OER4Schools/Talking points and effective group work: Difference between revisions
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Revision as of 13:33, 2 December 2012
The OER4Schools Professional Learning Resource
Learning intentions and objectives.
The learning objectives are:
- learning to formulate and use ‘talking points’ to support productive, open-ended discussion
- learning more about effective groupwork practices
- planning to recruit ‘classroom assistants’ from older grades
Success criteria.
ICT components.
Review of follow-up activities from last session
If you are running a professional learning programme which follows these sessions in sequence, then you should do the review of follow-up activities relating to the (Category:OER4S CPD). The 'review of follow-up activities' for that session is available, and also shown below in the session text. However, if you are following selected sessions in a different order, then you should use the reflection appropriate to the previous session you did.
The review of the follow-up activities for this session (to be done at the start of the next session) is available here.
There is no review of follow-up activities from last session available. You can go to the previous session () and.
Talking points
“Talking points” are deliberately thought-provoking statements for discussion and reasoning in small groups. Research shows that using these is an effective strategy to promote conceptual learning in a target area because
- it helps to structure the group task yet keeps the discussion open-ended. This is because pupils discuss the points but are free to contribute their own understanding /opinion about the point. In other words, the task is well-defined as well as interactive!
- it helps pupils to discuss different aspects of a concept by providing cues for discussion.
- It helps to maintain the focus of discussion.
Small groups (11 min). Discuss whether the following statements about group work (talking points) are ‘true’, ‘false’ or ‘not sure’. Explain your reasoning. Tick (“V”) if your group agrees that they are true, cross (“X”) if your group agrees that they are false and question mark (“?”) if your group is not sure.
- Group work should finish in one lesson
- Groups should be formed with the same pupils every time
- Teacher should assist pupils for effective group work
- All pupils in the group should be active during group work
- Noise is not acceptable during group work
- Agreements and disagreements are inevitable during group work
- Mixed pace groups are better than same pace groups
- Group work should always promote competition amongst different groups
- Group work by pupils is free time for the teacher
- Effective group work needs planning and preparation by the teacher before the lesson
Whole group discussion (11 min). Discuss each talking point mentioned above. Each group should explain their stance on the point, giving their reasons.
Expect disagreements amongst groups about certain talking points. This is actually productive for the whole group as it promotes further discussion.
Encourage reasoning for all talking points. Get participants to explain why they agree or disagree with something?
Planning a classroom activity with talking points
Pair work (11 min). Work in pairs or threes with same-grade colleagues. Decide on a topic that you will be teaching this week. In the activity template, write down the talking points for that topic. Write at least 10 statements - some of which are true, some are false and some can either be true or false, depending on certain factors. Here are some ideas:
- Things stop when they run out of force.
- Light can travel through water, air, and space.
- Sound can travel through water, air, and space.
- Things that give out light (like the sun) are always hot.
- Dark is a form of energy that is weaker than light.
- There is no gravity above the earth’s atmosphere.
- The air is too light to be affected by the earth’s gravity.
- You can reduce pressure by spreading weight out over a larger area.
- Money causes a lot of problems for people.
- Poor people are lazy.
- Some people, like footballers, get paid too much.
- There is never a good reason to steal money.
- Throwing rubbish into a pit is a good way of getting rid of it.
- You cannot throw things away, because there is no such place as ‘away’.
- Recycling means that you don’t cause any damage to the environment.
- The best way of getting from one town to another is by plane.
- Trains are a really slow way of travelling.
- Heating food is the same as burning it.
You can look at this website http://thinkingtogether.educ.cam.ac.uk/resources/ to learn more about talking points
Effective group work practices
Research on co-operative learning methods (by Bob Slavin and colleagues) has long established that pupils learn mathematics significantly better if they work in small groups structured in a specific way. That is, they learn best if
- they work in 4-member groups (with mixed performance levels) toward a common goal;
- achieving that goal depends on the individual learning of all team members.
The group size of course depends on the task that you are doing, but often a group size of around 4 seems to work well in the Zambian context.
