OER4Schools/Mixed pace groupwork with and without ICT - Revision history

JanetBlair: edited thumbnail size to improve formatting

2014-09-15T10:18:02Z

edited thumbnail size to improve formatting

← Older revision		Revision as of 10:18, 15 September 2014
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	= Judith's workshop reflections on pace groups =		= Judith's workshop reflections on pace groups =
	[[Image:judith-portrait.jpg\|thumb\|~~200px~~]]		[[Image:judith-portrait.jpg\|thumb\|119px]]
	{{ednote\|text=		{{ednote\|text=
	Continue with reading, and listening to the clips.		Continue with reading, and listening to the clips.

Bjoern: removing blockquote in favour of speechbubble

2013-09-10T15:21:27Z

removing blockquote in favour of speechbubble

← Older revision		Revision as of 15:21, 10 September 2013
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	{{activity\|otr\|: We hear more about Judith's reflections on pacegroups.\|10}}		{{activity\|otr\|: We hear more about Judith's reflections on pacegroups.\|10}}
	We now listen to two clips that follow on from the experiences in Judith's lesson. Later in the OER4Schools workshop Judith indicated how her thinking had changed through discussion with her peers, illustrating her open mind and flexibility as a reflective teacher:		We now listen to two clips that follow on from the experiences in Judith's lesson. Later in the OER4Schools workshop Judith indicated how her thinking had changed through discussion with her peers, illustrating her open mind and flexibility as a reflective teacher:
	~~<blockquote>~~		{{speechbubble\|text=
	''“I have learnt from that to say, so those if they remain like that [slow learners together], they will remain like that forever. They can never learn anything from others. So the best I can do, just the way we have been discussing, to say, it’s better to mix them so that, at least, even them can learn something from the rest of the group. So to me this is an advantage I have gained.”''		''“I have learnt from that to say, so those if they remain like that [slow learners together], they will remain like that forever. They can never learn anything from others. So the best I can do, just the way we have been discussing, to say, it’s better to mix them so that, at least, even them can learn something from the rest of the group. So to me this is an advantage I have gained.”''
	~~</blockquote>~~		}}

	In a subsequent interview Judith was probed to elaborate and reflect further on the incident when pupils laughed at the group of learners working at a slower pace. She concluded that mixed pace grouping would be better than same pace grouping. Listen to these 2 very short excerpts from that interview.		In a subsequent interview Judith was probed to elaborate and reflect further on the incident when pupils laughed at the group of learners working at a slower pace. She concluded that mixed pace grouping would be better than same pace grouping. Listen to these 2 very short excerpts from that interview.

Bjoern: ICT practise

2013-09-09T13:37:22Z

ICT practise

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	}}		}}

			= {{Name for ICT practice with dtgw}} =
			{{:OER4Schools/ICT/include}}

	= {{Name for connecting with overarching goals}} =		= {{Name for connecting with overarching goals}} =

Bjoern: Looking at to dos

2013-09-05T15:25:35Z

Looking at to dos

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	}}		}}
	~~{{todo\|We need to say a lot more about differentiation by outcome.}}~~

	{{activity\|wcd\|: Discussion on differentiation.\|10}}. There is research evidence to show that teachers' expectations of students can influence how students perform. Consider this in the context of pace groups and differentiation:		{{activity\|wcd\|: Discussion on differentiation.\|10}}. There is research evidence to show that teachers' expectations of students can influence how students perform. Consider this in the context of pace groups and differentiation:

Lucian: Lucian moved page OER4Schools/3.3 Mixed pace groupwork with and without ICT to OER4Schools/Mixed pace groupwork with and without ICT

2013-09-05T13:37:44Z

Lucian moved page OER4Schools/3.3 Mixed pace groupwork with and without ICT to OER4Schools/Mixed pace groupwork with and without ICT

← Older revision

Revision as of 13:37, 5 September 2013

JanetBlair: amended for 'ability'

2013-06-12T08:43:40Z

amended for 'ability'

← Older revision		Revision as of 08:43, 12 June 2013
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	You now have an opportunity for planning an activity using the activity template.		You now have an opportunity for planning an activity using the activity template.
	* Devise an open activity where groups have a shared goal and where outcomes may differ between groups, for a lesson you are teaching next week.		* Devise an open activity where groups have a shared goal and where outcomes may differ between groups, for a lesson you are teaching next week.
	* Decide group size and how you will formulate groups so that they are made up of students ~~from each end of the ability spectrum~~ (look back at documents from [[OER4Schools/3.2_Supporting_reasoning_and_managing_groupwork\|Session 3.2]] if you need to).		* Decide group size and how you will formulate groups so that they are made up of students working at different paces (look back at documents from [[OER4Schools/3.2_Supporting_reasoning_and_managing_groupwork\|Session 3.2]] if you need to).
	* How will you ensure everyone participates and everyone learns? How will you stretch all learners?		* How will you ensure everyone participates and everyone learns? How will you stretch all learners?
	* '''Explicitly ask groups to make sure everyone understands the new concept or process; make it their responsibility to support each other and check this is happening.'''		* '''Explicitly ask groups to make sure everyone understands the new concept or process; make it their responsibility to support each other and check this is happening.'''

