Метод Jigsaw в организации обучения в сотрудничестве на занятии по английскому языку

Репникова Юлия Сергеевна,

преподаватель,

ГБ ПОУ «Волжский политехнический техникум»,

г. Волжский, Волгоградская область

МЕТОД  JIGSAW В ОРГАНИЗАЦИИ ОБУЧЕНИЯ В СОТРУДНИЧЕСТВЕ НА ЗАНЯТИИ ПО ИНОСТРАННОМУ ЯЗЫКУ В СПО

Интересный подход в организации обучения в сотрудничестве (cooperative learning) был разработан Elliot Aronson в 1978 г. и назван Jigsaw (в дословном переводе с английского - ажурная пила, машинная ножовка).

В педагогической практике такой подход именуется сокращенно “пила”.

Обучающиеся организуются в группы по 4-6 человек для работы над учебным материалом, который разбит на фрагменты (логические или смысловые блоки).  

Такая работа на уроках иностранного языка организуется на этапе творческого применения языкового материала.

Например, при работе над темой «Personal Computer. Hardware» можно выделить различные подтемы: keyboard, hard disk drive, monitor, microprocessor, printer». Каждый член группы исследует  материал по своей части, затем учащиеся, изучающие один и тот же вопрос, но состоящие в разных группах, встречаются и обмениваются информацией как эксперты по данному вопросу. Это называется  «встречей экспертов». Затем они возвращаются в свои группы и обучают всему новому, что узнали сами, других членов группы. Те, в свою очередь, докладывают о своей части задания (как зубцы одной пилы).

Отчитывается по всей теме каждый в отдельности и вся команда в целом. На заключительном этапе, который проводится фронтально, преподаватель может попросить любого участника команды ответить на любой вопрос по данной теме, вопросы могут задавать и члены других групп. Участники одной группы вправе дополнять ответ своего товарища так.  Дополнения учитываются в общий зачет. Но и вопросы других групп также идут в зачет этим группам.

Так при изучении темы перевод прямой речи в косвенную я выделяю такие подтемы как, перевод утвердительных предложений из прямой речи в косвенную, общие и специальные вопросы в косвенной речи, модальные глаголы в косвенной речи, повелительное наклонение в косвенной речи, организую работу по исследованию каждой подтемы участниками, обмену мнениями и доведению этой информации до других.

В 1986 г. R.Slavin разработал модификацию этого метода "Пила -2"(Jigsaw-2), который предусматривал работу учащихся группами в 4-5 человек. Вместо того, чтобы каждый член группы получал отдельную часть общей работы вся команда работала над одним и тем же материалом (например, знакомилась с базовым текстом по теме «Personal Computer» печатным или звуковым). Но при этом каждый член группы получал свою подтему, которую разрабатывал особенно тщательно и становился в ней экспертом. Встречи экспертов из разных групп оставались. В конце цикла все учащиеся проходили индивидуальный контрольный тест, который и оценивался. Результаты учащихся суммировались. Команда, сумевшая достичь наивысшей суммы баллов, награждалась.

         Этот метод можно использовать и при объяснении грамматического материала, например при изучении темы страдательный залог. Простые, продолженные и совершенные времена в страдательном залоге. Я делила обучающихся на 3 группы по 5 человек, члены каждой группы рассматривали формы пассивного залога, но каждой из участников группы более детально рассматривал одну группу времен, например именно простые времена, а другой делал акцент на продолженных.

Также я использовала этот метод при изучении темы Экономические системы на специальности экономика и бухгалтерский учет на 3 курсе.

Все члены каждой группы работали с текстом по теме, однако каждый член группы более детально изучал свою цель экономических систем (стабильность, эффективность, справедливость, рост), далее отвечали на вопросы и выполняли задание на определение правдивости/ложности утверждений по тексту.

ECONOMIC SYSTEMS

Any attempt to delineate the various political and economic systems that have been developed to meet basic economic challenges is fraught with danger. It is virtually impossible to assign these systems to clear categories. However, economic systems can be differentiated by the answers they give to the five fundamental economic questions. We will look at two systems: the centrally planned system, which emphasizes social decision-making power; and the market system, which emphasizes individual decision-making power.

Small, select groups of individuals serve as economic planners and decision makers in the centrally planned economic system. The country as a whole, usually represented by the government, owns virtually all property resources: land, factories, equipment, roads, bridges, and so on. A central planning organization makes all of the important economic decisions about what to produce, the mix between investment goods and consumption goods, the type of consumption goods, and the methods and organization of production. The distribution of goods and services in a centrally planned economy tends to be egalitarian; basic human needs are generally met first. Very little, if any, inequality of income is permitted, and goods and services are, at least in theory, distributed on the basis of need rather than on the basis of ability to pay. There is no individual profit motive as such because all profit returns to the state or to the people. Centrally planned economies orient themselves to group accomplishment — the maximization of production and returns for the good of the group rather than the individual.

