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OER4Schools/Mixed pace groupwork with and without ICT: Difference between revisions
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}}{{OER4SchoolsWSInfo | }}{{OER4SchoolsWSInfo | ||
|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* pace grouping and its effect on students | * '''pace grouping''' and its effect on students | ||
* strategies to discourage copying during mixed | * strategies to discourage copying during mixed pace group work | ||
* differentiation by outcome | * '''differentiation''' by | ||
** task | |||
** support | |||
** 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}} | ||
* 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 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 | |||
* plan to teach a mixed pace group work activity with ICT | |||
|ict={{ OER4SchoolsWSInfo/ICT intro}} | |ict={{ OER4SchoolsWSInfo/ICT intro}} | ||
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= Pace grouping = | = Pace grouping = | ||
{{activity|ia|: | {{activity|ia|: Listen to a podcast on pace grouping.|10}} | ||
Listen to the podcast and discuss the ideas that arise. A transcript is provide to aid discussion and guiding questions are included | |||
below. Make sure you read the guiding questions '''before''' reading | below. Make sure you read the guiding questions '''before''' reading | ||
the transcript, as this will help you in analysing the transcript. | the transcript, as this will help you in analysing the transcript. | ||
{{ | |||
{{activity|wcd|: Discussion of transcript.|10}}. Discuss the transcript, together with the following questions: | |||
[[Image:Eness3.jpg|thumb|300px]] | |||
* Is your experience of grouping in the classroom similar or different to Agness’s experience (before she tried the new way of grouping)? Give specific examples. | |||
* Some people worry that in mixed groups those who work at a slower pace, or are less motivated, or less proficient in the language of instruction, or less skilled at the task (including slower at typing in ICT-supported lessons), might “coast” and allow others to do the work because they cannot keep up with their peers, or they might copy. What do you think about that? | |||
* What do you think about Agness’s idea that pupils should be asked to hide their work and then show it to the teacher by using the mini-blackboards as “showboards”, to discourage '''copying''' during group work? | |||
* What do you think about Brian’s idea of singling out pupils who copy, for example asking them a question or asking them to “show the class”? | |||
* What could be other ways to prevent copying, “coasting” or “free-riding” during mixed group work? | |||
{{Ednote|text= | |||
During discussion of the last question, probe the participants to think of: | |||
* ideas during group work that focus on learning of new concepts. This is because the issue of copying generally arises when group work focuses on ‘drill and practice’ of what has already been learnt. There could be other ‘free-rider’ issues that participants have experienced and may have ideas for discouraging them | |||
* the usefulness of ‘ground rules’ (introduced in session 3.2) in this context. | |||
* Slavin’s criterion that groups must take responsibility for ALL members’ learning and they must make sure everyone understands, if participants do not mention this themselves; ask them if that overcomes some of the problems with slower learners not keeping up or contributing enough? | |||
* assigning different roles within a group (likewise, participants might mention this, if not you can raise it). | |||
}} | |||
{{: Video/Agness talks about pace grouping.mp3 }} | |||
{{transcript|text= | {{transcript|text= | ||
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Only two drew the river, the rest drew the sun. So, I thought, ok, they’re copying, fine. ’When you find the answer, put your whiteboard upside down’. And they are there, struggling. And most of them were able to find the answers. I said ‘Can I see?’ and all of them did this [held up the boards at the same time]. So that’s what I am saying: you as the teacher should have different methods. You should vary, not stick to one method. | Only two drew the river, the rest drew the sun. So, I thought, ok, they’re copying, fine. ’When you find the answer, put your whiteboard upside down’. And they are there, struggling. And most of them were able to find the answers. I said ‘Can I see?’ and all of them did this [held up the boards at the same time]. So that’s what I am saying: you as the teacher should have different methods. You should vary, not stick to one method. | ||
'''Brian''': We don’t talk about copying. If one is copying | '''Brian''': We don’t talk about copying. If one is copying, you just come, you wait and have them ‘Show me or show the class’. And that’s what I’m asking. | ||
}} | }} | ||
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{{activity|otr|: We now watch two videos, to do with the | {{activity|otr|: We now watch two videos, to do with the pace grouping.|10}} | ||
'''Video 1: Judith's division lesson''' | '''Video 1: Judith's division lesson''' | ||
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}} | }} | ||
{{activity|wcd|: On pace groups.|10}} | {{activity|wcd|: On pace groups.|10}} Discuss your own ideas on pace grouping along with those views expressed and issues raised in the two videos you have just watched. | ||
= Further reading = | = Further reading = | ||
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}} | }} | ||
{{activity|otr|: We now read a short text about the issue of pace grouping and differentiation by | {{activity|otr|: We now read a short text about the issue of pace grouping and differentiation by task.|10}} | ||
