HUMAN INTERACTION TASK MODEL

MR. RAYMARK D. LLAGAS

MASTER IN EDUCATIONAL MANAGEMENT MAJOR IN INSTRUCTIONAL LEADERSHIP

HUMAN INTERACTION TASK MODEL

ONE FORM OF CLASSROOM/STUDENT LEARNING STRUCTURE.
ANOTHER FORM INCLUDE:
INDIVIDUALIZED (CRITERION-BASED GRADING SYSTEM) COMPETITIVE (NORM-BASED GRADING SYSTEM)

IT IS RELATED IN WHAT WE CALLED COOPERATIVE LEARNING. THE INSTRUCTIONAL USE OF SMALL GROUPS WHEREIN STUDENTS WORK TOGETHER TO MAXIMIZE THEIR OWN AND EACH OTHERS LEARNING IT PROVIDES STUDENTS WITH THE EXPERIENCES THEY NEED TO UNDERSTAND THE NATURE OF COOPERATION ( JOHNSON-& JOHNSON, 1989A).

 AN INSTRUCTIONAL ARRANGEMENT IN WHICH SMALL GROUPS OR TEAMS OF STUDENTS WORK 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, 2001).

FIVE DEFINING ELEMENTS OF HUMAN INTERACTION TASK MODEL

(1) POSITIVE INTERDEPENDENCE (SINK AND SWIM TOGETHER)
EACH GROUP MEMBER'S EFFORTS ARE REQUIRED AND INDISPENSABLE FOR GROUP SUCCESS. EACH GROUP MEMBER HAS A UNIQUE

CONTRIBUTION TO MAKE TO THE JOINT EFFORT

BECAUSE OF HIS OR HER RESOURCES AND/OR ROLE AND TASK RESPONSIBILITIES.

FIVE DEFINING ELEMENTS OF HUMAN INTERACTION TASK MODEL

(2) FACE-TO-FACE PROMOTIVE INTERACTION (PROMOTE EACH OTHERS SUCCESS)

ORALLY EXPLAINING HOW TO SOLVE PROBLEMS

TEACHING ONE'S KNOWLEDGE TO OTHER CHECKING FOR UNDERSTANDING DISCUSSING CONCEPTS BEING LEARNED CONNECTING PRESENT WITH PAST LEARNING

FIVE DEFINING ELEMENTS OF HUMAN INTERACTION TASK MODEL

(3) INDIVIDUAL AND GROUP ACCOUNTABILITY KEEPING THE SIZE OF THE GROUP SMALL. THE SMALLER THE SIZE OF THE GROUP, THE GREATER THE INDIVIDUAL ACCOUNTABILITY MAY BE. GIVING AN INDIVIDUAL TEST TO EACH STUDENT. RANDOMLY EXAMINING 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. OBSERVING EACH GROUP AND RECORDING THE FREQUENCY WITH WHICH EACH MEMBER-CONTRIBUTES TO THE GROUP'S WORK.

 ASSIGNING ONE STUDENT IN EACH GROUP THE ROLE OF CHECKER. THE CHECKER ASKS OTHER GROUP MEMBERS TO EXPLAIN THE REASONING AND RATIONALE UNDERLYING GROUP ANSWERS. HAVING STUDENTS TEACH WHAT THEY LEARNED TO SOMEONE ELSE.

FIVE DEFINING ELEMENTS OF HUMAN INTERACTION TASK MODEL

(4). INTERPERSONAL & SMALL-GROUP SKILLS
SOCIAL SKILLS MUST BE TAUGHT: DECISION-MAKING TRUST-BUILDING LEADERSHIP COMMUNICATION CONFLICT-MANAGEMENT SKILLS

FIVE DEFINING ELEMENTS OF HUMAN INTERACTION TASK MODEL

5. GROUP PROCESSING GROUP MEMBERS DISCUSS HOW WELL

THEY ARE ACHIEVING THEIR GOALS AND

MAINTAINING EFFECTIVE WORKING RELATIONSHIPS DESCRIBE WHAT MEMBER ACTIONS ARE HELPFUL AND NOT HELPFUL

MAKE DECISIONS ABOUT WHAT BEHAVIORS

TO CONTINUE OR CHANGE.

INSTRUCTIONAL EXAMPLES OF HUMAN INTERACTION TASK MODEL

JIGSAW TEAMS (ARONSON:1978)

THINK-PAIR-SHARE

FOUR AND SIX CLUSTER SITTING ARRANGEMENT

GROUP INVESTIGATION (THELEN:1994)

THE STUDENTS ARE PRESENTED WITH A PUZZLING SITUATION THAT THEY ARE ENCOURAGE TO DISCUSS FREELY.

THE TEACHERS ROLE IS TO FACILITATE DISCUSSION WITHOUT BEING OVERDIRECTIVE AND LEAD THE GROUP TO MAKE A PLAN FOR STUDYING AND INVESTIGATING THE ISSUE FURTHER.

