OER4Schools/Supporting reasoning and managing group work: Difference between revisions

|title={{Get session title}}

* Magic microphone

* Group composition and formation  

* Ground rules during group work  

* Group size and seating arrangement

* "carousel" group work

 

* Substantiating uses of group work for teaching and learning

* Learning to manage group work effectively in the classroom

* Learning different organisational strategies for group work

{{activity|Individual activity| on answering question.|10}} Think of answers to the question below. You can write them on a mini-blackboard or sheet of paper for reference during the activity. Think of as many answers as possible and '''give a reason in each case.''' (Tip: think of the Powerpoint presentation about questioning strategies that you saw in the previous session and draw on your own experience of carrying out group work in the classroom.)

'''When would you use group work in your classroom? Why?''' Give concrete examples of specific lesson activities where possible. For example,

{{activity|mm| activity on group work.|10}} Pass a prop around. Whoever has the prop answers the question above and gives their reason(s).  

Place three containers (or sheets of paper) on the table. Label them ‘same-task’, ‘different-tasks’ and ‘both’.

{{activity|practical activity|: Indicating your progress with group work.|10}} Write your name on a slip (small piece) of paper and fold it. Drop your name slip in the ‘same-task’ container if you are confident about carrying out same-task group activity in the class. Similarly, drop it in the container ‘different-tasks’ if you are confident about carrying out different-tasks and ‘both’ container if you are confident about ‘both’.

Pull out one name from each container and group them together as Group 1 (G1). Similarly form groups G2 and G3.

 

If there are too many names in one container and too few in another, choose another strategy of forming groups from the document ‘Group composition and formation’.

{{activity|dtgw| on managing group work in the classroom.|10}}

At the end, present what you have learned about managing group work for the benefit of other participants (see details in your document).

{{activity|otr|: Video on classroom organisational strategies and carousel group work.|20}}

The video below shows some classroom organisational strategies mainly around group work. Although the video describes science teaching in the UK context, the principles are generic and can be applied in various curriculum areas and contexts. The organisation called the ‘circus of activities’ is commonly known as a ‘carousel’.  

 

{{activity|dtgw| with ICT on various topics.|20}}

 

{{fup|A}} Try the magic microphone activity with '''reasoning '''in your class. Form an open question that is related to the topic that they are learning followed by ‘why’. Encourage them to answer the ‘why’ question.

{{fup|B}} List examples of objectives that can be achieved through different types of groups in the document ‘Group composition and formation’.

{{fup|C}} During the second Activity you read one document on managing group work. Read the other two documents. Write down any questions that you might have about them.

{{fup|D}} Try one new organisational strategy that you saw in the video in your classroom, in any curriculum area.

We are grateful to '''Prof Tina Jarvis and colleagues''' for permission to use their [[Primary_Science_-_Classroom_Organisation.mp4|video clip titled 'Primary Science - Classroom Organisation']] produced by the SCIcentre (National Centre for Initial Teacher Training in Primary School Science).