OER4Schools/Taster materials UNISA/Peer support in group work: Difference between revisions

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{{video|src=JeCjZW370CQ|name=new Abel clip 4.m4v|title=}}
{{video|src=JeCjZW370CQ|name=new Abel clip 4.m4v|title=}}


'''“new Abel clip 4”: '''In this lesson Grade 7 pupils in a semi-rural government school near Chongwe were exploring the relationship between area and perimeter. They worked in groups, using Geogebra software on netbook computers.  
In this lesson Grade 7 pupils in a semi-rural government school near Chongwe were exploring the relationship between area and perimeter. They worked in groups, using Geogebra software on netbook computers.  
 


Suggested questions for reflection are:
Suggested questions for reflection are:
* What is the role of the teacher during group work in this clip?
* What is the role of the teacher during group work in this clip?
* How does a teacher know when to intervene?
* How does a teacher know when to intervene?
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* How did the use of ICT help the learners’ enquiry?
* How did the use of ICT help the learners’ enquiry?


Suggested questions for reflections on both videos:
Suggested questions for further reflection:
 
* What would you do in your classroom while your pupils are engaged in group work?
* What would you do in your classroom while your pupils are engaged in group work?
* How would you encourage all pupils to be involved in the group work?
* How would you encourage all pupils to be involved in the group work?
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{{Ednote|text=
{{Ednote|text=
Research shows that teachers intervene in groupwork too much/too soon, however the Abel clip shows the importance of picking up on misunderstandings before they completely obstruct progress. It’s also important to know when groups are finished and need another challenge.  
Research shows that teachers intervene in groupwork too much/too soon, however the Abel clip shows the importance of picking up on misunderstandings before they completely obstruct progress. It’s also important to know when groups are finished and need another challenge.  


It’s not easy to make a decision about when to intervene – it’s a fine balance. Try to circulate and eavesdrop on groups before deciding where to intervene.
It’s not easy to make a decision about when to intervene – it’s a fine balance. Try to circulate and eavesdrop on groups before deciding where to intervene.
}}
}}


{{video|duration=1:21|name=Abel Clip 5.m4v|title= Students presenting work on area ... |src=v8itDWlhRdw}}
{{video|duration=1:21|name=Abel Clip 5.m4v|title= Students presenting work on area ... |src=v8itDWlhRdw}}

Revision as of 17:33, 24 March 2012

In this lesson Grade 7 pupils in a semi-rural government school near Chongwe were exploring the relationship between area and perimeter. They worked in groups, using Geogebra software on netbook computers.

Suggested questions for reflection are:

  • What is the role of the teacher during group work in this clip?
  • How does a teacher know when to intervene?
  • How can a teacher encourage peer support during group work? Would Abel’s technique of bringing in older pupils or faster learners to help their peers aid a teacher with a large class?
  • How did the use of ICT help the learners’ enquiry?

Suggested questions for further reflection:

  • What would you do in your classroom while your pupils are engaged in group work?
  • How would you encourage all pupils to be involved in the group work?
  • How would you ensure that all pupils have contributed to the final output of group work?
Educator note

Research shows that teachers intervene in groupwork too much/too soon, however the Abel clip shows the importance of picking up on misunderstandings before they completely obstruct progress. It’s also important to know when groups are finished and need another challenge.

It’s not easy to make a decision about when to intervene – it’s a fine balance. Try to circulate and eavesdrop on groups before deciding where to intervene.

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