Cooperative Learning) and Chapter 7

¶ … Cooperative Learning) and Chapter 7 (Summarizing and Note Taking)

Although Chapter 6 addressed cooperative learning, I feel that the title was a bit misleading and that the chapter in fact targeted a specific form of cooperative learning. Specifically, Chapter 6 took a somewhat narrow approach to cooperative learning and actually described learning in very small groups. While learning in groups certainly qualifies as cooperative learning, I still feel it was significant that the chapter specifically mentioned that learning in larger groups (which would still qualify as cooperative, interpersonal learning) was not as effective as smaller groups.

The chapter provides many examples of why learning in small groups is the most productive way for English language learners to become proficient in the language. In particular, the text placed great emphasis on the intimate conversation afforded by small groups and stressed that it is more effective than learning with the whole class because each student has more opportunities to speak and receive feedback and because smaller groups are more context-driven. The fact that each student has more opportunities to speak makes intuitive sense to me, but I do not understand why smaller groups are necessarily more context-driven than learning in the context of the whole class. Specifically, the text never clarifies how it is that the whole-class dynamic precludes real-life conversation scenarios. Moreover, while I understand why there are more opportunities for feedback in smaller groups, it seems to me that receiving peer feedback may not be as informative as feedback that is given by the instructor. Relying on feedback within the groups places a significant burden on the students and also assumes that they are capable of providing clear and effective feedback. To this end, while the text specifies that groups should not be formed out of consideration of the language ability of the students, it would perhaps be useful to remain cognizant of students' abilities, so as to pair particularly effective native speakers with less experienced English language learners.

Chapter 7 was surprising to me as I had not considered the usefulness of note taking in the context of the English language learning classroom. However, it is understandable why it would provide immense benefits as it forces students to note only decode what is being said but also to extract the most meaningful material. I do feel that the chapter should have been more explicit about the need to think critically when taking notes. The text states that note taking should be predicated around summarizing the material; while it states that verbatim note taking is the least-useful method, it also mentions that the more notes taken the better. These two statements seem to contradict one another, and I feel that taking more notes results in diminished returns since the student has merely reproduced the lesson without interpreting the meaning of what is said. Additionally, it seems to me that giving students teacher-prepared notes (a procedure that is advocated for in the chapter) would defeat the purpose of note taking since the student is no longer responsible for interpreting the material themselves. Nevertheless, the keep-delete-substitute strategy represents a useful method for note taking and could easily be applied without writing down excessive amounts of notes. As long as the student actively engages with the material, I understand why note taking is such an effective approach for English language learning classroom.

Chapter 9 (Reinforcing Effort and Providing Recognition)

Chapter 9 dealt more specifically with sustaining strong performance in the classroom than Chapters 6 and 7. The most salient topic addressed in the chapter was the theme that the effort that an English language learner exhibits can (to a degree) be enhanced through effective motivational strategies. I was surprised by the statement on page 88 that "students are unaware of the direct effect effort has on success." Specifically, it seems to me that this statement is largely self-evident. After all, it is a basic truth that the more effort someone contributes toward a task, they will realize their goal more efficiently and provide greater productivity. Conversely, a student who does not work to the best of their ability will not be productive and will be unsuccessful. I still do not understand how the authors were able to quantify effort, or how exactly one would validate such a claim. While I can certainly understand a correlation between effort level and a classroom that motivates students to perform at their highest level, quantifying effort level seems as though it would be an impossible task.

However, the techniques provided in the chapter are helpful for motivating students in the English language learning classroom. The statement that asking "why" questions is a useful method for enhancing students' curiosity is understandable and intuitive since most native speakers learn the language through asking such questions. Moreover, I would think that asking "what" questions would also be particularly productive in learning a new language as it familiarizes the student with the names for different objects. Conversely, someone who does not ask any questions will not only limit their vocabulary and comprehension of the language but will also fail to develop the requisite inquisitiveness that is necessary in sustaining academic success even after English language fluency is achieved. At any rate, the importance of asking questions is crucial in developing language proficiency.

While I understand the necessity for promoting effort level, Chapter 9 stresses that it is important to track effort level and achievement. This seems as though it would be impossible; effort level is an arbitrary distinction and quantifying or tracking effort relies on the teacher's subjective interpretation of their students' effort. Just because a teacher feels that their student is not exhibiting high levels of effort does not mean that the student is not trying to the best of their ability, and suggesting that the student is not trying could result in the student becoming hurt or offended, which would negatively affect future performance. Therefore, while it is important to try to ensure that all students are performing at their highest possible level, I feel that teachers should remain sensitive to the possibility that their student may be doing the best they can, even if they have not been successful in realizing any goals that were established.