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OER4Schools/Supporting reasoning and managing group work: Difference between revisions
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OER4Schools/Supporting reasoning and managing group work (view source)
Revision as of 17:16, 9 December 2012
, 12 years ago* its 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 (* its for units 1 - 4, revising ICT activities, adding activity tags and timings.) |
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|ict={{ OER4SchoolsWSInfo/ICT intro}} | |ict={{ OER4SchoolsWSInfo/ICT intro}} | ||
Classroom use of | Classroom use of | ||
* | * Geogebra, | ||
* | * slideshows, | ||
* | * (optional) concept mapping software. | ||
{{ OER4SchoolsWSInfo/ICT intro students}} | {{ OER4SchoolsWSInfo/ICT intro students}} | ||
* | * You will do a lesson with your students that involves Geogebra, slideshows, or (optionally) concept mapping software. | ||
}} | }} | ||
= {{name for review of follow up}} = | = {{name for review of follow up}} = | ||
[[Image:oer4s groupwork general2.jpg|300px]] | [[Image:oer4s groupwork general2.jpg|300px]] | ||
{{review of follow up}} | {{review of follow up}} | ||
= | = Reinforcing understanding of group work: Using the Magic Microphone for reasoning = | ||
{{activity|Individual activity| on answering question.|10}} Think of answers to the question below. You can write them on a mini-blackboard or sheet of paper for reference during the activity. Think of as many answers as possible and '''give a reason in each case.''' (Tip: think of the Powerpoint presentation about questioning strategies that you saw in the previous session and draw on your own experience of carrying out group work in the classroom.) | |||
* '''When would you use group work in your classroom? Why? '''Give concrete examples of specific lesson activities where possible. For example, | * '''When would you use group work in your classroom? Why?''' Give concrete examples of specific lesson activities where possible. For example, | ||
** when a topic has many sub-topics '''because '''the sub-topics can be mastered by small groups and then taught to other groups, as in different types of pollution | ** when a topic has many sub-topics '''because''' the sub-topics can be mastered by small groups and then taught to other groups, as in different types of pollution | ||
** when summarising the topic that has extended over many lessons | ** when summarising the topic that has extended over many lessons (give example) '''because''' pupils can remind each other about the things that they have learnt without repetition by the teacher | ||
** when applications of a topic | ** when applications of a topic (give example) are being discussed '''because''' there can be many answers for this | ||
{{Ednote|text= | {{Ednote|text= | ||
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{{activity|mm| activity on group work.|10}} Pass a prop around. Whoever has the prop answers the question above and gives their reason(s). | |||
{{Ednote|text= | {{Ednote|text= | ||
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}} | }} | ||
= | = Managing group work = | ||
{{Ednote|text= | {{Ednote|text= | ||
Place three containers (or sheets of paper) on the table. Label them ‘same-task’, ‘different-tasks’ and ‘both’. | Place three containers (or sheets of paper) on the table. Label them ‘same-task’, ‘different-tasks’ and ‘both’. | ||
}} | }} | ||
{{activity|practical activity|: Indicating your progress with group work.|10}} Write your name on a slip (small piece) of paper and fold it. Drop your name slip in the ‘same-task’ container if you are confident about carrying out same-task group activity in the class. Similarly, drop it in the container ‘different-tasks’ if you are confident about carrying out different-tasks and ‘both’ container if you are confident about ‘both’. | |||
Write your name on a slip (small piece) of paper and fold it. Drop your name slip in the ‘same-task’ container if you are confident about carrying out same-task group activity in the class. Similarly, drop it in the container ‘different-tasks’ if you are confident about carrying out different-tasks and ‘both’ container if you are confident about ‘both’. | |||
{{Ednote|text= | {{Ednote|text= | ||
Pull out one name from each container and group them together as Group 1 (G1). Similarly form groups G2 and G3. | Pull out one name from each container and group them together as Group 1 (G1). Similarly form groups G2 and G3. | ||
If there are too many names in one container and too few in another, choose another strategy of forming groups from the document ‘Group composition and formation’. | If there are too many names in one container and too few in another, choose another strategy of forming groups from the document ‘Group composition and formation’. | ||
}} | }} | ||
{{activity|dtgw| on managing group work in the classroom.|10}} | |||
The three mixed groups will work on different aspects of managing group work in classroom. They are: | The three mixed groups will work on different aspects of managing group work in classroom. They are: | ||
* G1: Group composition and formation ([[File:Group Composition and Formation.pdf]]) | * G1: Group composition and formation ([[File:Group Composition and Formation.pdf]]) | ||
* G2: Ground rules during group work ([[File:Ground Rules.pdf]]) | * G2: Ground rules during group work ([[File:Ground Rules.pdf]]) | ||
