HUMAN INTERACTION TASK MODEL

According to Chickering and Gamson, human interaction task model is also one of the most versatile educational strategies available. It complements and enhances virtually every pedagogy or approach we know to promote effective teaching and learning, including classroom research, writing-across-the-curriculum, case studies, and problem-based curriculum. It tends to be more carefully structured and delineated than most other forms of small group learning. Cooper and Mueck !"#"$ describe it as %a structured, systematic instructional strategy in which small groups work together toward a common goal.% Generally, human interaction task model is the instructional use of small groups wherein students work together to ma&imi'e their own and each other(s learning. It is a working together to achieve team success in a manner that promotes the students( responsibility for their own learning as well as the learning of others Mercer ) Mercer, *++!$. Five Defining Elements of Human Intera tion Tas! Mo"el #$ %ositive inter"e&en"en e 'sin! an" s(im toget)er* ,ach group member-s efforts are re.uired and indispensable for group success. ,ach group member has a uni.ue contribution to make to the /oint effort because of his or her resources and0or role and task responsibilities. +$ Fa e,to,fa e &romotive intera tion '&romote ea ) ot)ers su ess* 1rally e&plaining how to solve problems 2eaching one-s knowledge to other Checking for understanding 3iscussing concepts being learned Connecting present with past learning -$ In"ivi"ual an" grou& a ounta.ilit/ 4eeping the si'e of the group small. 2he smaller the si'e of the group, the greater the individual accountability may be. Giving an individual test to each student. 5andomly e&amining students orally by calling on one student to present his or her group-s work to the teacher in the presence of the group$ or to the entire class. 1bserving each group and recording the fre.uency with which each member-contributes to the group-s work. Assigning one student in each group the role of checker. 2he checker asks other group members to e&plain the reasoning and rationale underlying group answers. 6aving students teach what they learned to someone else. 0$ Inter&ersonal 1 Small,2rou& S!ills 7ocial skills must be taught8 o 3ecision-making

o 2rust-building o 9eadership o Communication o Conflict-management skills 3$ 2rou& %ro essing Group members discuss how well they are achieving their goals and maintaining effective working relationships 3escribe what member actions are helpful and not helpful Make decisions about what behaviors to continue or change. Instru tional E4am&les of Human Intera tion Tas! Mo"el :IG7A; 2,AM7
A cooperative learning model in which students are assigned to si&-member teams to work on academic material that has been broken down into sections for each member. In :igsaw Aronson, <laney, 7tephen, 7ikes, ) 7napp, !"=#$, students are assigned to si& member teams to work on academic material that has been broken down into sections.

26I>4-?AI5-76A5, o 7tudents think about their response to a .uestion, discuss answers in pairs, and then share their own or partner(s answer with the class. G51@?

I>A,72IGA2I1> o A cooperative learning model in which students work in small groups using cooperative in.uiry, group discussion, and cooperative planning and pro/ects, and then make presentations to the whole class on their findings. Group Investigation 7haran ) 7haran, !""*$ is a general classroom organi'ation plan in which

