OER4Schools/Taster materials UNISA/Peer support in group work: Difference between revisions
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{{:Video/New Abel clip 4.m4v}} | |||
In this lesson Grade 7 pupils in a semi-rural government school near Chongwe were exploring the relationship between area and perimeter. They worked in groups, using Geogebra software on netbook computers. | |||
{{ | Suggested questions for reflection are: | ||
* What is the role of the teacher during group work in this clip? | |||
* How does a teacher know when to intervene? | |||
* How can a teacher encourage peer support during group work? Would Abel’s technique of bringing in older pupils or faster learners to help their peers aid a teacher with a large class? | |||
* How did the use of ICT help the learners’ enquiry? | |||
Suggested questions for further reflection: | |||
* What would you do in your classroom while your pupils are engaged in group work? | |||
* How would you encourage all pupils to be involved in the group work? | |||
* How would you ensure that all pupils have contributed to the final output of group work? | |||
{{Ednote|text= | |||
Research shows that teachers intervene in groupwork too much/too soon, however the Abel clip shows the importance of picking up on misunderstandings before they completely obstruct progress. It’s also important to know when groups are finished and need another challenge. | |||
It’s not easy to make a decision about when to intervene – it’s a fine balance. Try to circulate and eavesdrop on groups before deciding where to intervene. | |||
}} | |||
{{:Video/Abel Clip 5.m4v}} | |||
Latest revision as of 22:38, 11 November 2013
VIDEO
Students collaborate on GeoGebra investigation on area and perimeter
Introduction to group work, then students doing group work. The teacher supports students in group work, but the students find it difficult to follow the teacher's explanations. Towards the end of the clip, the teacher then asks some students to come over, to explain the issue to the group in their own words.
Video/New Abel clip 4.m4v, https://oer.opendeved.net/wiki/Video/New_Abel_clip_4.m4v,This video is available on your memory stick in the video/Abel rectangles folder. Duration: 6:56 watch on YouTube, local play / download options / download from dropbox)(Series: Abel rectangles, episode 05)
In this lesson Grade 7 pupils in a semi-rural government school near Chongwe were exploring the relationship between area and perimeter. They worked in groups, using Geogebra software on netbook computers.
Suggested questions for reflection are:
- What is the role of the teacher during group work in this clip?
- How does a teacher know when to intervene?
- How can a teacher encourage peer support during group work? Would Abel’s technique of bringing in older pupils or faster learners to help their peers aid a teacher with a large class?
- How did the use of ICT help the learners’ enquiry?
Suggested questions for further reflection:
- What would you do in your classroom while your pupils are engaged in group work?
- How would you encourage all pupils to be involved in the group work?
- How would you ensure that all pupils have contributed to the final output of group work?
Research shows that teachers intervene in groupwork too much/too soon, however the Abel clip shows the importance of picking up on misunderstandings before they completely obstruct progress. It’s also important to know when groups are finished and need another challenge.
It’s not easy to make a decision about when to intervene – it’s a fine balance. Try to circulate and eavesdrop on groups before deciding where to intervene.
VIDEO
Students presenting work on area and perimeter
Students present outcome of findings of GeoGebra investigation on rectangles with the same area but different perimeters.
Video/Abel Clip 5.m4v, https://oer.opendeved.net/wiki/Video/Abel_Clip_5.m4v,This video is available on your memory stick in the video/Abel rectangles folder. Duration: 1:21 watch on YouTube, local play / download options / download from dropbox)(Series: Abel rectangles, episode 09)
