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OER4Schools/Mixed pace groupwork with and without ICT: Difference between revisions

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OER4Schools/Mixed pace groupwork with and without ICT (view source)

Revision as of 14:56, 24 March 2013

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put questions before transcript as per SH
m (put questions before transcript as per SH)
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below. Make sure you read the guiding questions '''before''' reading
below. Make sure you read the guiding questions '''before''' reading
the transcript, as this will help you in analysing the transcript.
the transcript, as this will help you in analysing the transcript.
{{activity|wcd|: Discussion of transcript.|10}}. Discuss the transcript, together with the following questions:
[[Image:Eness3.jpg|thumb|300px]]
* Is your experience of grouping in the classroom similar or different to 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?
* 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 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?
{{Ednote|text=
During discussion of the last question, probe the participants to think of:
* ideas during group work that focus on learning of new concepts. This is because the issue of copying generally arises when group work focuses on ‘drill and practice’ of what has already been learnt. There could be other ‘free rider’ issues that participants have experienced and may have ideas for discouraging them
* the usefulness of ‘ground rules’ (introduced in session 3.2) in this context.
* 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?
* assigning different roles within a group (likewise, participants might mention this, if not you can raise it).
}}
{{: Video/Agness talks about pace grouping.mp3 }}
{{: Video/Agness talks about pace grouping.mp3 }}


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'''Brian''': We don’t talk about copying. If one is copying. you just come, you wait and have them ‘Show me or show the class’. And that’s what I’m asking.  
'''Brian''': We don’t talk about copying. If one is copying. you just come, you wait and have them ‘Show me or show the class’. And that’s what I’m asking.  
}}
{{activity|wcd|: Discussion of transcript.|10}}. Discuss the transcript, together with the following questions:
[[Image:Eness3.jpg|thumb|300px]]
* Is your experience of grouping in the classroom similar or different to 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?
* 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 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?
{{Ednote|text=
During discussion of the last question, probe the participants to think of:
* ideas during group work that focus on learning of new concepts. This is because the issue of copying generally arises when group work focuses on ‘drill and practice’ of what has already been learnt. There could be other ‘free rider’ issues that participants have experienced and may have ideas for discouraging them
* the usefulness of ‘ground rules’ (introduced in session 3.2) in this context.
* 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?
* assigning different roles within a group (likewise, participants might mention this, if not you can raise it).


}}
}}
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