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OER4Schools/Review of group work: Difference between revisions
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* ways of consolidating learning about group work | * ways of consolidating learning about group work | ||
* strategies for dealing with group work issues i.e making sure that all students participate, how best to arrange groups to make good use of resources etc | * strategies for dealing with group work issues i.e making sure that all students participate, how best to arrange groups to make good use of resources etc | ||
* reflecting in a way that makes learning explicit by | * reflecting in a way that makes learning explicit by giving specific examples of where learning has taken place (or not) | ||
|success criteria={{ OER4SchoolsWSInfo/criteria intro}} | |success criteria={{ OER4SchoolsWSInfo/criteria intro}} | ||
* complete a questionnaire on group work practices/strategies and plan an agenda to use these in the classroom | * complete a questionnaire on group work practices/strategies and plan an agenda to use these in the classroom | ||
* take part in a brainstorm to come up with strategies for dealing with group work issues | * take part in a brainstorm to come up with strategies for dealing with group work issues | ||
* work on making portfolio reflections more meaningful | * listen to a Zambian teacher's portfolio reflection and work on making portfolio reflections more meaningful | ||
|ict={{ OER4SchoolsWSInfo/ICT intro}} | |ict={{ OER4SchoolsWSInfo/ICT intro}} | ||
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{{activity|ia| on | {{activity|ia|: Completing a questionnaire on different aspects of group work.|20}} Answer the questionnaire on group work. You will notice that it also contains some questions on other aspects of the programme that are relevant to group work eg sharing resources. Be honest about your responses for Sections A and C. Be reflective about your responses for Section D. Carefully and realistically plan your agenda for carrying out group work in your classroom, taking account of mixed pace group work and differentiation. | ||
[[File:Group Questionnaire on Group Work.jpeg|center| | [[File:Group Questionnaire on Group Work.jpeg|center|600px]] | ||
[[File:Group Questionnaire on Group Work 2.jpeg|center| | [[File:Group Questionnaire on Group Work 2.jpeg|center|600px]] | ||
[[File:Group Questionnaire on Group Work 3.jpeg|center| | [[File:Group Questionnaire on Group Work 3.jpeg|center|600px]] | ||
{{activity|wcd| on the meaning of the different aspects of group work.|10}} Take turns to recap meaning of the different aspects of group work and share your responses from Section D (Column D). This means that one participant explains the meaning of one aspect of group work briefly. Other participants share their responses as listed in Section D of the questionnaire for this aspect. Then another participant explains the meaning of another aspect followed by sharing of responses. | {{activity|wcd| on the meaning of the different aspects of group work.|10}} Take turns to recap meaning of the different aspects of group work and share your responses from Section D (Column D). This means that one participant explains the meaning of one aspect of group work briefly. Other participants share their responses as listed in Section D of the questionnaire for this aspect. Then another participant explains the meaning of another aspect followed by sharing of responses. | ||
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}} | }} | ||
{{activity|wcd| | {{activity|wcd|: Brainstorm on practical strategies for handling group work issues.|10}} It is inevitable that you would have discussed some of the issues about group work during the first activity. Now, extend the previous discussion and brainstorm strategies that you can use for resolving the issues mentioned above. Suggest realistic and practical strategies that the facilitator can record on the flipchart or concept mapping software (see [http://orbit.educ.cam.ac.uk/wiki/OER4Schools/2.4_Concept_mapping| Unit 2, Session 4] for concept mapping). | ||
{{ednote|text= | {{ednote|text= | ||
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The advantage of working with EtherPad is that different groups can collaborate in real time. So groups can simultaneously work on one topic and see each other’s contributions in different colours. | The advantage of working with EtherPad is that different groups can collaborate in real time. So groups can simultaneously work on one topic and see each other’s contributions in different colours. | ||
{{activity|wcd| with | {{activity|wcd|: Suggesting open questions for use with the EtherPad.|5}} As a whole group, suggest a topic to your facilitator on which you would like to work in groups as well as collaborate across groups. It is suggested that you select a topic that some of you plan to teach soon in your classes. Some suggestions of topics which can be relevant across grades are: | ||
* Importance of Zambia’s Heroes day or Unity day | * Importance of {{Zambia|Zambia’s Heroes day or Unity day}}{{Kenya|Kenya's Mashujaa day (heros day)}} | ||
* Prevention of communicable diseases | * Prevention of communicable diseases | ||
* Causes of different types of pollution | * Causes of different types of pollution | ||
* Factors affecting vegetation in Zambia | * Factors affecting vegetation in {{Zambia|Zambia}}{{Kenya|Kenya}} | ||
* Good practices of rearing cattle | * Good practices of rearing cattle | ||
* Scientific concepts such as Force, Friction or Gravity | * Scientific concepts such as Force, Friction or Gravity | ||
