|
|
| Line 1: |
Line 1: |
| == Review of homework ==
| |
| Did you try your group work with ICT? | | Did you try your group work with ICT? |
| * How did it go? | | * How did it go? |
| Line 17: |
Line 16: |
| * Assign different roles within the group. | | * Assign different roles within the group. |
|
| |
|
| }}
| |
|
| |
| == Review of the last session: Further reflection on pace grouping videos from the precious session followed by discussion in pairs ==
| |
| {{ednote|text=
| |
| Initially participants reflect on their own (for a short period of time), making notes if they like.
| |
|
| |
| Then participants reflect and discuss in groups.
| |
|
| |
| '''As before, if this has already been covered in the last session, then just review the key issues.'''
| |
| }}
| |
|
| |
| {{activity|stgw|: Discussion in pairs on pace grouping.|10}} 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?'''
| |
|
| |
| 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? '''
| |
|
| |
| {{activity|stgw|: Further small group discussion on pace grouping.|10}} 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?
| |
| * How would you like to form groups supportive of everyone’s learning? Why?
| |
|
| |
| {{Ednote|text=
| |
| Additional things to consider:
| |
| * helping low achieving group while everybody else is working in their groups
| |
| * peer support within a mixed pace group
| |
| * assigning roles within group
| |
| }} | | }} |