JanetBlair: amended for 'low ability'

2013-06-12T08:40:19Z

amended for 'low ability'

← Older revision		Revision as of 08:40, 12 June 2013
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	Continue with reading, and listening to the clips.		Continue with reading, and listening to the clips.

	~~You may need to be able to cover this quickly, if some of the points have been discussed in the last session already.~~
	}}		}}

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	</blockquote>		</blockquote>

	In a subsequent interview Judith was probed to elaborate and reflect further on the incident when pupils laughed at the ~~low-achieving~~ group. She concluded that mixed ~~ability~~ grouping would be better than same ~~ability~~ grouping. Listen to these 2 very short excerpts from that interview.		In a subsequent interview Judith was probed to elaborate and reflect further on the incident when pupils laughed at the group of learners working at a slower pace. She concluded that mixed pace grouping would be better than same pace grouping. Listen to these 2 very short excerpts from that interview.

	'''Judith's Interview - Clip 1''':		'''Judith's Interview - Clip 1''':
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	}}		}}

	{{activity\|wcd\|: Discussion of the audio clips.\|10}} What do you think about this? Do you think that ~~low ability~~ students could benefit from working in mixed ~~ability~~ groups? Discuss.		{{activity\|wcd\|: Discussion of the audio clips.\|10}} What do you think about this? Do you think that students working at a slower pace could benefit from working in mixed pace groups? Discuss.

	= Planning a mixed pace group work with ICT task =		= Planning a mixed pace group work with ICT task =

JanetBlair: ammended for 'low ability'

2013-06-12T08:33:16Z

ammended for 'low ability'

JanetBlair: removed the term 'ability' and replaced with 'pace' as per SH

2013-06-12T08:13:56Z

removed the term 'ability' and replaced with 'pace' as per SH

← Older revision		Revision as of 08:13, 12 June 2013
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	}}{{OER4SchoolsWSInfo		}}{{OER4SchoolsWSInfo
	\|intention={{ OER4SchoolsWSInfo/intention intro}}		\|intention={{ OER4SchoolsWSInfo/intention intro}}
	* '''pace grouping''' and its effect on students ~~of low ability~~		* '''pace grouping''' and its effect on students
	* strategies to discourage copying during mixed ~~ability~~ group work		* strategies to discourage copying during mixed pace group work
	* '''differentiation''' by		* '''differentiation''' by
	** task		** task
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	\|success criteria={{ OER4SchoolsWSInfo/criteria intro}}		\|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
	* listen to teachers talking about their experiences of using pace groups and discuss		* listen to teachers talking about their experiences of using pace groups and discuss
	* discuss strategies to discourage copying by ~~lower ability~~ students during mixed ~~ability~~ group work		* discuss strategies to discourage copying by students during mixed pace group work
	* read some background text on differentiation and consider if its use might enable teachers to set high expectations of all students~~, irrespective of their ability~~		* read some background text on differentiation and consider if its use might enable teachers to set high expectations of all students
	* plan to teach a mixed pace group work activity with ICT		* plan to teach a mixed pace group work activity with ICT

JanetBlair: expanded LO

2013-05-02T13:28:25Z

expanded LO

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	** support		** support
	** outcome		** outcome
			as ways of allowing students to access work at their level and ensuring that all students produce results and progress in their learning

	\|success criteria={{ OER4SchoolsWSInfo/criteria intro}}		\|success criteria={{ OER4SchoolsWSInfo/criteria intro}}

← Older revision		Revision as of 08:33, 12 June 2013
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	{{background\|text=		{{background\|text=

	Scenarios where students within one class are grouped according to ~~their ability~~ (pace grouping) and set non-differentiated tasks i.e. the same task regardless of their ~~ability~~, can have unfortunate consequences such as those illustrated in the video clip of Judith's lesson on division. Students in the ~~low achieving~~ group failed to get any useful results and for this they were laughed at. One way of ensuring that students in all groups have the opportunity of succeeding at a task is to offer different groups different tasks based on their ~~ability~~. This is called '''differentiation by task'''.		Scenarios where students within one class are grouped according to the pace at which they work (pace grouping) and set non-differentiated tasks i.e. the same task regardless of their pace of working, can have unfortunate consequences such as those illustrated in the video clip of Judith's lesson on division. Students in the slower pace group failed to get any useful results and for this they were laughed at. One way of ensuring that students in all groups have the opportunity of succeeding at a task is to offer different groups different tasks based on their pace of working. This is called '''differentiation by task'''.