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Remember to form an open question for the topic that you choose (discussed in [http://orbit.educ.cam.ac.uk/wiki/OER4Schools/2.2_Questioning| Unit 2, Session 2]). This will help different groups to think beyond basic facts and use reasoning. | Remember to form an open question for the topic that you choose (discussed in [http://orbit.educ.cam.ac.uk/wiki/OER4Schools/2.2_Questioning| Unit 2, Session 2]). This will help different groups to think beyond basic facts and use reasoning. | ||
{{activity|stgw| | {{activity|stgw|: Answering open questions on EtherPad using exploratory talk.|10}} Discuss the answers using exploratory talk (remind yourselves of this presentation from the beginning of this unit if necessary - {{File|Unit 3.1 Group Work for Interactive Teaching.ppt}} ) and type answers that you have agreed on the EtherPad. | ||
{{ednote|text= | {{ednote|text= | ||
Visit each group and spend some time assisting them. You can help in solving any issues that they might be having with technology or importantly help to think of answers to the open question. Remember not to suggest answers but ask questions that will prompt them to think of answers. | Visit each group and spend some time assisting them. You can help in solving any issues that they might be having with technology or importantly help them to think of answers to the open question. Remember not to suggest answers but ask questions that will prompt them to think of answers. | ||
Encourage group members to discuss their answers to the open question using exploratory talk and to try to reach a consensus before typing their answers. | Encourage group members to discuss their answers to the open question using exploratory talk and to try to reach a consensus before typing their answers. | ||
Allow 20 minutes for the activity. | Allow 20 minutes in total for the three parts of the activity. Keep the activity moving along at a lively pace. | ||
}} | }} | ||
{{activity|wcd|: Reflection on | {{activity|wcd|: Reflection on EtherPad activity.|5}} Reflect on the questions below as a group: | ||
* What would be the teacher’s role in planning, carrying out and concluding group work using EtherPad? (Clues: deciding groups, managing technology, interacting with pupils to assist them in learning, facilitating group talk) | * What would be the teacher’s role in planning, carrying out and concluding group work using EtherPad? (Clues: deciding groups, managing technology, interacting with pupils to assist them in learning, facilitating group talk) | ||
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= Planning group work in the classroom with EtherPad = | = Planning group work in the classroom with EtherPad = | ||
{{activity|stgw| | {{activity|stgw| : Planning in pairs or small groups to use EtherPad for group work in the classroom.|20}} In your responses to the questionnaire, you have decided an agenda related to group work for next week. Combine this agenda with use of EtherPads that you have just done. With a '''same grade buddy/buddies''' plan your teaching to take action on the agenda combined with use of EtherPad for collaborative writing. Use the [[OER4Schools/activity template|activity template]] for planning. | ||
Here are a few tips to keep in mind while planning the activity for your pupils: | Here are a few tips to keep in mind while planning the activity for your pupils: | ||
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= {{Name for ICT practice with dtgw}} = | = {{Name for ICT practice with dtgw}} = | ||
{{:OER4Schools/ICT/include}} | |||
{{ | = {{Name for connecting with overarching goals}} = | ||
{{Activity for connecting with overarching goals}} | |||
{{ednote|text = | |||
Spend a few minutes discussing any issues that participants may have and then move straight on to the next activity which focuses on reflection and is a continuation of the focus on reflection activity in the previous session. | |||
}} | |||
=Focus on reflection= | =Focus on reflection= | ||
{{activity|otr|: Listening to | {{activity|otr|: Listening to a Zambian teacher's audio reflection on a talking points activity followed by individual work on portfolios.|15}} | ||
We now listen to a clip that was recorded after the teacher (Judith) had use talking points with her lesson. She is reflecting on the talking points activity and recording her own thoughts about how the pupils responded to the activity. Notice how she uses a specific example and records what the pupils said. She reflects on how successful (or otherwise) her planning was and concludes that there were too many talking points for the pupils to get through in the time allowed. | We now listen to a clip that was recorded after the teacher (Judith) had use talking points with her lesson. She is reflecting on the talking points activity and recording her own thoughts about how the pupils responded to the activity. Notice how she uses a specific example and records what the pupils said. She reflects on how successful (or otherwise) her planning was and concludes that there were too many talking points for the pupils to get through in the time allowed. | ||
{{speechbubble|text= | |||
''“Very few groups completed writing reasons to all sentences due to too many talking points but interactive teaching and learning took place.”'' | ''“Very few groups completed writing reasons to all sentences due to too many talking points but interactive teaching and learning took place.”'' | ||
}} | |||
'''Judith portfolio - talking points''': | '''Judith portfolio - talking points''': | ||
