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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]] {{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.
Judith and others discussing mixed pace grouping and change in practice:
In the this extract from a teacher workshop 2 days after this lesson, Judith discusses [[Video/Judith_division_scoring_short.m4v|this episode]] and the notion of pace grouping with her colleagues. They agreed that the teacher’s role was to indicate that laughing at peers was unacceptable{{Zambia|, and also that government policy for pupils to work in pace groups was problematic. 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.}}.
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