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OER4Schools/Mixed pace groupwork with and without ICT: Difference between revisions
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OER4Schools/Mixed pace groupwork with and without ICT (view source)
Revision as of 16:55, 21 May 2012
, 13 years ago→Reflection follows by discussion in pairs
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= Reflection follows by discussion in pairs = | = Reflection follows by discussion in pairs = | ||
{{ednote|text= | {{ednote|text= | ||
Initially participants reflect on their own (for a short period of time), making notes if they like. | Initially participants reflect on their own (for a short period of time), making notes if they like. | ||
Then participants reflect and discuss in groups. | Then participants reflect and discuss in groups. | ||
}} | }} | ||
{{activity|Reflection}} Consider the following statements and associated questions for reflection on Judith’s clips: | |||
In this interview Judith informed us that there were 9 slow learners in her class and only 4 formed a slow pace group; these 4 scored 0 but the other 5 were dispersed in other groups who got correct answers to the same problems. This indicates that not only is ''participation'' higher in mixed pace groups but ''achievement'' can be too (and research with bigger samples backs this up). Nevertheless, the 4 who achieved poorly were also regularly absent so their prior knowledge base was probably lower. | In this interview Judith informed us that there were 9 slow learners in her class and only 4 formed a slow pace group; these 4 scored 0 but the other 5 were dispersed in other groups who got correct answers to the same problems. This indicates that not only is ''participation'' higher in mixed pace groups but ''achievement'' can be too (and research with bigger samples backs this up). Nevertheless, the 4 who achieved poorly were also regularly absent so their prior knowledge base was probably lower. | ||
'''Do you think this means that they are even more likely to benefit from peer interaction in a mixed group?''' | '''Do you think this means that they are even more likely to benefit from peer interaction in a mixed group?''' | ||
Judith was quick and effective at discouraging pupils from laughing at the low achieving group. | Judith was quick and effective at discouraging pupils from laughing at the low achieving group. | ||
'''What other things could a teacher do during the lesson to prevent this situation? ''' | '''What other things could a teacher do during the lesson to prevent this situation? ''' | ||
{{activity|Pair / small group discussion}} Suggested questions for reflection on both examples (on the audio and video clips from Agness and Judith): | |||
Suggested questions for reflection on both examples (on the audio and video clips from Agness and Judith): | |||
* What in your opinion is the effect of labelling groups as low, middle or high ability of the pupils? | * What in your opinion is the effect of labelling groups as low, middle or high ability of the pupils? | ||
* How would you like to form groups supportive of everyone’s learning? Why? | * How would you like to form groups supportive of everyone’s learning? Why? | ||
{{Ednote|text= | {{Ednote|text= | ||
Additional things to consider: | Additional things to consider: | ||
* helping low achieving group while everybody else is working in their groups | * helping low achieving group while everybody else is working in their groups | ||
* peer support within a mixed pace group | * peer support within a mixed pace group | ||
* assigning roles within group | * assigning roles within group | ||
* other ideas? | * other ideas? | ||
}} | }} | ||
