Core Philosophy

One learns by doing the thing,

For though you think you know it,

You have no certainty until you try.

~ Sophocles

TRIBES LEARNING COMMUNITIES

Presenters: Rosemary Fitzgerald, Jonathan Rollason

(Foundation Year) July 2017

To promote independent learning and cohesion

TRIBES LEARNING COMMUNITIES

- Why use the method?

- How does it work?

- How can I implement it in my classroom?

The Tribes Method provides: A democratic way to form groups

A way to set group expectations and group roles

100s of activities to choose from to suit different purposes

EXAMPLES: Ice breakers, team building, goal setting, thinking,

problem solving, resolving conflict, reflection on personal and social

learning.

= more connections, more fun, more independence

The method

Based on the Tribes Learning Communities methodology, effective

group work sets up a student centered classroom.

Tribes agreements that are the basis of this work:

Mutual respect

The right to participate or pass

No put-downs

Attentive listening

Benefits of setting up self-governing teams

Traditional class structures cause students to be competitive rather

than cooperative. In groups:

Students take responsibility for their own learning and are

encouraged to set their own goals

Working in a well-organised team allows students to develop so

called ‘soft skills’ (functional language, project-based learning,

discussion, goal setting, time management, etc.) different skill

sets, which are required in Australian universities

New subjects being taught in Foundation Year now include a

graded ‘Class Participation’ component

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Many of our learners come from traditional education backgrounds

They are not familiar with how to work in teams

They are not familiar with ‘problem solving’ activities

They do not understand the value we place on these skills

Many of our students do not trust that they will learn effectively from

each other

Why training students to work in groups is important for EAL learners -

regardless of their age

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Cooperative learning in groups does work:

‘In the last 102 years … meta-analysis of all the studies on

achievement show that cooperative learning results in significantly

higher achievement and retention in contrast to competitive and

individualistic learning’ (TRIBES 2008).

Cooperative learning is accessible:

‘Cooperative learning can be used at every grade level, in every

subject and with every task’ (Gibbs 2008).

Benefits of setting up self-governing teams

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Research shows that teachers are the people and schools are the

places where resilience is instilled in young people.

There are 3 main ways….

Benefits of setting up self-governing teams

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Caring Relationships – Active listening, showing interest in students,

showing compassion.

Positive/High Expectation Messages – Clear boundaries, freedom to

become autonomous, nurturing strengths, working on weaknesses.

Opportunities for Participation and Contribution – Having a voice,

developing ownership, leadership and opportunities to give back.

(Gibbs 2008)

Benefits of setting up self-governing teams

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Group roles

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Facilitator - sets up team - planning, organising, identifies the task,

asks for help.

=Soft learning skills: organisation, decision making

Scribe - makes notes - must be clear, accessible - writes down all

ideas

=Soft learning skills: note taking, hierarchy of ideas,

brainstorming

Group roles

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Supporter - encourages everyone to participate, brings in all group

members, calls people by name, praises when people contribute

Soft learning skills: social skills in L2, discussion skills,

negotiation skills

Summariser - reports the group's progress to the class and the

teacher, recaps for the team.

Soft learning skills: analysis, vocabulary, negotiation.

Teacher can concept check understanding and help with any

gaps.

Group roles

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Setting up groups

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A suggested strategy: Seven Friends

1. Give each person a piece of paper. Have students write their names

in the centre.

2. Ask each person to write the names of 7 other people they would like

to have in a group, and to put both boys and girls on their lists.

3. Collect all papers. Remind students that they will each be in a group

with at least one identified friend, but not with all those listed.

4. Assuming that you will have 5 groups, select the cards belonging to 5

students with leadership skills, those who have been named the most by

others or those who enjoy learning. Spread these cards on the table.

Setting up groups

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5. Select the cards of 5 students who exhibit quiet of less positive

behaviour. Place 1 of their cards next to each of the leader’s cards.

6. Add the remaining cards to each group, making sure that each card

has a name requested by someone in the group.

7. Make any adjustments necessary to achieve a balance of boys and

girls.

8. Check once more to be sure that each paper is still matched with a

friend.

Setting up groups

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Cortes, A n.d. Mrs Cortes’ Teaching Resources, online image, viewed 20

June 2017, http://www.mrscortes.com/2014/02/cooperative-learning-

group-roles-in.html

Gibbs, J 2006. Reaching All by Creating Tribes Learning Communities,

Center Source Systems, Windsor, California

Gibbs, J & Ushijima, T 2008. Engaging All by Creating High School

Learning Communities, Centre Source Systems, Windsor, California

Godin, S 2008. ‘Tribes: We Need you to Lead us’, Good Reads, Online

Image, viewed 20 June 2017,

http://www.goodreads.com/book/show/3828382-tribes

Reference List