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OER4Schools/Mixed pace groupwork with and without ICT: Difference between revisions
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OER4Schools/Mixed pace groupwork with and without ICT (view source)
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{{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: | ||
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= 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. | ||
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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: | ||
{{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.”'' | ||
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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. | ||
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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 | * 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.''' | ||
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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}} = | ||
