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OER4Schools/Mixed pace groupwork with and without ICT: Difference between revisions
From OER in Education
OER4Schools/Mixed pace groupwork with and without ICT (view source)
Revision as of 18:55, 10 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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= Pace grouping = | = Pace grouping = | ||
{{activity|ia|: Read a transcript on pace grouping.|10}} | |||
Read and discuss the following transcript. Guiding questions are | Read and discuss the following transcript. Guiding questions are | ||
below. Make sure you read the guiding questions '''before''' reading | below. Make sure you read the guiding questions '''before''' reading | ||
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{{activity|Discussion}}. Discuss the transcript, together with the following questions: | {{activity|wcd|: Discussion of transcript.|10}}. Discuss the transcript, together with the following questions: | ||
* Is your experience of grouping in the classroom similar or different from Agness’s experience (before she tried the new way of grouping)? Give specific examples. | * Is your experience of grouping in the classroom similar or different from 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? | * 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 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? | ||
{{todo|picture of mini-blackboard}} | |||
* 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 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? | * What could be other ways to prevent copying, “coasting” or “free riding” during mixed group work? | ||
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* usefulness of ‘ground rules’ discussed in Activity 2 in this context | * usefulness of ‘ground rules’ discussed in Activity 2 in this context | ||
* bring in Slavin’s criterion that groups must take responsibility for ALL members’ learning and they must make sure everyone understands, if participants do not mention this themselves; ask them if that overcomes some of the problems with slower learners not keeping up or contributing enough? | * bring in Slavin’s criterion that groups must take responsibility for ALL members’ learning and they must make sure everyone understands, if participants do not mention this themselves; ask them if that overcomes some of the problems with slower learners not keeping up or contributing enough? | ||
* likewise participants might mention assigning different roles within a group... if not, you can raise this... | * likewise participants might mention assigning different roles within a group ... if not, you can raise this ... | ||
}} | }} | ||
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}} | }} | ||
Judith carried out a lesson that consisted of group work on solving four questions to practice division, besides other activities. [[Image:photo|thumb]] The children worked in “pace” or “ability” groups. She encouraged group responsibility of solving the problems as well as reporting of answers by group secretaries. She also invited pupils to explain how they arrived at the answers. In the end, Judith made the outcome of the group task transparent by listing the answers of all groups on the blackboard. She also involved pupils in assessing their own answers and pupils’ involvement in it. In the following clip, she is checking the groups’ answers on the board and finds that a group of “slow learners” has scored 0 correct. | Judith carried out a lesson that consisted of group work on solving four questions to practice division, besides other activities. [[Image:photo|thumb]] {{todo|picture missing}} The children worked in “pace” or “ability” groups. She encouraged group responsibility of solving the problems as well as reporting of answers by group secretaries. She also invited pupils to explain how they arrived at the answers. In the end, Judith made the outcome of the group task transparent by listing the answers of all groups on the blackboard. She also involved pupils in assessing their own answers and pupils’ involvement in it. In the following clip, she is checking the groups’ answers on the board and finds that a group of “slow learners” has scored 0 correct. | ||
'''Video 1: Judith's division lesson''' (01:38:22:02 - 01:38:53:18) | '''Video 1: Judith's division lesson''' (01:38:22:02 - 01:38:53:18) | ||
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* How will you ensure everyone participates and everyone learns? How will you stretch all learners? | * How will you ensure everyone participates and everyone learns? How will you stretch all learners? | ||
* '''Explicitly ask groups to make sure everyone understands the new concept or process; make it their responsibility to support each other and check this is happening.''' | * '''Explicitly ask groups to make sure everyone understands the new concept or process; make it their responsibility to support each other and check this is happening.''' | ||
* Assign different roles within the group... | * Assign different roles within the group ... | ||
B. Remember to keep up the '''typing tutor''' practice too! | B. Remember to keep up the '''typing tutor''' practice too! | ||
