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OER4Schools/Mixed pace groupwork with and without ICT: Difference between revisions
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* 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? | ||
* 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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During discussion of the last question, probe the participants to think of: | 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 | * 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. | * 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? | * 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? | ||
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Only two drew the river, the rest drew the sun. So, I thought, ok, they’re copying, fine. ’When you find the answer, put your whiteboard upside down’. And they are there, struggling. And most of them were able to find the answers. I said ‘Can I see?’ and all of them did this [held up the boards at the same time]. So that’s what I am saying: you as the teacher should have different methods. You should vary, not stick to one method. | Only two drew the river, the rest drew the sun. So, I thought, ok, they’re copying, fine. ’When you find the answer, put your whiteboard upside down’. And they are there, struggling. And most of them were able to find the answers. I said ‘Can I see?’ and all of them did this [held up the boards at the same time]. So that’s what I am saying: you as the teacher should have different methods. You should vary, not stick to one method. | ||
'''Brian''': We don’t talk about copying. If one is copying | '''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. | ||
}} | }} | ||
