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OER4Schools/3.4 Group work with ICT: Difference between revisions

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{{OER4S|OER4Schools/1.5}}{{OER4SchoolsWSinfo
OER4S
|title=
|title={{Get session title}}
|session=7.4


|intention=
[[Category:OER4S Chapter-style pages]]
 
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* seating arrangements
* sharing computers
* the role of non-ICT resources
   
   
|success criteria=  
|success criteria={{ OER4SchoolsWSInfo/criteria intro}}


|ict=  
|ict={{ OER4SchoolsWSInfo/ICT intro}}


}}
}}
{{todo|This is a spare session - designate it as such, and put it somewhere.}}


= Review of homework =
= Review of homework =
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{{review of follow up}}
{{review of follow up}}


= Review of the last session: Reflection followed by discussion in pairs =
{{ednote|text=
Initially participants reflect on their own (for a short period of time), making notes if they like.
Then participants reflect and discuss in groups.
'''As before, if this has already been covered in the last session, then just review the key issues.'''
}}
{{activity|Reflection}} Consider the following statements and associated questions for reflection on Judith’s clips:
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.
'''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.
'''What other things could a teacher do during the lesson to prevent this situation? '''
{{activity|Pair / small group discussion}} 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
}}


= Groupwork with computers: Seating arrangements =
= Groupwork with computers: Seating arrangements =
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* If you only have a few computers, it is better to operate a carousel so everyone gets a chance?  
* If you only have a few computers, it is better to operate a carousel so everyone gets a chance?  


{{activity|Presentation and discussion}} Go round all the pairs, who very briefly present their suggestions. Discuss the various outcomes. What different proposals are there?
{{activity|Presentation and discussion|10}} Go round all the pairs, who very briefly present their suggestions. Discuss the various outcomes. What different proposals are there?


{{ednote|text=
{{ednote|text=
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Having considered how computers are distributed among groups, we now consider how the computer can be shared equally within groups.  
Having considered how computers are distributed among groups, we now consider how the computer can be shared equally within groups.  


{{activity|Pair work}}. In pairs, consider the following questions:  
{{activity|Pair work|5}}. In pairs, consider the following questions:  
* What would you do if there are some students who always control the computer, while other group members never get to use it?  
* What would you do if there are some students who always control the computer, while other group members never get to use it?  
* Would you say that it is sensible to mix computer-literate pupils with novices?  
* Would you say that it is sensible to mix computer-literate pupils with novices?  
* How will you ensure they help rather than dominate their peers?
* How will you ensure they help rather than dominate their peers?


{{activity|Discussion}} Discuss the outcomes of your reflection as a whole class.
{{activity|Discussion|10}} Discuss the outcomes of your reflection as a whole class.


{{ednote|text=You should discuss strategies for access to computers within the group, i.e. rotating access to trackpad. You could also discuss the benefits of using tablets or putting computer screen flat (where this is possible).  
{{ednote|text=You should discuss strategies for access to computers within the group, i.e. rotating access to trackpad. You could also discuss the benefits of using tablets or putting computer screen flat (where this is possible).  
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= Groupwork with computers: The role of non-ICT resources =
= Groupwork with computers: The role of non-ICT resources =


{{activity|Pair work}} In pairs, discuss the role of mini-blackboards in groupwork with and without computers. How can mini-blackboards support interactive teaching? How can mini-blackboards support groupwork with computers? What other non-ICT resources can you think of, which can be used with computers? How?
{{activity|Pair work|5}} In pairs, discuss the role of mini-blackboards in groupwork with and without computers. How can mini-blackboards support interactive teaching? How can mini-blackboards support groupwork with computers? What other non-ICT resources can you think of, which can be used with computers? How?


{{ednote|text=
{{ednote|text=
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}}
}}


{{activity|Discussion}} Discuss the outcomes of your reflection as a whole class.
{{activity|Discussion|10}} Discuss the outcomes of your reflection as a whole class.


= Planning a lesson using groupwork and ICT =
= Planning a lesson using groupwork and ICT =
{{ednote|text=Ensure that you have plenty of time for this task to be planned!
{{ednote|text=Ensure that you have plenty of time for this task to be planned!


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* Consider how the computers will be swapped between groups, and between pupiles within a group, to ensure that there is effective access for everybody.
* Consider how the computers will be swapped between groups, and between pupiles within a group, to ensure that there is effective access for everybody.


= Homework =
= Follow-up activities =
{{activity|Agreeing follow up activities|5}}
 
Try out your groupwork with ICT. As the week progresses, the teachers within each grade should share the experiences. That is to say, if you are the first teacher to teach this lesson, meet your colleagues afterwards, and discuss with them how it went, and what improvements could be made.
Try out your groupwork with ICT. As the week progresses, the teachers within each grade should share the experiences. That is to say, if you are the first teacher to teach this lesson, meet your colleagues afterwards, and discuss with them how it went, and what improvements could be made.


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{{setting of follow up}}
{{setting of follow up}}
{{activity summary}}
{{OER4S_NextSession}}
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