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Teaching Approaches/Collaboration: Difference between revisions
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{{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.}} | ||
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# 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. | ||
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'''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 | ||
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* 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}} | |||