In the market system, private individuals own the vast majority of the factors of production. These individuals are entitled to the rewards that come from use of the resources they own. The government plays a very limited role in the basic decision-making process. In fact, in its purest form, the market system allots government virtually no role in economic decision making. This is called laissez-faire economics. While the various levels of government provide some public services (such as a legal system, roads, schools, and national defence), the fundamental economic questions are answered not by a select group but through the participation of many individuals in the marketplace.

STABILITY

AU economic systems strive to keep the business cycle stable. The business cycle reflects fluctuations in economic activity that recur over a period of years. An ideal business cycle produces a gradual, steady rise in output. In reality, there are periods of decreasing as well as increasing activity, which can be dramatically sharp. The practical goal of an economic system is to keep these fluctuations from being too severe. In the process, it seeks to maintain steady average wage and price levels.

EFFICIENCY

The second fundamental goal of economic systems is efficiency. A society must make the best use of its limited store of resources. Two types of efficiency are important. Technical efficiency refers to «full employment» of resources or the production of maximum output using available inputs in the most efficient manner. Economic, or allocative, efficiency refers to the match between individual preferences and the economy’s products. When an economy is economically efficient, the goods and services it is producing match closely the purchasing preferences of its consumers. In a market system, this implies an unrestricted balance between supply and demand. Note that an economic system may be technically efficient, yet economically inefficient. The inverse, however, does not hold true. An economically efficient society must also be technically efficient.

FAIRNESS

A society’s efficiency has no relation to the fairness with which it distributes its wealth. The third major goal of an economic system is fair distribution of income. In other words, it seeks a means of distributing its output that is equitable. This does not necessarily mean equal distribution. A society’s approach to this economic goal will be strongly influenced by its philosophical outlook and moral views.

GROWTH

Economic systems continually seek to improve the standard of living of their members. In other words, production levels, measured on a per person basis, should keep rising.

Хотелось бы более подробно остановиться на том, как я использовала подход пила при объяснении темы Electricity на специальности ЭМЭ, техническая эксплуатация и обслуживание электрического и электромеханического оборудования на 3 курсе.

На начальном этапе поделила обучающихся на 4 группы по 4 человека. Перед началом работы ознакомила с порядком работы в группах с помощью специальной памятки, в которой указала некоторые моменты, касаемо особенностей работы, напомнила о необходимости внимательного изучения своего вопроса, анализа своего текста, терпеливого отношения друг к другу, общения только на английском языке в процессе работы, умеренного пользования электронным переводчиком, использования языковой догадки.  

После этого каждый участник группы (home group) получил свой текст для чтения: “Electric Power Consumers and Power Systems”, “Hydroelectric Power Plants”, “Atomic Power Plant” или “Substations” (тексты разной сложности) в соответствии с уровнем языковой подготовки.

Внутри одной группы студенты работали над разными текстами. После прочтения текста обучающиеся из разных групп, работавшие над одним и тем же материалом, встречались и обменивались информацией (expert groups).   

Происходила так называемая “встреча экспертов”. Далее они возвращались в свои группы (home groups) и по очереди рассказывали о том, что обсудили. Затем следовала проверка понимания другими членами группы прослушанной информации, для чего использовались вопросы к тексту из учебника, а также тестовые задания множественного выбора.

В заключение учащиеся оценивали работу всех членов “home group”, записывали результаты в лист контроля, сдавали мне на проверку. Далее определялась группа, допустившая наименьшее количество ошибок.

Electric Power Consumers and Power Systems

An electric power consumer is an enterprise utilizing electric power. Its operating characteristics vary during the hours of day, days and nights, days of week and seasons.

All electric power consumers are divided into groups with common load characteristics. To the first group belong municipal consumers with a predominant lighting load: dwelling houses, hospitals, theatres, street lighting systems, mines, etc.

To the second group belong industrial consumers with a predominant power load (electric motors); industrial plants, mines, etc.

To the third group belongs transport, for example, electrified railways. The fourth consists of agricultural consumers, for example, electrotractors.

The operating load conditions of each group are determined by the load graph. The load graph shows the consumption of power during different periods of day, month, and year. On the load graph the time of the maximum loads and minimum loads is given.

