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OER4Schools/Mixed pace groupwork with and without ICT/review of follow up: Difference between revisions

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{{activity|stgw|: Discuss in pairs.|10}} Consider the following statements and associated questions for reflection on Judith’s clips:


{{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.  Discuss: '''Do you think this means that the absentees are even more likely to benefit from peer interaction in a mixed group?'''


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.
Judith was quick and effective at discouraging pupils from laughing at the low achieving group. Discuss: '''What other things could a teacher do during the lesson to prevent this situation? '''


'''Do you think this means that the absentees are even more likely to benefit from peer interaction in a mixed group?'''
{{activity|stgw|: Discuss in small groups.|10}} Suggested questions for reflection on both examples (on the audio and video clips from Agness and Judith):
 
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? '''
 
{{activity|Pair / small group discussion}} 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?
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