CBM Group Assignment (Demmie)
CBM Group Assignment (Demmie)
1. ROLE PLAY
Role play is the act of replicating the character and behaviour of someone who is not oneself, as in a training
exercise. Group members must communicate with one another through role-playing in role-playing activi-
ties. may be enjoyable and effective in any area of the curriculum Role play is a very useful method for ex -
amining difficulties, making learning remember, and increasing cooperation and empathy. The use of role
play can provide a chance for the learner to hear and practise language in a meaningful context, allowing
them to comfortably utilise it in speech or writing.Any speaking action in which you either put yourself in
someone else's shoes or stay in your own shoes but position yourself in an invented situation is referred to as
role-playing. Individuals with imaginative abilities will get the pleasure of role-playing is that students may
'become' whomever they choose for a short time.
Teachers, for example, may implement role play activities during English lessons as a practise for students to
improve their interpersonal skills as they communicate with other students as they discuss creative ideas on
how to act according to the role play theme, and it will also teach students to be more confident when speak -
ing in front of a crown. For example, teachers may ask students to choose any reading material of their
choice, and in a group of five students, each must choose their desired character from the book and act it out;
the storey should portray moral values, and each student must get into their character and present their role
play with good intonation, facial expression, and body language.
This exercise necessitates everyone's plarticipation since each person has a distinct role to perform, which
means there are no free riders or opportunities to slack off because teachers will be grading pupils individu -
ally based on their roles in the role play. Instead of only expressing a few phrases of words, learners will
strive their hardest to speak out more and do well using this strategy.
Students collaborate in groups of two to analyse, assess, or synthesise a topic and then present their results to
the rest of the class. Teachers will pair up students or request students to work in groups when the teacher of-
fers a question at the conclusion of class; the groups will meet and discuss their replies before the following
session. The question should be left open-ended in order to receive open discussion. Then, either during class
or on a discussion board post, encourage students to contribute their responses. Students who review their re-
sponses with another person before presenting them to class improve the quality of the conversation.
Instead of merely allowing those who raise their hands to participate, everyone in the class is given the op -
portunity to reflect and share with others. Learners prepare a response to a text or a piece of work for this ex-
ercise, then explain their views to a partner. After the pairs have discussed the problem, they unite with an -
other pair, exchange their perspectives, and come at a collective decision or perspective.
For example, teachers in history classes may ask students to pick their own partners and pose open-ended
questions such as "what is the importance of knowing history?" or "what can we learn from the industrial
revolution in Europe?" and allow them to talk with their partners. Following the discussion, they will be re -
quired to present or share their thoughts with the rest of the students in order for the other students to better
comprehend and get various forms of opinion from other perspectives.
Implementing this strategy allows students to better digest information as they go through the process of
sharing information and getting information from multiple perspectives, leaving little room for students to
slack off since they will be conducting brainstorming exercises while working with a partner.
3. JIGSAW TECHNIQUE
The jigsaw approach is a method of organising classroom activities that requires students to rely on one an -
other in order to succeed. It divides classes into groups, with each group assembling a portion of an assign-
ment and synthesising their work when done. To use the jigsaw approach, ask each student to study only a
portion of the subject and then teach it to the rest of the class. After that, the group collaborates to synthesise
the knowledge and prepare a presentation about what they've learnt. The jigsaw approach works best in small
groups of 5 to 6 individuals and on complicated themes. Separate the lesson or necessary reading into five or
six segments and each student is in charge of investigating one section.
For example, in a science class, educators may divide students into groups of five and assign each group a
subtopic to synthesise. Group one will be in charge of gathering information on predatory species in the rain -
forests, while group two will gather information about animal habitats in the rainforests. Students meet with
members of other groups who have been given the same component, and once they have mastered the topic,
they return to their "home" group and teach it to their group members. Each student in the "home" group acts
as a piece of the topic's puzzle, and when they work together as a group, they complete the jigsaw puzzle.
With this approach, students may gain a deeper knowledge of the subject and there will be no place for free
riders since completing the jigsaw puzzle demands everyone's collaboration as each student learns only a
piece of the content and then teaches it to the group. The group then collaborates to synthesise the knowledge
and construct a presentation based on what they've learnt.
REFERENCES
1. Collaborative activities. The Bell Foundation. (2021, August 9). Retrieved March 24, 2022,
from https://www.bell-foundation.org.uk/eal-programme/guidance/effective-
teaching-of-eal-learners/great-ideas/collaborative-activities/
2. 7 online collaborative learning strategies to keep students engaged while at home · Eduflow
Blog. RSS. (2020, September 28). Retrieved March 24, 2022, from
https://www.eduflow.com/blog/online-collaborative-learning-strategies-to-keep-
students-engaged-while-at-home