Teams-Games-Tournament
(TGT) is one of the team learning strategies designed by Johns Hopkins which is
developed by David Devries and Keith Edwards. Slavin has found that TGT
increased basic skills, students’ achievement, positive interactions between
students, acceptance of mainstreamed
classmates and self-esteem.
A.
Component of TGT
a. Class presentation
In the early of lesson, teachers
demonstrate or introduce the lesson which is the base and important to
sustainability of the process of study. The teacher can introduces it orally or
uses audiovisual presentation. The teacher presentration must be focused to the
material which is planned to master by student by using TGT. By this way,
students will aware that they must be take attention to student explanation
because the information is usefull for helping them to solve the given task or
problem.
b. Team
Each team contain 4-5 students which
is representate all of part of the class in the term of academics achievement,
sex, ras and etnic.
c. Game
Game contain relevan questions which
is designed to test students’ knowladge which they get from the study in teams
d. Tournament
Tournament is a structure to run the
game. It is usually held in the end of unit lesson after the teacher presentates
the material and the students work in team.
e. Team recognition
The eligible team will get a reward
from the teacher.
B.
Phase
Phase
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Description
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Phase 1: Teacher’s presentation
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Teacher communicates learning objectives,
subject matter and a brief explanation of worksheets which will be distributed to groups.
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Phase 2 : Deviding student’s into group
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The
teacher divides the students into
groups based on ability Criteria (achievement) of students, sex (gender),
ethnics and race.
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Phase 3: Working group (Team study)
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After receiving the worksheets from the teacher, students work
together in groups, ,discussion, lab work or answer the questions on the
worksheet.
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Phase 4: Guidance group (scafolding)
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Teacher
guides the group, observes psychomotor
and attitude of student in team work.
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Phase 5: Tournament
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teacher
explains the rules of the game and students do the game
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Phase 6: Team recognition
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After
obtaining scores of each member in each group, each group recapitulate their
group score
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C.
Election of team’s member
Each teams consist of 4-5 members representing
all parts of the class in terms of academic performance, gender, race and
ethnic.
D.
Class setting
a.
Working Group
board
teacher desk
b.
placement of students on the tournament desk
which:
From the scheme,
it is seen clearly that TGT is heterogenous in team but homogenous in
tournament. When tournament is held in the class, the desks of tournament is
potitioned in the middle of class. Let the student to reorganize their chair
and desk which is initially desaigned for study in a group to design of
tournament. The flexibility here is very important.
A.
Task Form
·
Teams work in group through
problems/question on worksheets.
·
Teams
play academic games against each other for points.
·
Student
must answer the question in tournament to win it.
B.
Scoring
Each player
will take back 2 to 6 points to their Study Team. Study Team points are
totalled. And then the total point is devided by the amount of students in the
team. The result of this point is the team point. The range of team point is in
table 2:
A.
Team Achievement Recognition
three
levels of awards are given based on the average score of the team as in table
2. Teacher can give certificate to the team which eligible. Beside certificate,
teacher can show the most succes team on the school weekly bulletin. Whatever teacher do to praise their
achievment, it’s very important to communicate that their team succes (not only
individually succes) because this is what will motivated student to help their
friends in team to learn.
B.
Procedure
In the content above, we have known
about the basic way to hold TGT. To make it success, we must know clearly about
the procedure of TGT which is written below:
1.
Study teams
The students reinforce, review and
study the material cooperatively in these teams.
Set-up: Heterogeneous Teams
a. Generate a ranked class list of all
students.
The
ranking should be academic, by marks.
b. team size: 4 students
To
make the teams, divide the total number of students by 4.
c. Number
students, beginning at the top.
Reverse
the numbering the second time through.
e.g.
1,2,3,4,5,6,7,8,8,7,6,5,4,3,2,1,1,2,... etc.
This
will generate academically heterogeneous teams of about equal ability. Balance
the teams for sex, ethnicity, etc. while trying to maintain academic
“equalness”
Purpose: Students may review using a specific format,
a review sheet, informally, quizzing each other, etc.
2. Tournament
After
the designated study time, the students then compete in the tournament.
Set-up:
Homogeneous (Tournament) Teams
a)
Use
the same ranked student list.
b)
Form
groups of 3 (alternate size is 4).
c)
Cluster
students by 3's, going down the ranked student list. This will result in the 3 strongest students competing
together, the 3 weakest together, etc.
Format:
a)
Have
a deck of numbered cards (1 - 30) available for each tournament table.
b)
Make
up a worksheet of 30 numbered questions.
c)
Make
up a numbered answer sheet.
d)
Each
team picks up an envelope/deck of cards, question sheet and answer sheet.
e)
Students
draw cards at each table. The highest number goes first.
f)
The
1st student pulls a card from the envelope and reads out the number.
The
2nd student (with the question sheet) reads the question out loud. The 1st student answers the question. The 3rd
student (with the answer sheet) tells if the answer is correct. If correct, the
1st student keeps the card. If incorrect, the question (2nd) student may
challenge answer. If they
get the answer correct, they may keep
the card. If still incorrect, the card goes to a “discard” pile.
g)
The
game proceeds clockwise. After each question (whether correct or incorrect) each student changes “jobs”. It
continues until the time is up.
The
members of tournament tables can be bumped up or down. Each winner moved to a higher-level table,
the “loser” moves to an “easier” table.
This ensures that all students are playing with same-ability students
and are winners about equally often.
http://www.udel.edu/dssep/teaching_strategies/tgt_coop.htm
Tournament
desk 1
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Tournament
desk 4
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Tournament
desk 3
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Tournament
desk 2
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TEAM A
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TEAM B
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TEAM C
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