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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 11:45, 1 March 2013
, 12 years agoextended activity title for clarity
JanetBlair (talk | contribs) m (adjusted timing) |
JanetBlair (talk | contribs) m (extended activity title for clarity) |
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[[Image:oer4s groupwork general2.jpg|300px|thumb]] | [[Image:oer4s groupwork general2.jpg|300px|thumb]] | ||
{{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.) | {{activity|Individual activity| on answering the question: 'When would you use group work in your classroom and why?' .|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.) | ||
QUESTION: '''When would you use group work in your classroom and why?''' | QUESTION: '''When would you use group work in your classroom and why?''' | ||
Give concrete examples of specific lesson activities where possible. For example | 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 (give example) '''because''' pupils can remind each other about the things that they have learnt without repetition by the teacher | * 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 | ||