STUDENT TEAMS ACHIEVEMENT DIVISION (STAD)

ONE OF THE MOST POPULAR TECHNIQUES BECAUSE OF THE APPLICABILITY ACROSS MOST SUBJECT AREAS AND GRADE LEVELS (SLAVIN, 1937)

TEAMS-GAMES-TOURNAMENTS (SLAVIN, 1987)

TEST ARE REPLACED BY TOURNAMENT AND GROUPS WORK TO PREPARE ONE ANOTHER FOR THE EVENT.

THIS METHOD IS APPEALING TO TEACHERS WHO PREFER LIVELY, ORAL ASSESSMENT.

TEAM-ACCELERATED INSTRUCTION (SLAVIN, 1987)

COOPERATIVE LEARNING IS COMBINED WITH INDIVIDUALIZED INSTRUCTION.

ORIGINALLY DESIGNED FOR TEACHING MATHEMATICS.

COOPERATIVE INTEGRATED READING AND COMPOSITION (EBY AND KUJUWA, 1994)

DESIGNED TO ENRICH CONVENTIONAL METHODS FOR TEACHING READING AND WRITING.

FULL OPTION SCIENCE SYSTEM (FOSS)

FOUR STUDENTS WORK TOGETHER AND TAKE TURNS WITH DIFFERENT ROLES TO COMPLETE A PARTICULAR SCIENCE ACTIVITY.
READER RECORDER GETTER STARTER

PARADIGMS IN HUMAN INTERACTION TASK MODEL

KNOWLEDGE COMMUNITY INQUIRY MODEL

It is a hybrid model of curriculum design that integrates the theoretical frameworks of Inquiry-Based Learning (Krajcik, Blumenfeld, Marx, & Soloway, 2000) and Knowledge Communities (Brown & Campione, 1990; Scardamalia & Bereiter, 1996).

It is being developed to make knowledge communities more accessible to secondary science classrooms, including a new role for scaffolded inquiry activities that put the collaborative knowledge-base to use in targeting specific learning goals (Peters & Slotta, in press).

RENZULLI'S ENRICHMENT TRIAD MODEL

THE TRIAD IS BASED ON FIVE COMPONENTS, ASSESSMENT OF STUDENTS STRENGTHS, CURRICULUM COMPACTING, TYPE 1 ENRICHMENT, TYPE 2 ENRICHMENT AND TYPE 3 ENRICHMENT (RENZULLI & REIS, 1985).

IT WAS FIRST PROPOSED TO DEVELOP DIFFERENTIATED PROGRAMMES SPECIFICALLY FOR THE GIFTED (RENZULLI, 1977).

THE SIX PRINCIPLES FOR MANAGING STUDENT TEAM BASED PROJECTS

PEDAGOGICAL ELEMENTS OF THE ONLINE ENVIRONMENT SUPPORTING COLLABORATION

According to Wilson (1996: 5) 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'.

COOPERATIVE LEARNING WHEEL

WHAT WE HAVE LEARNED IN HUMAN INTERACTION TASK MODEL?

ACKNOWLEDGMENT OF INDIVIDUAL DIFFERENCES INTERPERSONAL DEVELOPMENT ACTIVE INVOLVEMENT IN LEARNING MORE OPPORTUNITIES FOR PERSONAL FEEDBACK DEEPER UNDERSTANDING OF CONTENT INCREASED OVERALL ACHIEVEMENT IN GRADES IMPROVED SELF-ESTEEM HIGHER MOTIVATION TO REMAIN ON TASK ACTIVE AND CONSTRUCTIVE INVOLVEMENT IN CONTENT

WHAT WE HAVE LEARNED IN HUMAN INTERACTION TASK MODEL?

OWNERSHIP OF THEIR OWN LEARNING SOLVING GROUP CONFLICTS IMPROVEMENT OF TEAMWORK SKILLS INCREASED STUDENT RETENTION ENHANCEMENT OF STUDENT SATISFACTION WITH THEIR LEARNING EXPERIENCE

DEVELOPMENT OF SKILLS IN ORAL COMMUNICATION

DEVELOPMENT OF STUDENTS' SOCIAL SKILLS

OUTCOMES OF HUMAN INTERACTION TASK MODEL

THE MORE STUDENTS WORK IN COOPERATIVE LEARNING GROUPS: 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. OTHER OUTCOMES INCLUDED: POSITIVE RELATIONSHIPS, AND PSYCHOLOGICAL HEALTH. HIGHER ACHIEVEMENT AND GREATER PRODUCTIVITY

MORE CARING, SUPPORTIVE, AND COMMITTED RELATIONSHIPS GREATER PSYCHOLOGICAL HEALTH, SOCIAL COMPETENCE, AND SELF-ESTEEM.