Individual accountability. Children might be assessed separately, and the group score then depends on those individual performances – individual accountability leading to team scores. Individual assessment is the most common scenario, i.e. children are given a brief quiz, where group members cannot help. Or there could be a random process (“random reporter”): “Number 2s should now represent their teams.” Teacher doesn’t know who the number 2s are, but the children do, and the corresponding children respond, justifying their answers etc. They in turn do not know in advance which number will be chosen - so everyone has to be ready or the team will not succeed!
Whole group discussion (11 min). How would you structure group work, to encourage individual accountability?
You can link individual accountability to the use of mini blackboards. Learners could hold up mini blackboards or use another technique.
Team building exercises. You are forming “unlikely” groups (boys/girls, different achievement, different ethnic origins), so team building is needed. Take some account of friendship if conflicts may cause difficulties.
Brainstorm (11 min). What activities can you think of that you can use for team building?
Classroom assistants
How do you think an older child (e.g. grade 8 or 9) could help in a grade 5 class? In some innovative European schools, cross- or multi-grade teaching takes place, not because of necessity, but because it makes pedagogical sense. Older students can benefit from having to explain things to younger students, while younger students may surprise older students with how they think about things.
Sometimes a student may even be able to explain something better to peers than the teacher can! In Unit 3, Session 1 (video: new Abel clip 4) we saw how Abel solicited the help of two older boys in his mixed age (11-16) class when he himself had had difficulty in helping a group of students to understand how to find area and perimeter of a rectangle using GeoGebra software.
In an African context, many schools operate in two (or more) shifts. This might mean that (e.g.) Grade 5 is taught in the morning, while Grade 7 is taught in the afternoon. This situation, born out of necessity, could be turned around to really benefit teaching and learning at your school. This week, we are asking you to conduct an experiment, to see whether this can work at your school. In your homework today, we suggest that you each try to recruit two or three “classroom assistants” from a higher grade, to help you with teaching in your grade.
Discussion (11 min). Here are some points that you need to discuss:
- What is the benefit of this to your class?
- What do you need to discuss with the head teacher before you can recruit some students from a higher grade to help? How often is it reasonable for the older students to come?
- What is the benefit for the higher grade students? What incentive is needed for those students to want to come and help in your class? How can you make sure that those students stay engaged in the programme? For instance, you might want to set up a “computer club” for those Grade 8 and 9 students who help out in the lower grades.
- How will the parents of those students react to this? What do you (or the headteacher) need to say to those parents? Do you need to write a letter, that can be given to the parents?
Homework
Try out your 10 talking points.
- Form mixed-pace groups of 4 students.
- Start with a team building activity of your choice.
- Set up the discussion – framed by some controversial talking points and using a technique to ensure individual accountability. (For example, ask every child to participate and explain you will pick [students won’t choose!] one from each group later on to report their own opinion and how it may have changed through the discussion.
- Encourage students to explain their reasoning and understanding to peers, ensuring that everyone understands and any gaps are identified and addressed. This is cooperative learning; students are expected to help each other learn.
- Monitor the groups to ensure this is happening and that there are no ‘free riders’ or individuals dominating the discussion.
Classroom assistants. In another lesson this week, we would like you to try to recruit two or more “classroom assistants” to help the younger children with a specific activity, either ICT-based or not. Reflect (using your dictaphone) on whether/how that was useful from your perspective and what the students’ own reactions were?
Computer tasks.
- Remember to keep practising your typing skills! (The awarding of a certificate at the end of the course will also depend on your typing skills!)
- Find and download images that could be used in conjunction with talking points.
In the next session, these follow-up activities will be reviewed. If you are using this session on its own, you can have a look at the review of follow-up activities here.
At the end of each session, we provide an overview of the activities in this session, together with their suggested timings. Although this appears at the end of the session (for technical reasons), you should keep an eye on this throughout the session, to make sure that you are pacing the workshop session appropriately!
Total time: 66 (min)
Activities in this session:
- Small groups(11 min).
- Whole group discussion(11 min).
- Pair work(11 min).
- Whole group discussion(11 min).
- Brainstorm(11 min).
- Discussion(11 min).
If you have printed this session for offline use, you may also need to download the following assets:
