3,201
edits
Teaching Approaches/Collaboration: Difference between revisions
From OER in Education
Teaching Approaches/Collaboration (view source)
Revision as of 15:21, 20 September 2012
, 13 years agono edit summary
SimonKnight (talk | contribs) No edit summary |
SimonKnight (talk | contribs) No edit summary |
||
| (8 intermediate revisions by the same user not shown) | |||
| Line 1: | Line 1: | ||
{{teaching approach header}} | |||
== Group Talk - why? == | == Group Talk - why? == | ||
{{adaptedfrom|Group Talk in Science - Research Summary|Vygotsky|Lev Vygotsky (1973) believed that it was children’s interaction with others through language that most strongly influenced the level of conceptual understanding they could reach. He believed that we can learn from others, both of the same age and of a higher age and development level. One of the main ways this operates is through ''scaffolding ''in the ''zone of proximal development''. This concept refers to the gap between what a person is able to do alone and what she or he can do with the help of someone more knowledgeable or skilled than him or herself. It is here that the role of teachers, adults and peers comes to the fore in children’s learning. They can help bring the child’s knowledge to a higher level by intervening in the zone of proximal development by providing children’s thoughts with so-called scaffolds (small planned steps of support), which once the learning process is complete are no longer needed by the child.}} | {{adaptedfrom|Group Talk in Science - Research Summary|Vygotsky|Lev Vygotsky (1973) believed that it was children’s interaction with others through language that most strongly influenced the level of conceptual understanding they could reach. He believed that we can learn from others, both of the same age and of a higher age and development level. One of the main ways this operates is through ''scaffolding ''in the ''zone of proximal development''. This concept refers to the gap between what a person is able to do alone and what she or he can do with the help of someone more knowledgeable or skilled than him or herself. It is here that the role of teachers, adults and peers comes to the fore in children’s learning. They can help bring the child’s knowledge to a higher level by intervening in the zone of proximal development by providing children’s thoughts with so-called scaffolds (small planned steps of support), which once the learning process is complete are no longer needed by the child.}} | ||
| Line 137: | Line 138: | ||
# What other options could the teacher consider to increase participation?}} | # What other options could the teacher consider to increase participation?}} | ||
== Practical Considerations == | == Practical Considerations == | ||
Review all the ideas you have explored relating to group work, some of which are summarised in the table below. Circle in colour any ideas you have never used or considered. | {{adaptedfrom|Group Work - Practical Considerations|Body|Review all the ideas you have explored relating to group work, some of which are summarised in the table below. Circle in colour any ideas you have never used or considered. | ||
In another colour highlight the ideas you intend to try with your case study class. Of these, prioritise with numbers the idea you think will have most impact in your lessons. | In another colour highlight the ideas you intend to try with your case study class. Of these, prioritise with numbers the idea you think will have most impact in your lessons. | ||
| Line 148: | Line 148: | ||
'''Putting it into practice''' | '''Putting it into practice''' | ||
{{:Group Work - Practical Considerations/Table}} | |||
'''Summary''' | '''Summary''' | ||
'''''Whatever '''''you choose to do, remember | '''''Whatever '''''you choose to do, remember | ||
* grouping plans rather than seating plans | * grouping plans rather than seating plans | ||
* the choice of seating '''and '''grouping is yours | * the choice of seating '''and '''grouping is yours | ||
* express grouping and seating in terms of learning not behaviour | * express grouping and seating in terms of learning not behaviour | ||
* change groups regularly | * change groups regularly | ||
* ensure pupils know what the ''purpose ''and the ''product ''of the discussion will be | * ensure pupils know what the ''purpose ''and the ''product ''of the discussion will be | ||
* make explicit the reason why they should | * make explicit the reason why they should | ||
* be considerate to the views of others | * be considerate to the views of others | ||
* face each other, and sit as close together as possible | * face each other, and sit as close together as possible | ||
* use eye contact | * use eye contact | ||
* clear the desks before they talk as a group | * clear the desks before they talk as a group | ||
* work within the time targets set | * work within the time targets set | ||
* don’t loom or lean | * don’t loom or lean | ||
* speak to them at their level or lower | * speak to them at their level or lower | ||
* encourage non-verbally: eyes, face and gesture | * encourage non-verbally: eyes, face and gesture | ||
* withhold your opinion or the ‘correct’ answer for as long as possible | * withhold your opinion or the ‘correct’ answer for as long as possible | ||
* ask questions rather than provide answers | * ask questions rather than provide answers | ||
* use others’ answers as prompts for argument | * use others’ answers as prompts for argument}} | ||
{{teaching approach footer}} | |||
}} | |||
