human interaction task model paper.doc

8/12/2019 HUMAN INTERACTION TASK MODEL paper.doc

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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 effectiveteaching 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 Interation Tas! Mo"el

#$ %ositive inter"e&en"ene 'sin! an" s(im toget)er*

• ach group members efforts are reuired and indispensable for group

success.

• ach group member has a uniue contribution to make to the /oint effort

because of his or her resources and0or role and task responsibilities.

+$ Fae,to,fae &romotive interation '&romote ea) ot)ers suess*

• 1rally e&plaining how to solve problems

• 2eaching ones knowledge to other

• Checking for understanding

• 3iscussing concepts being learned

• Connecting present with past learning

-$ In"ivi"ual an" grou& aounta.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 groups work to the teacher in the presence of the group$ or to the

entire class.

• 1bserving each group and recording the freuency with which each

member-contributes to the groups 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& %roessing

• 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.

Instrutional E4am&les of Human Interation Tas! Mo"el

• :IG7A; 2AM7

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>72IGA2I1>

o A cooperative learning model in which students work in small groups using

cooperative inuiry, 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 inuiry, 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 isstudying, 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 2AM7 AC6IM>2 3II7I1> 72A3$

o A cooperative learning method for mi&ed-ability groupings involving team

recognition and group responsibility for individual learning. * In 7tudent 2eams-

Achievement 3ivisions 72A3$ 7lavin, !""Ba$, students are assigned to four-member 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. inally, all studentstake individual ui''es on the material, at which time they may not help one

another.

• 2AM GAM7 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.

• 2AM ACC95A23 I>725@C2I1> 2AI$

o Cooperative learning is combined with individuali'ed instruction.

o 1riginally designed for teaching mathematics.

• C11?5A2I I>2G5A23 5A3I>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, andvocabulary. 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 onstudents( reading skills, including improved scores on standardi'ed reading and

language tests 7tevens et al., !"#=E 7tevens ) 7lavin, !""!, !""Fa$.

• @99 1?2I1> 7CI>C 772M 177$

o our 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;93G C1MM@>I2 I>D@I5

o It is a hybrid model of curriculum design that integrates the theoretical frameworks of

Inuiry-<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 inuiry activities that put the

collaborative knowledge-base to use in targeting specific learning goals ?eters )

7lotta, in press$.



•

REN5ULLIS ENRICHMENT TRIAD MODELo 2he 2riad is based on five

components, assessment ofstudents strengths, curriculum

compacting, 2ype ! enrichment,

2ype * enrichment and 2ype enrichment 5en'ulli ) 5eis,

!"#F$.

o It was first proposed to develop

differentiated programmesspecifically 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 intheir 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

human interaction task model paper.doc

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