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Students working collaboratively

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Information about Students working collaboratively
Education

Published on March 10, 2014

Author: RichardZahra

Source: slideshare.net

Description

What makes collaborative work effective regarding students' learning?
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Students working Collaboratively

Why small group collaboration?  Research shows that it has positive effects on learning  As long as there are: – Shared goals – Individual accountability 2

Why small group collaboration?  Transmission teaching styles have reduced: – –  Quality Quantity of student discussion Sometimes, groupwork might not profit student learning (depending on the type of talk in the groups). 3

This unit will help you to:      List characteristics of discussions that benefit learning Recognise teacher concerns Understand techniques for promoting effective discussion Understand the teacher’s role in discussion management Plan discussion based lessons 4

A. Experiencing a discussion   Read problem 4 on handout 1 individually and write down your own response for it Work as a group, compare your responses and try to refine your answers until you feel you have reached a consensus 5

Some points for reflection  Did you find it helpful to have a chance to think about the question yourself before it was discussed in your group?  How far did you really think together, or did you tend to follow independent lines of thought? 6

Some points for reflection  Did someone 'take over'? Was someone a 'passenger'?  Did you listen to, share ideas with and consider the alternative views of everyone in the group? 7

Some points for reflection  Did you build on each others' ideas to construct chains of coherent reasoning?  Did you feel able to share your ideas without fear of embarrassment of being wrong? Did anyone feel uncomfortable or threatened? If so, why? 8

Some points for reflection  Did your discussion stay 'on task' or were you 'wandering'? 9

Some points for reflection  What are the implications of this idea for your classroom? 10

Some points for reflection  Most of the problems do not have one ‘definitive’ answer.  Students must think for themselves first. – Quick thinking and confident students are more likely to dominate discussion. 11

Types of student talk Working in a group VS Working as a group What’s the difference? 12

Types of student talk (Mercer 1995,2000)  Disputational talk – This consists of disagreement and individualised decision making. It is characterised by short exchanges consisting of assertions and counter-assertions. NOT BENEFICIAL 13

Types of student talk (Mercer 1995,2000)  Cumulative talk – speakers build positively and uncritically on what each other has said. This is typically characterised by repetitions, confirmations and elaborations. NOT BENEFICIAL 14

Types of student talk (Mercer 1995,2000)  Exploratory talk – Speakers work on and elaborate each other’s reasoning in a collaborative atmosphere. Enables reasoning to become audible and knowledge becomes publicly accountable. Characterised by critical and constructive exchanges. Challenges are justified and alternative ideas are offered. 15

B. Analysing a Discussion 16

C. Recognising teacher concerns 17

D. Ground Rules 18

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