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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 17:08, 4 April 2013
, 12 years agoadded background reading
JanetBlair (talk | contribs) m (changed' whole group discussion' to 'whole class dialogue') |
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= Effective group work practices = | = Effective group work practices = | ||
{{Background reading|text= | |||
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;''' | ||
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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. | 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.'''{{lfl}} 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! | '''Individual accountability.'''{{lfl}} 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! | ||
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'''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. | '''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. | ||
{{activity|wcd|: | {{activity|wcd|: Brainstorm on team building.|5}} What activities can you think of that you can use for team building? | ||
= {{Name for ICT practice with dtgw}} = | = {{Name for ICT practice with dtgw}} = | ||