	There are a number of issues raised about pace groups and differentiation by task:		There are a number of issues raised about pace groups and differentiation by task:
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	* practical difficulties		* practical difficulties
	* challenge for teacher of devising several tasks		* challenge for teacher of devising several tasks
	* ~~low achievers~~ may be ridiculed		* students that work at a slower pace may be ridiculed
	* challenge of same assessment for all		* challenge of same assessment for all

	It need not be necessary to set entirely different tasks for different groups. For example, in a maths lesson, all groups could be set questions on multiplication, with the ~~lower achieving~~ students being given fewer questions which are of lower demand than those given to the higher achieving students. The same lower demand questions could also have been given to the higher achieving students earlier on in the topic so there need not be much extra work in drawing them up.		It need not be necessary to set entirely different tasks for different groups. For example, in a maths lesson, all groups could be set questions on multiplication, with the students who are working at a slower pace being given fewer questions.

	A very important point to consider in all of this is that ~~“ability” and~~ “pace” ~~are~~ variable and ~~they~~ can grow; pupils underachieve for lots of reasons, including absenteeism as in Judith’s group, and lack of home support. But their achievement levels may rise if expectations are high and support is given. As a consequence, '''a teacher needs to provide for all students to develop their ability to the next level and beyond. '''Pupils should always have a next step and a new ''challenge'' to move on to. Whatever level a learner is at, they can ''stretch'' themselves and you can ''support'' them to improve it.		A very important point to consider in all of this is that “pace” or "ability" is variable and can grow; pupils underachieve for lots of reasons, including absenteeism as in Judith’s group, and lack of home support. But their achievement levels may rise if expectations are high and support is given. As a consequence, '''a teacher needs to provide for all students to develop their ability to the next level and beyond. '''Pupils should always have a next step and a new ''challenge'' to move on to. Whatever level a learner is at, they can ''stretch'' themselves and you can ''support'' them to improve it.

	'''Differentiation by support''' is a refinement of differentiation by task and involves different levels of support being given to different groups according to their ability as all groups work on the same/a similar task. For example, lower achieving students may be given more information to help them solve a problem or they may have access to workbooks or text books. They could also be given resources that make it easier for them to complete a problem or the teacher could choose to work with one particular group whilst other groups work independently.		'''Differentiation by support''' is a refinement of differentiation by task and involves different levels of support being given to different groups according to their ability as all groups work on the same/a similar task. For example, lower achieving students may be given more information to help them solve a problem or they may have access to workbooks or text books. They could also be given resources that make it easier for them to complete a problem or the teacher could choose to work with one particular group whilst other groups work independently.
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	* a few students COULD use direct speech to make their piece more interesting		* a few students COULD use direct speech to make their piece more interesting

	Students could work in mixed ~~ability~~ groups encouraging each other to achieve their respective goals.		Students could work in mixed pace groups encouraging each other to achieve their respective goals.

	Teachers should emphasis that they want students to progress and be challenged appropriately so that no students stops working once they have achieved the minimum criterion for success. We will consider success criteria again in a future session.		Teachers should emphasis that they want students to progress and be challenged appropriately so that no students stops working once they have achieved the minimum criterion for success. We will consider success criteria again in a future session.
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	{{todo\|We need to say a lot more about differentiation by outcome.}}		{{todo\|We need to say a lot more about differentiation by outcome.}}

	{{activity\|wcd\|: Discussion on differentiation.\|10}}. There is research evidence to show that teachers' expectations can influence how students perform. Consider this in the context of pace groups and differentiation:		{{activity\|wcd\|: Discussion on differentiation.\|10}}. There is research evidence to show that teachers' expectations of students can influence how students perform. Consider this in the context of pace groups and differentiation:

	* Can differentiation be used successfully by teachers to set high expectations of all students~~, irrespective of their ability~~?		* Can differentiation be used successfully by teachers to set high expectations of all students?
	* Will this be easier to achieve by using pace ~~groups or mixed ability~~ groups?		* Will this be easier or more difficult to achieve by using pace groups?

	= Judith's workshop reflections on pace groups =		= Judith's workshop reflections on pace groups =