Large industrial areas with cities are supplied from electric networks fed by electric power plants. These plants are interconnected for operation in parallel and located in different parts of the given area. They may include some large thermal and hydroelectric power plants.

The sum total of the electric power plants, the networks that interconnect them and the power utilizing devices of the consumers, is called a power system. All the components of a power system are interrelated by the common processes of protection, distribution, and consumption of both electric and heat power.

In a power system, all the parallclly operating plants carry the total load of all the consumers supplied by the given system.

The building up of a power system is of great importance for the national economy. An economical utilization of the power plant installations and of the sources of power is achieved by interconnected operation of a series of power plants in a common power distribution system.

Hydroelectric Power Plants

Hydroelectric power plants are built on rivers. Large-capacity hydroelectric power plants are commonly located at considerable distances from the consumers of electric power.

The production process at these plants is rather simple: the water flows into the hydroturbine runner, acts upon the runner blades and rotates the runner and the turbine shaft.

The generator shaft is connected to the turbine runner shaft. The difference in the water level influences the power capacity of a plant, i.e. the magnitude of the water head and the daily inflow of water fluctuates considerably according to the season.

The production process is different at power plants of different constructions and of different kinds. In atomic power plants, for example, it is not so simple as in hydroelectric plants.

Atomic Power Plant

Atomic power plants arc modem installations. They consist of several main units and a great number of auxiliary ones.

In a nuclear reactor uranium is utilized as a fuel. During operation process powerful heat and radioactive radiation arc produced. The nuclear reactor is cooled by water circulation. Cooling water circulates through a system of tubes, in which the water is heated to a temperature of 25O-3OO°C. In order to prevent boiling of water, it passes into the reactor at a pressure up to 150 atmospheres.

A steam generator includes a series of heat exchangers comprising tubes. The water heated in the reactor is delivered into the heat exchanger tubes. The water to be converted into steam flows outside these tubes. The steam produced is fed into the turbogenerator.

Besides, an atomic power plant comprises a common turbogenerator, a steam condenser with circulating water and a switchboard.

Atomic power plants have their advantages as well as disadvantages The reactors and steam generators operate in them noiselessly; the atmosphere is not polluted by dust and smoke. As to the fuel consumption, it is of no special importance and there is no problem of fuel transportation.

The disadvantage of power plants utilizing nuclear fuel is their radiation. Radioactive radiation produced in the reactors is dangerous for attending personnel. Therefore, the reactors and steam generators are installed underground. They are also shielded by thick (up to 1.5 m) concrete walls. All their controls arc operated by means of automatic devices. These measures serve to protect people from radioactive radiation.

Substations

A substation is designed to receive energy from a power system, convert it and distribute it to the feeders. Thus a substation serves as a distribution centre. Substations feed (supply) various consumers provided that their basic load characteristics are similar. Therefore the energy is distributed without transformation of the voltage supplied.

Common substations comprise isolators, switchgear buses, oil circuit breakers, fuses, power and instrument transformers and reactors.

Substations are classed into step up and step down ones. The step up substation includes transformers that increase the voltage. Connected to the busbars of the substation are the power transmission lines of power plants of the system.

As to step down substations, they reduce the voltage to 10 or 6 kV. At this voltage the power is supplied to the distribution centres and to the transformer substations of power consumers.

A transformer substation serves for transmitting and distributing electric power. It comprises a storage battery, control devices and auxiliary structures.

Transformer substations are classed into indoor and outdoor; both types are used for feeding industrial enterprises. Compared to other types of substations, transformer substations have certain advantages. They' have flexible construction and easy and reliable operation. In case of a fault in the left-hand section, the main circuit breaker opens while the normally open section circuit breaker closes and puts the voltage of the section to normal. Power from a substation is delivered to distribution centres.

Вопросы для проверки понимания содержания текстов.

Text 1. “Electric Power Consumers and Power Systems”

1.      What enterprises are called electric power consumers?

2.      When do their operating characteristics vary?

3.      What consumers belong to the four different groups?

4.      What conditions does the load graph determine?

5.      What type of system is called a power system?

6.      What processes interconnect the components of a power system?

7.      In what way is an economical utilization of power installations achieved?

Text 2. “Hydroelectric Power Plants”

1.      On what sites arc hydroelectric power plants built?

2.      Are large-capacity plants located far from consumers of power?

3.      Is the production process at the plants simple or is it complex?

4.      What influences the power capacity of a plant?

5.      According to what factors does the daily inflow of water fluctuate?

6.      Does the production process at the plant depend on its construction?

7.      Do you know that a thermal power plant seldom has an efficiency more than 40%?

Text 3. “Atomic Power Plant”

1.      What are the main units of an atomic power plant?

2.      By what means is the nuclear reactor cooled?

3.      At what pressure does the water pass into the reactor?

4.      What types of power plants pollute the air with dust and smoke?

5.      Why is it necessary to protect attending personnel?

6.      By what means is it done?

Text 4. “Substations”

1.      What does a substation serve for?

2.      What type of consumers docs a substation feed?

3.      What parts are the power transmission lines connected to?

4.      What components does a substation comprise?

5.      What types are substations classed into?

6.      What are advantages of a transformer substation?

Задания на выбор правильного варианта ответа.

