Centers and improve.

Sample Small Group and Partner Activities15

Day 1: A. Hear-Say Game B. Do You Have What I Have? C. Can You Guess? D. Dress the Bear

Center Checklist

Center Evaluation

Center Organization

Remember your centers or learning stations align with your curriculum and your learner level.

Ideas:VocabularyGrammar/StructureCharacter WritingListening/SpeakingCulture/ArtReadingCross-Curriculum: Math or Science

Teacher Table

Pulling students individually or in small groups for direct instruction and assessment is very beneficial for both teacher and student.

Designing Your Centers

Thematic or Content Area Learning Objectives

Daily or Weekly RotationsGroup FormationsNumber, Time and Learning Objective for

each CenterCreate a predictable system and then vary

content within it.

Language Center Ideas

Oral Language Center group- Jig Saw, Follow Directions, Retell a story with puppets, etc…

Writing Center- practice language writing- handwriting, response writing to prompt or lesson, pen pals, etc…

Cultural Center- listen to story, watch video, use Google maps to see a city, color an authentic picture

Vocabulary Center- work with new vocabulary in a variety of ways.

Teacher Table- have a small group to work with directly with students.

Content Area Center Ideas

Reading/Writing/LiteracySpeaking/ListeningMathScienceSocial StudiesArt, Music, Movement

Center Ideas

Most teachers like to begin each class with a time of whole group instruction.

Then transition into centers.At the end of the class, end with a whole class

activity.Some teachers rotate students through multiple

centers per day.Some teachers rotate students through one center a

day.Teachers can utilize learning centers every day or

only some days of each week. They must be used often enough to become a habit.

Backward Design:

24

1. start with the end goals (standards-based performance goals)

2. envision activities/ lessons to lead students to success

3. select the means (language elements: vocabulary, grammar, functions)

Classroom Management

Positive and High Expectations

The effective teacher has positive expectations for the student success!

Your expectations of your students will greatly affect student achievement.

Teachers get what they expect!

What do “High Expectations” Look Like?

Expect students to be able to be independentExpect students to learn details of classroom

routines and procedures through explicit teaching and modeling

Expect students to be self-regulatedExpect good mannersHold students accountable in a consistent,

non-emotional processBe realistic- anticipate problem areas and

plan for them

Sample Small Group and Partner Activities

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Day 2:A. Shapes and ColorsB. Jig SawC. All About Me CardsD. Chinese Zodiac Animal Thumbprints

Today’s Essential Questions

1. Why is Interpersonal Communication beneficial

and how do I implement this into a lesson?

2. When should I use partner and small group

learning activities and centers?

3. How do I plan and manage learning centers in

my classroom?

4. How can I adapt today’s examples for my

classroom?