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OER4Schools/Talking points and effective group work: Difference between revisions
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, 12 years agosorting out carrying on from previous session
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== Further reflection on pace grouping videos from the previous session == | |||
{{ednote|text= | |||
'''If this material 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 from the previous session: | |||
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 | |||
}} | |||
= Talking points on statements about group work = | = Talking points on statements about group work = | ||
