OER4Schools/Mixed pace groupwork with and without ICT: Difference between revisions

'''Agness (24:13): '''It was a . . . a successful lesson to see what the pupils did in their exercise books. Yes. Most of them got everything. It was only three or four pupils at Banana Group, they didn’t do well  

(24:35) and I said that . . . she even asked me and I said, I think those numbers, they are big for them because they are slow in maths. So, I tried to give the exercises using smaller numbers so that they know the concept. Ah yes.

'''Brian:'''What was in the lesson? What was . . . what programme did you base this on?

'''Agness:''' I remember, at first. something that was the fun addition using a number tree. There was a number down there, a bigger number and then there were some branches.  

(25:13) Beside one branch there was one number, the other branch was the other number so others, they could add that number and the number at the bottom and they could find the long number. So that was a challenge so I had to go around to tell them that this number, which you have here, you have to subtract it from this number at the bottom for you to find it . . the missing number.  

(25:37) So that was a challenge at the beginning. So I noticed that in two groups. So I had to go there and explain to those groups, then they. . . at the end they knew what . . So that was a challenge. They did know that it was addition but in actual sense it was subtraction for them to find another answer.

(25:59) So that was a challenge, yes. Because I remember in the other group should have said ‘Teacher I'm through (26:11) … If I go there, I could find the bigger … ‘ I said ‘No, You add when you want to check that the answers are correct. If after adding, you’re going to find this bottom number.’ So that was the challenge. Addition but it was subtraction, in actual sense.

'''Brian:''' Was it that you were reading the lesson or did . . they did most of the things themselves? (27:12)

'''Agness: '''They did most of the things on their own. Writing numbers. . . I did not tell them and then they could give their friends the calculators, even the calculator, they could find the answers. The only part which, using the calculator, the Banana Group,  

(27:31) they could press the numbers and then when they pressed on minus they wanted to see actual minus there, so they could see. . .‘Teacher there is no minus here.’ It is not shown so they continued to pressing on that.

(27:43) So, I went there, I said ‘No, minus, it won’t be shown here, just continue, pressing the numbers it will give you the answer.’ Those challenges were there. Yes.

'''Maud (27:57):''' Oh Banana Group. (laughs) Isn’t that where you put all your slow learners . . . on the Banana Group?

'''Agness: '''Yes, we have put them according to pace group. Yes, so that is, what is encouraging in their first time in education. First when they come, the first time we meet, let them sit according to their play group. After that, after assessing now, you give them, you know, you put them according to their pace group ‘cause they say maybe a dull person is mixed with those very intelligent they won’t participate the same (28:33) So, it’s better you take them on their own. .

'''Brian (30:58):''' Do you find any from that pace group joining another group?

'''Agness (31:01): '''They do. Every time when you come: ‘Go back to your places.’ They change.

'''Brian:''' Why can’t you allow them to remain there instead of . .

'''Agness: '''No. The rule is that those slow learners should be nearer the teacher so that you won’t ... (31:18) . . . ‘cause if you get a slow learner, then you put him at the back, truly it will be difficult for you to monitor that pupil every time. So, always the slow learners should be near the teacher. So that even if you are seated you can do this, you can see what that pupil is doing.

'''Brian (32:21):''' sometime maybe mixing slow learners and fast learners but the thing is slow learners will copy from their friends. They will get everything correct but they don’t know. . . so it’s better slow learners are in their own group. (32:34)

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= B. Judith’s division lesson =