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OER4Schools/Talking points and effective group work: Difference between revisions
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= More on pace grouping= | |||
{{ednote|text= | |||
We will consider further Judith's video clips on pace grouping from the previous session. Remind participants of the contents of those clips and pick up the discussion with the following two activities. | |||
'''If these ideas have already been covered as a result of discussions in the last session, then just review the key issues.''' | |||
}} | |||
{{activity|stgw|: Discussion in pairs on pace grouping.|10}} Consider the following statements and associated questions for reflection on Judith’s clips from the previous session: | |||
In this interview Judith informed us that there were 9 slow learners in her class and only 4 formed a slow pace group; these 4 scored 0 but the other 5 were dispersed in other groups who got correct answers to the same problems. This indicates that not only is ''participation'' higher in mixed pace groups but ''achievement'' can be too (and research with bigger samples backs this up). Nevertheless, the 4 who achieved poorly were also regularly absent so their prior knowledge base was probably lower. Discuss: '''Do you think this means that the absentees are even more likely to benefit from peer interaction in a mixed group?''' | |||
Judith was quick and effective at discouraging pupils from laughing at the low achieving group. Discuss: '''What other things could a teacher do during the lesson to prevent this situation? ''' | |||
{{activity|stgw|: Further small group discussion on pace grouping.|10}} Suggested questions for reflection on both examples (on the audio and video clips from Agness and Judith): | |||
* What in your opinion is the effect of labelling groups as low, middle or high ability of the pupils? | |||
* How would you like to form groups supportive of everyone’s learning? Why? | |||
{{Ednote|text= | |||
Additional things to consider: | |||
* helping low achieving group while everybody else is working in their groups | |||
* peer support within a mixed pace group | |||
* assigning roles within group | |||
}} | |||
= Talking points on statements about group work = | = Talking points on statements about group work = | ||
{{activity|{{activitytag|wcd}} with {{activitytag|tp}}|: Discussing statements about group work.|15|link=none}} Discuss (in groups of 4 or 5 for the first 5 minutes) whether the following statements about group work (talking points) are ‘true’, ‘false’ or ‘not sure’. Explain your reasoning. Tick (“V”) if your group agrees that they are true, cross (“X”) if your group agrees that they are false and question mark (“?”) if your group is not sure. | {{activity|{{activitytag|wcd}} with {{activitytag|tp}}|: Discussing statements about group work.|15|link=none}} Discuss (in groups of 4 or 5 for the first 5 minutes) whether the following statements about group work (talking points) are ‘true’, ‘false’ or ‘not sure’. '''Explain your reasoning.''' Tick (“V”) if your group agrees that they are true, cross (“X”) if your group agrees that they are false and question mark (“?”) if your group is not sure. | ||
* Group work '''should '''finish in one lesson. | * Group work '''should '''finish in one lesson. | ||
* Groups should be formed with the '''same''' pupils every time. | * Groups should be formed with the '''same''' pupils every time. | ||
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= Planning a classroom activity with talking points = | = Planning a classroom activity with talking points = | ||
{{activity|stgw|: Pair work on talking points.|15}} Work in pairs or threes with same-grade colleagues. Decide on a topic that you will be teaching this week. In the activity template, write down the talking points for that topic. Write at least 10 statements - some of which are true, some are false and some can either be true or false, depending on certain factors. Here are some ideas: | {{activity|stgw|: Pair work on talking points.|15}} Work in pairs or threes with same-grade colleagues. Decide on a topic that you will be teaching this week. In the activity template, write down the talking points for that topic. Write at least 10 statements - some of which are true, some are false and some can either be true or false, depending on certain factors. Make sure the statements will generate discussion and not close it down; they need to provoke an argument. Here are some ideas: | ||
* Things stop when they run out of force. | * Things stop when they run out of force. | ||
* Light can travel through water, air, and space. | * Light can travel through water, air, and space. | ||
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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}} = | = {{Name for connecting with overarching goals}} = | ||
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=Focus on reflection= | =Focus on reflection= | ||
{{activity|otr|: | {{activity|otr|: Listening to a Zambian teacher's audio reflections on talking points.|10}} | ||
We now listen to a clip that was recorded after the teacher (Agness) had taken part in a previous version of this session. She is reflecting on the talking points and recording her own thoughts as a result of having taken part in a discussion like the one you took part in at the beginning of this session. In a subsequent recording for her portfolio, Agness elaborates and reflects further on her own personal use of talking points in the classroom. | We now listen to a clip that was recorded after the teacher (Agness) had taken part in a previous version of this session. She is reflecting on the talking points and recording her own thoughts as a result of having taken part in a discussion like the one you took part in at the beginning of this session. In a subsequent recording for her portfolio, Agness elaborates and reflects further on her own personal use of talking points in the classroom. | ||
{{speechbubble|text= | |||
''“Using of talking points in the lesson, it is so encouraging to both teacher and learners. This is so because it enables a lot of interactivity to the learners because they are able to discuss, argue and agree as a group. ‘Talking points’ also make learners not to lose track when they are discussing as a group because every learner is very attentive to hear what their friend is saying in a group.”'' | ''“Using of talking points in the lesson, it is so encouraging to both teacher and learners. This is so because it enables a lot of interactivity to the learners because they are able to discuss, argue and agree as a group. ‘Talking points’ also make learners not to lose track when they are discussing as a group because every learner is very attentive to hear what their friend is saying in a group.”'' | ||
}} | |||
'''Agness audio diary - talking points''': | '''Agness audio diary - talking points''': | ||
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}} | }} | ||
{{activity|wcd|: Discussion of the audio clip.|5}} In this case Agness has given well thought out responses to the talking points and has captured her own views about group work well. As a whole group, think about the following questions: | {{activity|wcd|: Discussion of the audio clip on the 10 talking points about group work.|5}} In this case Agness has given well thought out responses to the talking points and has captured her own views about group work well. As a whole group, think about the following questions: | ||
* Were Agness's opinions affected by taking part in the workshop discussion about group work? | * Were Agness's opinions affected by taking part in the workshop discussion about group work? | ||
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{{activity|wcd|: Discussion of the audio clip.|5}} Here Agness has presented a useful description of the talking points technique and its benefits in interactive teaching. It is very clear that she thinks it is a useful technique. | {{activity|wcd|: Discussion of the portfolio reflection audio clip on talking points.|5}} Here Agness has presented a useful description of the talking points technique and its benefits in interactive teaching. It is very clear that she thinks it is a useful technique. | ||
* What are the main differences between the two clips in terms of the depth of the teacher's reflection? | * What are the main differences between the two clips in terms of the depth of the teacher's reflection? | ||
