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OER4Schools/Talking points and effective group work: Difference between revisions
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OER4Schools/Talking points and effective group work (view source)
Revision as of 13:27, 11 December 2012
, 13 years agoEdits for units 1 - 4, revising ICT activities, adding activity tags and timings.
m (Edits for units 1 - 4, revising ICT activities, adding activity tags and timings.) |
m (Edits for units 1 - 4, revising ICT activities, adding activity tags and timings.) |
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}}{{OER4SchoolsWSInfo | }}{{OER4SchoolsWSInfo | ||
|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* learning to formulate and use | * learning to formulate and use '''“Talking points”''' to support productive, open-ended discussion | ||
* learning more about effective groupwork practices | * learning more about effective groupwork practices | ||
* planning to recruit ‘classroom assistants’ from older grades | * planning to recruit ‘classroom assistants’ from older grades | ||
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{{review of follow up}} | {{review of follow up}} | ||
= Talking points | = Talking points on statements about group work = | ||
{{activity|{{activitytag|wcd}} with {{activitytag|tp}}|link=none}} 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. | {{activity|{{activitytag|wcd}} with {{activitytag|tp}}|: Discussing statements about group work|15|link=none}} 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 | * Group work '''should '''finish in one lesson | ||
* Groups should be formed with the '''same''' pupils every time | * Groups should be formed with the '''same''' pupils every time | ||
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* Effective group work needs planning and preparation by the teacher before the lesson | * Effective group work needs planning and preparation by the teacher before the lesson | ||
Discuss each talking point mentioned above. Each group should explain their stance on the point, giving their reasons. | |||
{{Ednote|text= | {{Ednote|text= | ||
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Encourage reasoning for all talking points. Get participants to explain '''why''' they agree or disagree with something? | Encourage reasoning for all talking points. Get participants to explain '''why''' they agree or disagree with something? | ||
Finally explain the concept of talking points: The above points stimulated participants discussion about group work. In the same way, you can use talking points in the classroom, e.g. when discussing a science topic. | |||
Also remind the participants of the idea of "modelling": We use similar techniques in the workshops sessions to what we would use in the classroom. | |||
}} | |||
= About talking points = | |||
{{background|text= | |||
'''“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. | |||
}} | }} | ||
= Planning a classroom activity with talking points = | = Planning a classroom activity with talking points = | ||
{{activity|Pair work}} 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: | {{activity|stgw|: Pair work on talking points.|10}} 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. | * Things stop when they run out of force. | ||
* Light can travel through water, air, and space. | * Light can travel through water, air, and space. | ||
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= Effective group work practices = | = 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 | 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;''' | * '''they work in 4-member groups (with mixed performance levels) toward a common goal;''' | ||
