NUMBER HEADS TOGETHER METHOD IN TEACHING ENGLISH
by. Uswatun Hasanah
CHAPTER ONE
Introduction
The
cooperative (language) learning (some literatures abbreviate it into CLL) is a
method developed by Kagan. This method of organization may require
team-building activities for home-groups and topic groups, long-term group
involvement and rehearsal of presentation method. This method is very useful in
the multi-level class, allowing for both homogeneous and heterogeneous grouping
in terms of English proficiency. (Richards, et. al., 1998: 198).
One of our
major professional development focuses for our school this year is to increase
the amount of cooperative strategies that we use in the classroom. The focus is
on increasing student engagement by reducing the amount of teacher talk and
replacing it with guided practice that the students perform. We have been
focusing on implementing one new strategy a week each time we meet together in
our grade level meetings. One strategy that we are currently focusing on is
called numbered heads together. In this activity the teacher asks everyone in
the group to number off 1-4. After they have numbered off, the teacher then
poses a question to the students and everyone spends time thinking and
answering the questions independently. After answering time is over, they then
can share with each other or the teacher can asks students who have a certain
number to share aloud with the whole class.
This
cooperative learning strategy promotes discussion and both individual and group
accountability. This strategy is beneficial for reviewing and integrating
subject matter. Students with special needs often benefit when this strategy is
used. After direct instruction of the material, the group supports each member
and provides opportunities for practice, rehearsal, and discussion of content
material.
Group learning methods encourage
students to take greater responsibility for their own learning and to learn
from one another, as well as from the instructor (Terenzini & Pascarella,
1994).
Cooperative learning has been shown
to increase student achievement, race relations, acceptance
of special needs students, and self-esteem (Slavin,
1995).Number Head Together (NHT) is a cooperative learning strategy designed to
influence the students interaction pattern and as the alternative for
traditional class structure. Number Head Together is one of cooperative
learning techniques that developed first by Spencer Kagan (1993) to involve
more student in learning material which consist in a lesson and to know their
knowledge about the material given.Based on the description above, The Writer
is interested in making a paper about“Number
Heads Together Method In Teaching English”.
CHAPTER TWO
NUMBERED
HEADS TOGETHER
A.
Conceptual Framework
Numbered Heads Together is a cooperative learning strategy
that holds each student accountable for learning the material. It is a
cooperative learning strategy designed to influence the students interaction
pattern and as the alternative for traditional class structure. Number Head
Together developed first by Spencer Kagan (1993) to involve more student in
learning material which consist in a lesson and to know their knowledge about
the material given.
Students are placed in groups and
each person is given a number (from one to the maximum number in each group).
The teacher poses a question and students "put their heads together"
to figure out the answer. The teacher calls a specific number to respond as
spokesperson for the group. By having students work together in a group, this
strategy ensures that each member knows the answer to problems or questions
asked by the teacher. Because no one knows which number will be called, all
team members must be prepared.
This is a
flexible strategy that can be used at a variety of levels. The teacher may
start with factual information questions, and as students become more familiar
with the strategy, ask questions that require analysis or synthesis of
information. Student groups can be given statements such as, "School
uniforms help to keep students focused on academics." Students' task is to
come to consensus on whether they agree or disagree, giving an explanation of
their reasoning.
After the
students respond, have the other groups agree or disagree with the answer by
showing a thumbs up or thumbs down, and then explain their reasoning. Or, if
the answer needs clarifying, ask another student to expand on the answer.
The
structure of Numbered Heads Together is derived from the work of Spencer Kagan.
There are a number of variations on the method, some very simple and others
with a greater degree of complexity. This structure can be used in conjunction
with ‘Think, Pair, Share’ early in the development of the Co-operative
Classroom. learning with spellings.
The purpose of this technic is to
processing information, communication, developing thinking, review of material,
checking prior knowledge. The relevant skills are sharing information,
listening, asking questions, summarising others’ ideas, talking quietly.
B. The Numbered-Heads-Together (NHT) Strategy
Numbered Heads Together is a cooperative learning strategy
that holds each student accountable for learning the material. Students are
placed in groups and each person is given a number (from one to the maximum
number in each group). The teacher poses a question and students "put
their heads together" to figure out the answer. The teacher calls a
specific number to respond as spokesperson for the group. By having students
work together in a group, this strategy ensures that each member knows the
answer to problems or questions asked by the teacher. Because no one knows
which number will be called, all team members must be prepared.
This cooperative learning strategy
promotes discussion and both individual and group accountability. This strategy
is beneficial for reviewing and integrating subject matter. Students with
special needs often benefit when this strategy is used. After direct
instruction of the material, the group supports each member and provides
opportunities for practice, rehearsal, and discussion of content material.
Group learning methods encourage students to take greater responsibility for
their own learning and to learn from one another, as well as from the
instructor (Terenzini & Pascarella, 1994).
STEPS
- Number
off the students in each group, up to four. If one group is smaller than
the others have no. 3 answer for no. 4 as well. The teacher can give
numbers or students can give numbers themselves.
2.
Teacher asks the students a question
or sets a problem to solve. It must be stressed that everyone in the group must
be able to participate and answer the question.
3.
Ensure enough ‘wait time is given
for the group to do the task.
There is an expectation that
everyone in the group will be able to answer the question following the
discussion.
Kagen suggests the teacher phrases
questions beginning with; “put your heads together and…” or “Make sure you can
all…” There are many other ways of ensuring the teacher cues the students into
the collaborative activity.
The students
work together. They quite literally “put their heads together” in order to
solve the problem and also
ensure that
everyone in the group can answer the question.
·
The teacher now asks for an answer
by calling a number. (this might be at random or can initially decided by the
teacher in order to ensure the process is successful) The students with the
number called then take it in turns to answer.
·
If there are not enough students
ready to respond the teacher may judge that a little more time
·
is needed or extra support given.
·
When the teacher is satisfied
answers can be taken, there are a number of choices:
·
Select one student.
·
Select one but ask others to
elaborate, comment etc.
·
Ask different students to give a
particular part of the answer
These are all sequential responses.
The teacher can also use what Kagen describes as simultaneous answers:
·
All students showing their work.
·
Students using whiteboards to show
their group work.
The
game leads your class through a series of steps designed to promote
learning
through cooperation, active participation, and individual accountability.
Here
are the steps for each randomly-selected question:
1. Think Time. Everyone
thinks how to answer the question. No talking.
2. Write Answer. Everyone privately writes his/her
own answer on his/her own sheet of paper
or response board.
3. Heads Together. Teammates put their
heads together and share their answers. They reach consensus on a team answer
and discuss and teach if necessary so every knows the answer or knows how to
solve theproblem.
4. Who Answers? Using the game’s Student Selector
spinner, one student on each team is selected. All selected students stand,
ready to answer independently. They may no longer consult with teammates.
5. Answer Question.The teacher decides how
to have students answer thequestion. Here are some options:
•
Standing students all show their response boards.
• Teacher calls on one standing student
to share answer aloud.
• Teacher calls on multiple standing
students to share.
• Students use response cards or fingers
for True/False or
Multiple Choice questions.
• Teacher has the selected team
representative solve
a similar problem.
C. Some Variation in Using NHT
·
Thumbs up: after a student responds,
the teacher can have the others who are standing agree or disagree with a
thumbs up or thumbs down.
·
Shared Responses: in a multiple part
answer, the teacher can have students from different teams each give a part of
the response.
·
Simultaneous response: All students
responding can simultaneously give the answer on the count of three.
·
Blackboard response: All students
responding can write the answer on the chalkboard or on a team slate.
D. Main Skills Emphasis
Numbered heads togetheralways Using In two skill in
english. The skills are Writing and Reading
v Reading/English
Comprehension
questions can be posed to groups, and students can work together to find the
answers. For example, when reading a story, students can be given the task of
analyzing one of the characters. They can be asked questions such as,
"Which character traits are stated directly, and which are implied by the
author?" and "What information do you get from the character's speech
and actions?"
v Writing
Students can
evaluate the quality of a piece of writing using a rubric. Have students review
the writing as a group and assign scores as a group. Ask them to respond with
their scores and rationale using the numbered heads together strategy.
E. Advantages
and disadvantages of NHT
v ADVANTAGES
NHT
technique has several advantages.First, it can improve students’ academic
achievement and be applied to almost all subject areas. According to Lai (in
Yeh, 2004) cooperative learning strategies including NHT technique is helpful
in fostering the four language skills, strengthening grammar and vocabulary
power, and improving English competence. Second, it can increase students’
engagement. Third, it decreases dominance from clever students so that
students’ equal participation will be apparent. Since students have to answer
the questions, all students including the shy or weak ones should participate
in reporting the answer. Fourth, it motivates students to learn. NHT can
motivate students since the technique has the sense of competition and fun for
students. Besides, students will be motivated because they are helped by their
teammates. Being motivated, students will participate actively during the
lesson. Fifth, it encourages peer tutoring from smart students who know the
answer to other team members who do not. Having to tutor peers and receive
peer-tutoring renders the exchange of information much more dynamic than rote
memorization and individual textbook work (JALT presentation 2006 in Backwell,
2006).
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v DISADVANTAGE
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There is no control
over the composition of the group. Groups may or may not be equal or
desirable.
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Group outcomes will
vary widely. Students of all abilities will miss the opportunity to work with
some students. It can create a climate of haves and have-nots. High ability
students lose the opportunity to be leaders to some degree, and lower ability
students lose the contribution and modeling of the high ability students.Higher
ability students may not experience the stimulation or challenge that they
would with other higher ability students. Lower ability students may feel
perpetually in need of help rather than experiencing the role of leader or
expert relative to the others in their group (Rubin, 2003). More complicated
and requires a significant amount of analysis to apply.
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CHAPTER THREE
CONCLUSIONS
The
cooperative (language) learning (some literatures abbreviate it into CLL) is a
method developed by Kagan. This method of organization may require
team-building activities for home-groups and topic groups, long-term group
involvement and rehearsal of presentation method. This method is very useful in
the multi-level class, allowing for both homogeneous and heterogeneous grouping
in terms of English proficiency. (Richards, et. al., 1998: 198). Number Head
Together is one of cooperative learning techniques that developed first by
Spencer Kagan (1993) to involve more student in learning material which consist
in a lesson and to know their knowledge about the material given. NHT emphasis
on writing and reading skills of English.
Numbered Heads Together’ is an
excellent structure for combining Learning Partnerships into groups or teams of
four. It can be used early in the development of the ‘co-operative classroom’
and as with ‘Think, Pair, Share’ offers a high degree of engagement but
slightly higher order interpersonal and small group skills are needed.
The
important concept of ‘wait time’ is incorporated and allows all children to
develop answers. Answers will have reasons and justifications because they have
been thought about and discussed. Students are more willing to take risks and
suggest ideas because they have already ‘tested’ them within their group. This
structure can also be combined successfully with ‘Check and Coach’.
Alderson, J. Charles, Assessing Reading, Cambridge: Cambridge University Press, 2000
Farris,
Pamela J., et.al., Teaching Reading: A
Balanced Approach For Today’s Classrooms, New York: McGraw Hill, 2004.
Maheady, L., Mallette, B., Harper, G., Sacca, K. (1991).
Heads Together: A Peer-
Mediated Option for Improving the Academic Achievement of
Heterogeneous
Learning Groups. Remedial and Special Education. 12(2), 25-33.
Internet
Boleh tanya ngak cari buku
ReplyDeletePamela j. farris.
Carol j . Fuhler
Maria p. Walther
Tahun 2004
Nama buku: Teaching reading a balanced approach for Today's classrooms.
Dimana ya soalya susah baget carinya..