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OER4Schools/3.4 Group work with ICT: Difference between revisions
From OER in Education
→Review of last session
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* Remember to think about your own role in the classroom; it is not just to monitor progress but also to interact with pupils, assess their understanding, offer support and help move their thinking forward. Sometimes a group will even need you to sit with them and offer intensive support to progress. Think about how you can identify this need? | * Remember to think about your own role in the classroom; it is not just to monitor progress but also to interact with pupils, assess their understanding, offer support and help move their thinking forward. Sometimes a group will even need you to sit with them and offer intensive support to progress. Think about how you can identify this need? | ||
= | = Recap of last session = | ||
{{ednote|text= | |||
This material is just to briefly revisit the themes of last session. Do not spend too much time on it! | |||
}} | |||
== Judith’s division lesson == | == Judith’s division lesson == | ||
Judith carried out a lesson that consisted of group work on solving four questions to practice division, besides other activities. [[Image:photo|thumb]] The children worked in “pace” or “ability” groups. She encouraged group responsibility of solving the problems as well as reporting of answers by group secretaries. She also invited pupils to explain how they arrived at the answers. In the end, Judith made the outcome of the group task transparent by listing the answers of all groups on the blackboard. She also involved pupils in assessing their own answers and pupils’ involvement in it. In the following clip, she is checking the groups’ answers on the board and finds that a group of “slow learners” has scored 0 correct. | Judith carried out a lesson that consisted of group work on solving four questions to practice division, besides other activities. [[Image:photo|thumb]] The children worked in “pace” or “ability” groups. She encouraged group responsibility of solving the problems as well as reporting of answers by group secretaries. She also invited pupils to explain how they arrived at the answers. In the end, Judith made the outcome of the group task transparent by listing the answers of all groups on the blackboard. She also involved pupils in assessing their own answers and pupils’ involvement in it. In the following clip, she is checking the groups’ answers on the board and finds that a group of “slow learners” has scored 0 correct. | ||
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'''Teachers''': Yes. | '''Teachers''': Yes. | ||
}} | |||
== Further reading == | |||
{{background|text= | |||
There are a number of''' issues raised about pace groups and differentiation by group:''' | |||
* practical difficulties | |||
* challenge for teacher of devising several tasks | |||
* low achievers may be ridiculed | |||
* challenge of same assessment for all | |||
Also consider that “ability” and “pace” are variable and they can grow; pupils underachieve for lots of reasons, including absenteeism as in Judith’s group, and lack of home support. But their achievement levels may rise if expectations are high and support is given. As a consequence, '''a teacher needs to provide for all students to develop their ability to the next level and beyond. '''Pupils should always have a next step and a new ''challenge'' to move on to. Whatever level a learner is at, they can ''stretch'' themselves and you can ''support'' them to improve it. | |||
'''Differentiation by outcome. '''Pupils do the same task but they respond differently, reach different levels and produce a variety of results. The task needs to be open-ended for this to work; it should allow learners to explore and be original. It can be done with ICT or without but it needs a clear time frame. For example: | |||
* collaborate to write a story or a report (using Etherpad) | |||
* create a piece of art with the title “new beginning” | |||
* investigate how plants grow | |||
Set clear expectations of appropriate kinds of outcomes! Challenge and support students to reach the highest level they possibly can. | |||
''Acknowledgement: Some of these ideas derive from the ''Differentiation Pocketbook'' by Peter Anstee. Teachers’ Pocketbooks, Alresford, Hampshire, UK.'' | |||
}} | }} | ||
