Video/Agness talks about pace grouping.mp3

Series: OER4Schools audioThe wikipage input value is empty (e.g. <code>SomeProperty::, [[]]</code>) and therefore it cannot be used as a name or as part of a query condition.

• 01. Priscillah tells us about a mathematics research project that she became involved with after taking part in the OER4Schools programme.
• 01. Student motivation
• 01. Practical enquiry-based activities
• 01. Priscillah tells us about how making use of the brainstorming technique has been a most significant change for her.

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Agness talks about pace grouping.mp3

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Agness talks about pace grouping.mp3, 1:23,(Series: OER4Schools audio, episode N/A)

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Video/Agness talks about pace grouping.mp3

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Questions for reflection

Questions for reflection are available here:

• Is your experience of grouping in the classroom similar or different to Agness’s experience (before she tried the new way of grouping)? Give specific examples.
• Some people worry that in mixed groups those who work at a slower pace, or are less motivated, or less proficient in the language of instruction, or less skilled at the task (including slower at typing in ICT-supported lessons), might “coast” and allow others to do the work because they cannot keep up with their peers, or they might copy. What do you think about that?
• What do you think about Agness’s idea that pupils should be asked to hide their work and then show it to the teacher by using the mini-blackboards as “showboards”, to discourage copying during group work?
• What do you think about Brian’s idea of singling out pupils who copy, for example asking them a question or asking them to “show the class”?
• What could be other ways to prevent copying, “coasting” or “free riding” during mixed group work?

Transcript

A transcript is available here:

'’’OER4schools Extract from workshop 4th June 2011: Agness Tembo talking about pace grouping’’'

Note: Since the time of recording this, mixed ability groupings have become a requirement of the Zambian education policy and are not solely something advocated by the OER4Schools programme.

Agness: 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 in Banana Group, they didn’t do well and . . . 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 . . . 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. Beside one branch there was one number, the other branch was the other number so others 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.

. . .So I noticed that in two groups. So I had to go there and explain. . . They did know that it was addition but in actual sense it was subtraction for them to find another answer. So that was a challenge, yes. Because I remember in the other group [one learner] said ‘Teacher I'm through… 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?

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, they could find the answers. The only part which, using the calculator, the Banana Group, they could press the numbers and then when they pressed on minus they wanted to see actual minus there. . .‘Teacher there is no minus here.’ It is not shown so they continued pressing on that. 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: Oh Banana Group. (laughs) Isn’t that where you put all your slow learners . . . in 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, I let them sit according to their play group. After that, after assessing now, you put them according to their pace group because they say maybe if a dull person is mixed with those very intelligent they won’t participate the same. So, it’s better you have them on their own. . .

Brian: Do you find any from that pace group joining another group?

Agness: They do. Every time when you come in [they've moved]: ‘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 . . . because if you get a slow learner and 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 see what that pupil is doing.

Copying

Ivy: Sometimes maybe mixing slow learners and fast learners [is good] 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.

Agness: But in… in the interactive way, yes, copy it’s there but it depends also on the teacher. I remember in my lesson, one said ‘Teacher! This one is not doing anything. She just wants to see what we’re doing.’ I went there and physically said ‘Can you give the calculator to her? Tell her what is your lesson? Can you… place all eight? They are all there teaching the writing to their friend. So it depends with you as a teacher. If you just direct them, truly, they’ll copy.

I remember. . . the science lesson on the rocks weathering. . .I gave them the [mini] whiteboard. ‘Can you draw what you learnt in the last lesson?’ One [child] drew the sun very fast and he said ‘Teacher! I am finished!’ So I noticed that [others then drew the same] and I said ‘when you are finished don’t show me, put it upside down. That’s what they did.

Only two drew the river, the rest drew the sun. So, I thought, ok, they’re copying, fine. ’When you find the answer, put your whiteboard upside down’. And they are there, struggling. And most of them were able to find the answers. I said ‘Can I see?’ and all of them did this [held up the boards at the same time]. So that’s what I am saying: you as the teacher should have different methods. You should vary, not stick to one method.

Brian: We don’t talk about copying. If one is copying. you just come, you wait and have them ‘Show me or show the class’. And that’s what I’m asking.