{{background|text= | {{background|text= | ||
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: | |||
* practical difficulties | * practical difficulties | ||
* challenge for teacher of devising several tasks | * challenge for teacher of devising several tasks | ||
* | * 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 students who are working at a slower pace being given fewer questions. | |||
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. | |||
'''{{activitytag|Differentiation by outcome}}''' occurs when students do the same task but they respond differently, reach different levels and produce a variety of results. The task needs to be open-ended for this to work; it should allow learners to explore and be original. It can be done with ICT or without but it needs a clear time frame. For example: | |||
* collaborate to write a story or a report (using Etherpad) | * collaborate to write a story or a report (using Etherpad) | ||
* create a piece of art with the title “new beginning” | * create a piece of art with the title “new beginning” | ||
* investigate how plants grow | * investigate how plants grow | ||
Set clear expectations of appropriate kinds of outcomes | |||
One way to allow students to access work at their level and ensure that students produce results is to assign 'must, should, could' criterion for success along with learning objectives. So, if we consider the example of 'collaborate to write a story or a report (using Etherpad)', the differentiated success criteria might be: | |||
* all students MUST give their work a clear title and write one paragraph consisting of 5 correctly formed sentences | |||
* some students SHOULD make sure to use powerful verbs in their writing | |||
* a few students COULD use direct speech to make their piece more interesting | |||
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. | |||
In summary: | |||
* Set clear expectations of appropriate kinds of outcomes (consider using MUST, SHOULD, COULD) | |||
* Challenge and support students to reach the highest level they possibly can (consider using Traffic Lights with students so that they can indicate how they are finding the work) | |||
''Acknowledgement: Some of these ideas derive from the ''Differentiation Pocketbook'' by Peter Anstee. Teachers’ Pocketbooks, Alresford, Hampshire, UK.'' | ''Acknowledgement: Some of these ideas derive from the ''Differentiation Pocketbook'' by Peter Anstee. Teachers’ Pocketbooks, Alresford, Hampshire, UK.'' | ||
}} | }} | ||
{{activity|wcd|: Discussion on 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? | |||
* 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 = | ||
[[Image:judith-portrait.jpg|thumb| | [[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. | ||
}} | }} | ||
{{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: | ||
{{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.”'' | ||
}} | |||
In a subsequent interview Judith was probed to elaborate and reflect further on the incident when pupils laughed at the | 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''': | ||
| Line 185: | Line 216: | ||
}} | }} | ||
{{activity|wcd|: Discussion of the audio clips.|10}} What do you think about this? Do you think that | {{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 | = Planning a mixed pace group work with ICT task = | ||
{{activity|stgw|: Planning a mixed pace | {{activity|stgw|: Planning a mixed pace group work with ICT task.|20}} | ||
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 | * 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.''' | ||
* Assign different roles within the group. | * Assign different roles within the group. | ||
{{ednote|text= | |||
'''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.''' | |||
On the above point, make sure to point out to participants that students are quite happy to help each other in this way and that sometimes they will even go above and beyond just helping each other in the classroom. The following quote from a teacher on the programme illustrates the point quite well: | |||
''When I was doing the leadership for learning, so I say if you find that your friend hasn't done well, create a situation whereby that person will have work to do at home, then you check the following morning. So it has continued just like that in class, yes, so they are used to doing it.'' | |||
}} | |||
= {{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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= Follow-up activities = | = Follow-up activities = | ||
{{activity|Agreeing follow up activities|5}} | {{activity|Agreeing follow-up activities|5}} | ||
{{fup|A}} Try out your | {{fup|A}} Try out your group work with ICT. Video some of the group work if you can (ideally a colleague can do this for you so they can capture you as well as the pupils) and upload it to the server. | ||
{{fup|B}} Remember to think about your own role in the classroom; it is not just to monitor progress but also to interact with pupils, assess their understanding, offer support and help move their thinking forward. Sometimes a group will even need you to sit with them and offer intensive support to progress. Think about how you can identify this need? | {{fup|B}} Remember to think about your own role in the classroom; it is not just to monitor progress but also to interact with pupils, assess their understanding, offer support and help move their thinking forward. Sometimes a group will even need you to sit with them and offer intensive support to progress. Think about how you can identify this need? | ||
