I have selected group work strategy because I believe pupils working in a group are more engaged not only intellectually but emotionally as well. Pupils have to think, contribute to the group, evaluate what other members of the group say, share information, ask friends for clarification, and prepare a presentation together. Classroom research has shown that students often learn better from each other than they do from a teacher (Barkley et al. 2005:16-20). Group work gives learners exposure to a range of items and language functions. (Krall, 1989-1993:161)
I had observed that while students work together in a group, they feel free to ask and answer questions with their peers. On the contrary, some learners sometimes find it difficult …show more content…
That is, each group comprised of 4 members except for one which had 5 members. Kagan (1988) is very clear about group size, hence he states: “Teams of four are ideal.” Mixed ability groups are often used to convey a sense that all pupils are valued equally(Kyriacou, 1991). By now the pupils are trained to work effectively in their groups and most of the time the outcome is realistic learning with most of the targets achieved.
Brumfit (1984: 78) says that group work is the most effective techniques of classroom organization which combine aspects of communication learning and natural interaction in a stress free environment.
Implementation of the Group Work Strategy
First, I entered in the class and greeted my pupils. My lesson was about place value. Pupils were supposed to identify and show place value of four digit numbers up to 9999 through different resources.
Group organisation: I made five groups of four pupils and one group of 5 pupils as I had 25 pupils in my class. I named groups and explained group roles. I gave group role cards to each group.
Mental Starter: I started my lesson with whole class activity. I wrote a few three digit numbers on the board and pupils identified the place value of the underlined number. Pupils’ prior knowledge of the place value was checked for 3 digit numbers. I allocated 5 minutes to this …show more content…
Belbin (1981) focuses on how our personality moulds the roles we assume in groups. There are also more general roles that we need to take on in order to complete a group activity
Lesson 12- Students gave their preference to which country they would expand their soda company to and had to back their decision with support from data Lesson 3-Rolling dice game with partners gave students the chance to practice using the exponent properties and then checking their answers with their partners Lesson 4- Students combined their individual properties posters to create a large group poster. They had to make a list of similarities and difference between all their posters. Lesson 8- Students had to think, pair, share on which property of exponents they would be applying to the new concept of multiplying/dividing numbers in scientific notation Lesson 4-Students were able to create properties of exponents posters, collaborate and they were posted in the hall way
As previously mentioned, while watching the student complete the assessment, I observed the student guessing. If the student truly understood the place value of each number then she would have answered all of the other number sentences correctly, however she only chose to complete each number sentence using the “less than,” inequality symbol, which coincidently awarded her with items b and e being correct. This student is yet to understand how three-digit numbers compare to one another based on place value, as well as, the meaning of each inequality symbol. Due to not understanding how three-digit numbers compare to one another based on place value, the student was not able to properly discuss her
Assessment and/or Outcomes: • Students will be informally assessed during the group work. The teacher will circulate around the classroom to make sure those students have an understanding how the events and people in the situations develop over time. • Students will be given a formative assessment based off of their answers with the definition of terrorism handout. • Students will be given a formative assessment based off of the Group Work Rubric. Students will be graded based on how well they are able to work together to draw a conclusion from their situation(s).
My most held value that has changed as I age is my view on being independent. While I would solely rely on myself when I was younger, I learned to build communities as I aged. The original source was due to my personally and environment. I am an introvert, so being sociable comes harder to me than others. Until I entered high school, I never had a class size above twenty.
That process gathers strengths from all of us in the group and we are then able to give our best selves to tackle a project and present to students or teachers
A team role does not necessarily have to apply to one person because a person can also have several roles. It is about clarifying the strengths and weaknesses so that they can be balanced in the right way. However, this theory emphasizes on the importance of complementary work which means when people work together they can strengthen, improve and complement one another. Also, Belbin Team Roles can be used to understand the team in which team members can prevent decisions that could be wrong and possible conflicts.
The purpose of group learning and development is to ensure that all learning styles are catered for and the ultimate goal of sharing knowledge is achieved. When using a group to deliver something new each individual can call on a fellow participant to confirm understanding. 1.2 Explain why delivery of learning and development must reflect group dynamics When delivering to a group it is important to consider, what is the normal behaviour within the group? Who plays what role?
It will briefly discuss the feedback from my tutor and the group members. And finally the conclusion. Definition of group According to Berg, Fall, & Landre (2013, p 195) "Group work is a broad professional practice involving the application of knowledge and skill in group facilitation to assist an interdependent collection of people to reach their mutual goals which may be intra-personal, interpersonal, or work related" Planning In order to prepare for our group facilitation exercise, my colleague and I sat together for the first time in class to plan and discussed our understanding of what we thought was expected of us.
Most Efficient forms of the learning process: - Acc. to Lewin, learning is best facilitated in an environment where there is dialectic tension and conflict between immediate, concrete experience and analytic detachment. By bringing together the immediate experiences of the trainees and the conceptual models of the staff in an open atmosphere where inputs from each perspective could challenge and stimulate the other, a learning environment occurred with remarkable vitality and creativity. (Kolb.) Pillars of an efficient learning mechanism in group settings:- o Feedback:-There was a concern that organizations, groups and relationships generally suffered from a lack of accurate information about what was happening around their performance. Feedback became a key ingredient of T-groups and was found to ‘be most effective when it stemmed from here-and-now observations, when it followed the generating event as closely as possible, and when the recipient checked with other group members to establish its validity and reduce perceptual distortion’ (Yalom 1995: 489). o Unfreezing:-This was taken directly from Kurt Lewin’s change theory.
For instance, when the team leader can accommodate the individual instruction level and pace for the student, the outcome is usually high achievement. The regrouping strategy is a “within strategy” and is useful in minimizing heterogeneity in reading (Slavin,
The teacher was able to pick the groups by telling who was struggling with their assignments and quizzes and who works best together. The students were able to help explain to each other why the answer was and I was able to observe these thoughts that they had and encourage or push them in the right direction that’s closer to the correct answer. Even though this was a language arts class, it puts me in mind of standards of mathematical practice 6, attend to precision. I think this way because the students were able to talk to one another about their different ideas to answer the question and they are able to build off of one another. They were able to communicate and see if they understand each other’s thought process, question each other, or even support one another if they agree.
First of all, one reason why I am for group work is communication. Communication can help you speak for yourself. Speaking for yourself can lead you to many different places, like at wor. For instance, let’s say that there is an important business issue and needs to be resolved. You are not a talkative person, but you have an idea, so you decide to speak up for yourself.
Now, having no official teaching experience before, I was startled when it came time for me to design the lesson plan. My students knew literally nothing and my aims were manifold. Rather intuitively, I realized my lessons should be based on my students’ needs, so first I conducted introductory informal interviews about their goals and expectations and later while observing progress and dynamics in class, I would adjust some of the topics and activities to better suit my students’ needs. Clearly, my major goal was to improve their communicative competence, but I also kept in mind that both groups took my classes as an extracurricular activity, so I had to present these two hours in form of enjoyable intellectual stimulation, rather than a standard lesson, so it had to be structured in a way that would combine different types of activities while also engaging all four
It is one of the most effective forms of learning. Working in isolation is very restrictive and gives a slow progress. Critical thinking is also encouraged when learners work in groups. Through collaborative activities such as writing, debates, group projects and more they learn to work together and to respect each other contribution. The traditional relationship between student and teacher is changed with collaborative learning.