students work in small groups using cooperative in.uiry, group discussion, and cooperative planning and pro/ects. In this method, students form their own two- to si&-member groups. After choosing subtopics from a unit that the entire class is studying, the groups break their subtopics into individual tasks and carry out the activities that are necessary to prepare group reports. ,ach group then makes a presentation or display to communicate its findings to the entire class. 72@3,>2 2,AM7 AC6I,A,M,>2 3IAI7I1> 72A3$ o A cooperative learning method for mi&ed-ability groupings involving team recognition and group responsibility for individual learning. * In 7tudent 2eamsAchievement 3ivisions 72A3$ 7lavin, !""Ba$, students are assigned to fourmember learning teams that are mi&ed in performance level, gender, and ethnicity. 2he teacher presents a lesson, and then students work within their teams to make sure that all team members have mastered the lesson. Cinally, all students take individual .ui''es on the material, at which time they may not help one another. 2,AM GAM,7 21@5>AM,>2 2G2$ o 7ame procedures as 72A3 on initial instruction and heterogeneous groups. o Dui''es are replaced with weekly tournaments. o 7tudents can compete with players from another team to earn points. o 7tudents compete at three-member tournament tables with others who have similar skill levels on target skills. 2,AM ACC,9,5A2,3 I>725@C2I1> 2AI$ o Cooperative learning is combined with individuali'ed instruction. o 1riginally designed for teaching mathematics. C11?,5A2IA, I>2,G5A2,3 5,A3I>G A>3 C1M?17I2I1> CI5C$ o A comprehensive program for teaching reading and writing in the upper elementary gradesE students work in four-member cooperative learning teams. o 7tudents work in four-member cooperative learning teams. 2hey engage in a series of activities with one another, including reading to one another, making predictions about how narrative stories will come out, summari'ing stories to one another, writing responses to stories, and practicing spelling, decoding, and vocabulary. 2hey also work together to master main ideas and other comprehension skills. 3uring language arts periods, students engage in writing drafts, revising and editing one another(s work, and preparing for publication of team books. 2hree studies of the CI5C program have found positive effects on students( reading skills, including improved scores on standardi'ed reading and language tests 7tevens et al., !"#=E 7tevens ) 7lavin, !""!, !""Fa$. C@99 1?2I1> 7CI,>C, 7G72,M C177$ o Cour students work together and take turns with different roles to complete a particular science activity. o 5eader o 5ecorder o Getter o 7tarter

%ARADI2MS IN HUMAN INTERACTION TASK MODEL

4>1;9,3G, C1MM@>I2G I>D@I5G o It is a hybrid model of curriculum design that integrates the theoretical frameworks of In.uiry-<ased 9earning 4ra/cik, <lumenfeld, Mar&, ) 7oloway, *+++$ and 4nowledge Communities <rown ) Campione, !""+E 7cardamalia ) <ereiter, !""H$. o It is being developed to make knowledge communities more accessible to secondary science classrooms, including a new role for scaffolded in.uiry activities that put the collaborative knowledge-base to use in targeting specific learning goals ?eters ) 7lotta, in press$.

REN5ULLIS ENRICHMENT TRIAD MODEL o 2he 2riad is based on five components, assessment of students strengths, curriculum compacting, 2ype ! enrichment, 2ype * enrichment and 2ype I enrichment 5en'ulli ) 5eis, !"#F$. o It was first proposed to develop differentiated programmes specifically for the gifted 5en'ulli, !"==$. THE SI6 %RINCI%LES FOR MANA2IN2 STUDENT TEAM 7ASED %RO8ECTS

%EDA2O2ICAL ELEMENTS OF THE ONLINE EN9IRONMENT SU%%ORTIN2 COLLA7ORATION o According to ;ilson !""H8 F$ learning environments are places where -learners work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals-.

COO%ERATI9E

LEARNIN2 :HEEL

:HAT :E HA9E LEARNED IN HUMAN INTERACTION TASK MODEL; Acknowledgment of individual differences Interpersonal development Active involvement in learning More opportunities for personal feedback 3eeper understanding of content Increased overall achievement in grades Improved self-esteem 6igher motivation to remain on task Active and constructive involvement in content 1wnership of their own learning 7olving group conflicts Improvement of teamwork skills Increased student retention ,nhancement of student satisfaction with their learning e&perience 3evelopment of skills in oral communication 3evelopment of students- social skills

OUTCOMES OF HUMAN INTERACTION TASK MODEL 2he more students work in cooperative learning groups8 the more they will learn the better they will understand what they are learning

the easier it will be to remember what they learn the better they will feel about themselves, the class and their classmates. 1ther outcomes included8 positive relationships, and psychological health. higher achievement and greater productivity more caring, supportive, and committed relationships greater psychological health, social competence, and self-esteem.

?repared byE Mr$ Ra/mar! D$ Llagas Master in ,ducational Management Major in Instructional Leadership