Published on March 10, 2014
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
How can students learn from discussing mathematics? If students are to make sense of mathematical concepts, then they will need opportunities to share ...
Draft Feb 2012 Handouts for Teachers Students Working Collaboratively H-6 Handout 4: Common obstacles to classroom discussion Timepressures3
Introduction. If students are to make sense of scientific and mathematical concepts, then they will need opportunities to share, discuss and work together.
Fostering Communication Between Students Working Collaboratively: Results From a Practitioner Action Research Study Sarah Quebec Fuentes Texas Christian ...
an example of students working collaboratively on a project.
Working Collaboratively. In the past, ... a need for cooperative working relationships across units and divisions was rarely acknowledged.
If students are to make sense of scientific and mathematical concepts, then they will need opportunities to share, discuss and work together.
PGP Student talks about peer-learning groups at the ISB.mp4 - Duration: 2:30. Indian School of Business 5,422 views
Working Collaboratively - a learning object for students. from the University of South Australia. T he programs of study at the University of South ...
Introduction. Mathematics teaching assumes that students do not arrive at sessions as ‘blank slates’, but as actively thinking people with a wide ...