Text 1. “Electric Power Consumers and Power Systems”

1.     To the first group of electric power consumers belong municipal consumers with a predominant lighting load:

a)     dwelling houses, hospitals, theatres, street lighting systems, mines

b)    industrial plants

2.     To the third group of electric power consumers belongs:

a)     Transport

b)    agricultural consumers

3.     The sum total of the electric power plants, the networks that interconnect them and the power utilizing devices of the consumers, is called

a)     a power system.

b)    transformer substation

4.     An economical utilization of the power plant installations and of the sources of power is achieved by interconnected operation of a series of power plants in a common

a)     power distribution system.

b)    operating system

5.     To the second group of electric power consumers belong:

a)     electrotractors

b)    industrial plants

Text 2. “Hydroelectric Power Plants”

1. Hydroelectric power plants are built   

a)      on rivers.

b)      on waterfalls.

2. Large-capacity power plants are located       

a)      at a short distance from consumers of power.

b)      at a considerable distance from consumers of power.

3. The production process at the plants   

a) is very complex,

b) is rather simple.

4. The power capacity of a plant

a)      remains constant.

b)      changes considerably.

c)       is influenced by the difference in the water level

5. The daily inflow of water

a)      fluctuates according to the consumption

b)      fluctuates according to the season.

6. The production process

a)      depends upon the construction of the plant.

b)      is the same at power plants of different constructions.

Text 3. “Atomic Power Plant”

1. A nuclear reactor is used in        

a)      wind-power plants.

b)      atomic power plants.

2. A nuclear reactor is cooled by    

a)      water circulating in tubes.

b)      oil circulating in tubes.

3. Water is passed into the reactor

a)      at a low pressure.

b)      at a high pressure.

4. High pressure 

a) activates boiling of water,

b) prevents boiling of water.

5. Atomic power plants

a)      pollute the air with dust and smoke.

b)      do not pollute the air with dust and smoke.

6. Circulating water flows     

a)      inside the heat exchangers.

b)      outside the heat exchangers.

7. Attending personnel is shielded by      

a)      thick concrete walk.

b)      thick metal walls.

Text 4. “Substations”

1. A substation serves  

a)      to consume energy.

b)      to distribute energy.

c)       to convert energy

2. A substation feeds consumers     

a) with various load characteristics b) with similar load characteristics.

3. The lines of power plants are connected        

a)      to the busbars.

b)      to the switchgear.

4. A substation comprises     

a)      the main elements

b)      the main and auxiliary elements.

5. Flexible construction is      

a)      an advantage.

b)      a disadvantage.

Meet in expert groups.
– compare your answers for the questions
– compare your answers for the test
– work out a common answer

Meet in your home groups.
– take turns retelling the texts you have prepared
– let your team-mates take the test
– explain them the details
– as you listen to your group-mates don’t forget to take notes
– don’t forget to fill the checking list and hand it to me

Таким образом, можно прийти к выводу, что метод «пила» действительно обеспечивает необходимые условия для активизации познавательной и речевой деятельности обучающихся, предоставляя каждому возможность осмыслить новый языковой материал, углубить свои знания, получить достаточную устную практику для формирования необходимых навыков и умений, расширить кругозор и совершенствовать коммуникативные компетенции.

Список использованной литературы:

1. Guy R. Lefracois. Psychology for teaching. Oxford University Press. 1991.

2. Новые педагогические и информационные технологии / Под редакцией Е.С. M.: Полат, 1999.

3. Полат Е.С. Обучение в сотрудничестве. ИЯШ, № 1, 2000.

4. Соловова Е.Н. Преподавание иностранного языка сегодня и завтра. ELT News & Views № 4 (7) 1998.

5. Щерба Л.В. О задачах лингвистики // Вопросы языкознания, № 2, 1962.

6. Л.А. Халилова ENGLISH FOR STUDENTS OF ECONOMICS учебник английского языка для студентов экономических специальностей, Москва 2010.

7. А. Л. Луговая Английский язык для энергетических специальностей, Москва 2001.