practise this by instructed them to work in a small group on a simple task. This is to demonstrate the value of communication, listening, and shared decision-making. Structured Group Activities, I gradually introduce activities that require teamwork, starting with a small group and well-defined tasks. These activities can involve roleplaying, dialogues, or collaborative projects. Applying positive reinforcement in class by acknowledge and praise pupils who demonstrate teamwork skills, such as active listening, sharing ideas, and supporting their peers. I will implement these strategies throughout the last three weeks of my PITO practicum journey, starting from 13th May to 7th of June 2024. This allows for a gradual introduction of collaborative learning and time for the pupils to develop their teamwork skills. Johnson, D.W., & Johnson, R.T. (2009). An Overview of cooperative learning. In C.D. Warger & R.M. Winograd (Eds.), Handbook of research on teaching (5th ed.)(pp. 231-278). National Society for the Study of Education. Almost arriving at the ending path, I plan to build confidence and complexity among themselves for this week. I plan to adapt the activities by adjusting the complexity of the group activities based on the pupils’ progress in both previous weeks. If pupils seem comfortable working together, I can introduce them to more challenging collaborative tasks. As pupils become more confident working together, I will encourage them to take on leadership roles within their groups to promote pupils’ leadership. I can start by assigning roles for activities or allowing them to choose topics for group projects. Towards the end of this week, I will introduce the concept of peer evaluation. I can share examples of evaluation tools that allow pupils to provide constructive feedback on their teamwork experiences. This is important as it will help them to prepare for self-reflection and continuous improvement in upcoming collaborative activities. Finally, I also plan to dedicate a portion of classroom time to celebrate teamwork successes by showcasing pupils’ work or highlighting instances where collaboration led to a positive outcome. CONCLUSION: By gradually introducing collaborative learning methods and providing ongoing support, I expect to see a noticeable improvement in pupils’ collaboration. Pupils will be more comfortable working together, demonstrating stronger communication skills, and actively contributing to their groups. If necessary, I can revisit the support strategies mentioned above to address any lingering challenges. This will not only enhance their learning experience in English class but also equip them with valuable social skills and promote stronger social connections within the class that will benefit themselves throughout their academic, careers and beyond. Teacher will always pray for your success. • • REFERENCE: FOLLOW-UP ACTION: RESOLUTION TIME FRAME:
Cohen, E. (1994). Designing groupwork: Strategies for the Heterogeneous Classroom. Teachers College Press. Topping, K.J. (2000). Peer assessment between students. In C.D. Warger & R.M. Winograd r(Eesdesa.)r,cHhaonndbteoaockhoinfg (5th ed.)(pp. 671-704). National Society for the Study of Education.
PITO TESL PORTFOLIO 2023/2024 NORMAIZATUL BAHAGIANF LAIN-LAIN