TEAM/GROUP SOLO

Introduction:
Teaching method should be enrich with the spirit of competition as well as with the interaction among peers, as both elements are important for quality learning. It should also support activity base learning because through that students wont lose interest. This method is named as TEAM/GROUP SOLO because it focuses that student should have an opportunity to participate in group and should be given a chance to interact. This method besides participating in group focuses on individual participation, as individual participation makes one responsible for ones own learning.

Theory:
This GROUP/TEAM SOLO method to some extent follows constructivism theory because it encourages collaboration process. In this method students learn through activities and by participating in group. Constructivism theory provides opportunity for learners to work together, to cooperate with one another. This method supports peer-assisted learning, whereas it is even supported by constructivism theory. According to constructivist cognition is a collaborative process, means it take aid from other elements, such as team work.

Experience:
Teacher enters in the classroom and asks all the students to take their positions. After all students settle down teacher introduces two different

topics that they suppose to do in that class. Then after introducing two topics teacher divides class into two groups, GROUP A and GROUP B, and after the division of groups teacher assigns one topic to one group and second to another, as topics are been taken from their course books. One topic is based on the cuisine of America and second topic is about festivals of America. Teacher communicates with students in a target language that is English. Group A is been assigned with the topic, cuisine of America and Group B is been assigned with the festivals of America. Teacher asks these groups to prepare themselves very well from every prospective and teacher even provide them with pictures (visual aid) that they can utilize in their presentation. Teachers asks students to prepare their topics in detail as it is explained in their text book and also discuss it in group with group fellows and everyone in both the groups should prepare their topics completely. Teacher tells that she will give certain amount of time for preparation and when that certain time limit will end, she will ask every student in both the groups; group A and group B to write a question related to their topic on a piece of paper and put them in the boxes placed in front of them, Group A will put their papers in box A placed in front of them and Group B in box B placed right in front of them they have to prepare their topics very well and teacher can randomly ask any student to come and present their groups topic in front of the class so every student should have a complete knowledge of their topics. Teacher tells her students that she will randomly select a student and that student will present in front of the class and she tells them that they can prepare an outline for the sake of focus in presentation. Teacher tells them that they will present and discuss topics in English (target language). And this time teacher explains this whole process in their native language for their better understanding. Now after explaining each and everything to the students, teacher gives certain time to both the groups for preparing their topic. Students without wasting their time start preparing their topics. Meanwhile student from Group A raises her hand and seeks teachers help, teacher walk towards her and explains her everything, in which she was having difficulty. Then teacher after some time asks students to complete their preparation because time given to

them is about to finish, and when students listens that, they quickly tries to windup their topic. Then teacher after few minutes tell them that time is over, and before starting presentation asks them to write question related to their topic on a piece of paper and put them in a box, she asks Group A to put their questions in box A, and Group B to put their questions in box B. After that, teacher asks that which group will present first? students of Group B raise their hands, then teacher asks who will start and would like to come first for presentation? All students in Group B raise their hands, then teacher randomly select one student. Student comes in front of the class and introduces herself and then writes her group topic on board FESTIVALS OF AMERICA and then she verbally tells class about her topic that she will be presenting but she mispronounces the word festival, teacher notices her mistake but she remains silent and do not interrupt, then she writes the subtopic SUMMER CAMP MUSICAL FESTIVAL on the board that she will be presenting. After writing she calls one of her group member for managing pictures related to her topic that she is presenting. While presenting she writes important points on board that are present in her topic, like name of that particular place where that festival was been celebrated for the very first time the reason for its celebration, she even tells that summer camp music festival is a jam music festival, the music festival features a variety of activities. It also has a kids camp area where there are plenty of activities for children. In 2008, the summer camp music festival featured 6 stages, THE MOONSHINE STAGE, THE SUNSHINE STAGE,THE CAMPING STAGE, THE LATENIGHT STAGE,THE CAMP FIRE STAGE, and THE STARSHINE STAGE.. When she ends the topic, teacher appreciates her and asks her to take her place along with her group member, who was managing pictures. Then teacher by pronouncing mispronounced word correctly, asks students to repeat after her festivals, students pronounce word correctly by repeating after teacher. Now teacher asks who will continue with the next festival? then again all students of Group B raise their hands and teacher again randomly selects one,

and she presents ART AND CRAFTS FESTIVAL and then further festivals are presented in a same way by different students. When Group B finishes with their presentation, teacher asks students of Group A that now they should come one by one and pick papers from box B on which questions are written related to the topic of Group B. students of Group A now come one by one, first student come and she picks up a paper and after reading a question loud she gives answer correctly on which teacher appreciates her and that resulted in boasting up her confidence. Second student come and again picks up a paper from the box and then reads question loud, but she was unable to answer it, then teacher says who is going to help her in answering that question?, a girl raise her hand from the same group, then teacher allows her by saying, Yes, go ahead, she answers that question, then teacher look toward the girl who was unable to answer, and asks her now, can you answer it? she says yes and then she answers that question appropriately and confidently. Teacher appreciates both and asks them to take their seat. Then other students from the same group come and answer questions one by one. Group B completes with its topic and Group A with the question and answers. Now, its the turn of Group A. In their turn same process follows for presentations as it was in the turn of Group B. To test the reliability of method teacher in the end of the class asks students to write ten points on both the topics which they have covered in the class. Through this activity teacher evaluate the progress and understanding of students and evaluate them on the spot. Through this students will be able to revise and recap both the topic as well.

Principles:
To learn a target language it is necessary to study the festivals and cuisines of the people who speak the target language, because through that learners can get an information about the language and the lives of the speaker of the language. All four skills are been given importance in this method (reading, writing, listening, speaking) Reading skill develops when teacher asks students to read their topics for the sake of presentation. Listening skill is polished through listening presentations. Speaking skill is developed by presenting and discussing topic, and also by answering questions. Writing skill develops when teacher in the end of the class asks students to write ten points on both topics. Pronunciation is been given importance, and teacher without stopping and snubbing corrects the mispronounce word in the end. Vocabulary is not given emphasis through giving list of vocabulary; rather they simply acquire vocabulary through studding various topics in their course books that are in target language. Pictures are used to make student learn and to maintain their interest. Pictures are also to support their understandings. Syllabus is not based on linguistic structures. Communication is in target language, but teacher do use native language for explaining activity for their better understanding. Teacher set rules in class, and guide students and controls them. Learning through activity is promoted. Activities that teacher assign, would help students to develop sense of responsibility. Interaction among students; peer assisted learning is been given importance. Activity that is been assigned, would help developing sense of cooperation. Positive competition is proposed, as it is helpful in learning. Activity based learning is necessary because through that students wont lose interest.

This method promotes simultaneous learning (two topics at a time), and also learning through fun. Through activity students will be able to interact with one another and it will develop competition and cooperation within students and teacher will always be there to explain things to the students in which they will find difficulty. Time management is important. Certain time limit for activity was given.