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| * Try out your groupwork with ICT. Video some of the groupwork if you can (ideally a colleague can do this for you so they can capture you as well as the pupils) and upload it to the server. | | * Try out your groupwork with ICT. Video some of the groupwork if you can (ideally a colleague can do this for you so they can capture you as well as the pupils) and upload it to the server. |
| * Remember to think about your own role in the classroom; it is not just to monitor progress but also to interact with pupils, assess their understanding, offer support and help move their thinking forward. Sometimes a group will even need you to sit with them and offer intensive support to progress. Think about how you can identify this need? | | * Remember to think about your own role in the classroom; it is not just to monitor progress but also to interact with pupils, assess their understanding, offer support and help move their thinking forward. Sometimes a group will even need you to sit with them and offer intensive support to progress. Think about how you can identify this need? |
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| = Judith's workshop reflections =
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| [[Image:judith-portrait.jpg|thumb|200px]]
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| {{ednote|text=
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| Continue with reading, and listening to the clips.
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| You may need to be able to cover this quickly, if some of the points have been discussed in the last session already.
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| }}
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| We now listen to two clips that follow on from the experiences in Judith's lesson. Later in the OER4Schools workshop Judith indicated how her thinking had changed through discussion with her peers, illustrating her open mind and flexibility as a reflective teacher:
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| <blockquote>
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| ''“I have learnt from that to say, so those if they remain like that [slow learners together], they will remain like that forever. They can never learn anything from others. So the best I can do, just the way we have been discussing, to say, it’s better to mix them so that, at least, even them can learn something from the rest of the group. So to me this is an advantage I have gained.”''
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| </blockquote>
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| In a subsequent interview Judith was probed to elaborate and reflect further on the incident when pupils laughed at the low-achieving group. She concluded that mixed ability grouping would be better than same ability grouping. Listen to these 2 very short excerpts from that interview.
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| '''Judith's Interview - Clip 1''': [[File:Judith_interview_clip_1_fine.mp3]]
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| (For [[CBS]], [http://192.168.128.1/oer4schools/PLAY.php?video=Judith_interview_clip_1_fine.mp3 local playback],
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| [http://192.168.128.1/oer4schools/Judith_interview_clip_1_fine.mp3 local download])
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| {{background|text=
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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.''
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| }}
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| '''Judith's Interview - Clip 2''': [[File:Judith interview clip 2 fine.mp3]]
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| (For [[CBS]], [http://192.168.128.1/oer4schools/PLAY.php?video=Judith_interview_clip_2_fine.mp3 local playback],
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| [http://192.168.128.1/oer4schools/Judith_interview_clip_2_fine.mp3 local download])
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| {{background|text=
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| '''''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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| }}
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| = Reflection followed by discussion in pairs = | | = Reflection followed by discussion in pairs = |
