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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 16:45, 21 May 2012
, 13 years ago→D. Further reflection on Judith’s lesson
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= | = Further reflection on Judith’s lesson = | ||
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'''''Transcript for clip 1:''' We have learned that if we mix them up then it is to the advantage of the slow learners because they are able to learn from their friends because when they are bringing group work every child will want to participate in group work. So, through interactive ICT, which we have learned, it is really helping pupils to share more ideas, including those who used to be idle. They are able to participate now. At a certain point sometimes, it is even them [idle pupils] now, who report, in their groups if the work is to report after finding the answers, they even get it and they report also. So, they are participating. It is helping every child in the class. Yes.'' | '''''Transcript for clip 1:''' We have learned that if we mix them up then it is to the advantage of the slow learners because they are able to learn from their friends because when they are bringing group work every child will want to participate in group work. So, through interactive ICT, which we have learned, it is really helping pupils to share more ideas, including those who used to be idle. They are able to participate now. At a certain point sometimes, it is even them [idle pupils] now, who report, in their groups if the work is to report after finding the answers, they even get it and they report also. So, they are participating. It is helping every child in the class. Yes.'' | ||
'''''Transcript for clip 2:''' the government has a policy whereby children have to be put in ability groups. So that time, when you came, the children were in their own ability groups. Yes. So, they worked according to their ability groups. So those four, because I put them into fours, but in that group of slow learners they are not only four, they are nine. But, the others within their group, the other group who have stayed the other side, they managed to get everything correct. But those four, they failed. The other contributing factors, those four who stayed alone, they usually don’t come to school. Yes, they absent themselves.'' | '''''Transcript for clip 2:''' the government has a policy whereby children have to be put in ability groups. So that time, when you came, the children were in their own ability groups. Yes. So, they worked according to their ability groups. So those four, because I put them into fours, but in that group of slow learners they are not only four, they are nine. But, the others within their group, the other group who have stayed the other side, they managed to get everything correct. But those four, they failed. The other contributing factors, those four who stayed alone, they usually don’t come to school. Yes, they absent themselves.'' | ||
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= Reflection follows by discussion in pairs = | = Reflection follows by discussion in pairs = | ||
