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GROUP WORK IS AS ONE OF EFFECTIVE WAYS OF TEACHING
. .,
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The problem of my first research was chosen not by chance. During my
teaching I noticed that pupils have difficulties in speaking, managing their time.
My first steps:
Interviewing my pupils (their likes and dislikes)
Study the literature
mailto:[email protected]
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70
Find a critical friend
Create long term plan After interviewing you will know a lot of interesting things about your pupils, it
is even chance to be closer with them. Starting my research I couldn`t predict my
expectations. One way to change the pace in your classroom is to do a small group
activity. But what type of small group should you use? It depends on the size of your
class, the length of time you have available, the physical features of the classroom,
and the nature of the group task. Group work in classrooms has become more and
more common over the last several years. Many teachers use it to help students learn
from each other, build community, and teach cooperation.
Effective and Important
Like anything in education, grouping works best when it is planned and used
thoughtfully. Simply seating students in groups of four or five does not mean students
are engaged with each other. It could simply mean they are going to play and talk,
rather than complete regular class work. That is why it is important to plan group
work and the types of groups you will be using.
Grouping students should allow, and even force, students to work together. It
should build their communication skills, and help them learn how to respectfully hold
each other accountable.
Types of Groups
There are two main types of groups that teachers use when having their students
work cooperatively.
Heterogeneous
The first type is heterogeneous grouping. This means grouping students of
different ability levels together. The definition could also be expanded to include
grouping together students of different ages and races. In my classroom, I always
think of it as groups of students of differing ability levels. The key word is different. I
use heterogeneous grouping more frequently at the beginning of the school year so
my students get to know each other and use it less frequently as the year progresses.
Homogenous
The second type is homogenous grouping. It simply means grouping together
students that are similar. When I use homogenous grouping in my class, I usually
look at my data notebook and place students together that scored similarly on
standardized tests. For example, I might look and see which students scored low on
the comma section of their standardized test and group those students together so I
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71
can work more closely with them. I might see who scored high and obviously needs
no extra help, group them together and have them work on something different, like
their journals.[1]
Benefits?
When used thoughtfully, all students benefit from grouping. The key is that there
must be a plan and a purpose behind group work. Simply seating students together
does not constitute group work. It might just mean you are creating a classroom
management problem!
Teachers also benefit from group work. It allows you time to work with students in a
small group setting rather than teaching the class as a whole. This will let you work
more intensely with students, as well as get to know them better. Familiarize yourself
with a few classroom management techniques for group work before setting your
students loose.
Planning for Group Work
When planning for group work, consider what you want your students to get out
of it.
Do you want your students of higher ability levels to help those with lower
ability levels? (Just be careful here and know your students. Make sure they will all
benefit from this.)
Do you want to have students of lower ability levels grouped together so you
can work with them in a smaller group setting?
Do you simply want your students to get to know each other and start building
community in your class?
In the real world, students come from all walks of life. They all have problems,
and some do not deal well with stress or conflict. I care about my students, but the
number one reason they come to school is to learn. They are tested to make sure that I
taught them the Ohio English Language Arts Standards, so order must be kept in the
classroom.
Of course, students know the classroom rules and school rules. The boundaries
are set before work begins. Not all strategies work with every student.[3,5]
Five Top Strategies to Keep Students Learning in a Calm Classroom
Environment Strategy #5 Keep the lesson moving. If you have a forty-five minute period,
plan three different activities. Try to get them up out of their seats at least once during
the class period. Those students with pent up energy will thank you for it.
Strategy #4 Dont lecture for the whole period. Students who are actively
engaged in a learning activity are generally not disrupting the class. Hands-on
activities work great for vivacious classrooms.
Strategy #3 Talk to your students. If you see them in the hall, in the cafeteria
or at the grocery store, ask them how they are. If you see a student in the local
newspaper, congratulate them. If they do something nice, tell them that you
appreciate their kindness. This lets them know that you really do care about them.
Strategy #2 When students are being disruptive by talking or crumpling paper,
go stand by them. This works best with boys. I have taught from the back of the room
http://www.brighthubeducation.com/classroom-management/3318-top-5-strategies-from-veteran-teacher/http://www.brighthubeducation.com/classroom-management/3318-top-5-strategies-from-veteran-teacher/http://www.brighthubeducation.com/classroom-management/19616-group-work-techniques/
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72
by the boys. This sends them a direct message to stop what they are doing. Most of
the time they stop and get back to work.
Strategy #1 When you have stood by the student, talked to the student and kept
them busy with lessons, and they still are disruptive, take them in the hallway. Ask
them, Are you OK?" Kids are kids. If they are not actively engaged in the lesson,
they will become actively engaged in something else disruptive behavior. Try these
five strategies to keep them learning.[4]
Good communication and the ability to work as part of a team are two skills
that employers value highly. These skills can be developed through effective use of
group work.
When productive group work is a regular feature of lessons, pupils:
fully develop their understanding of an idea because they have tried to explain
it
to others or argue a point of view;
are more likely to develop social and team-working skills.
Group work gives pupils opportunities to:
practise and to learn from each other;
develop a sense of empathy and to understand other views;
develop problem-solving skills.
Common issues
Effective group work does, however, require a significant amount of preparation
by the teacher. In addition, pupils need to be able to cooperate with each other.
Younger pupils and those from highly disadvantaged backgrounds often lack the
skills necessary to interact positively with peers. This can lead to these pupils being
unwilling to work in groups and collaborate with each other; when asked to do so
they are often off-task and work remains unfinished. As a consequence, such
pupils are rarely asked to work in groups or teams.
Resolving the issues
Pupils can, however, be helped to develop the skills needed for working with
others and so benefit from learning in this way.
Pupils are more likely to work effectively in groups if the teacher:
provides clear structures in which groups can operate;
uses strategies that support positive behaviours and develop group-work skills;
establishes clear rules and procedures;
introduces tasks so that outcomes are clear and linked to the behaviours required;
selects groups to suit the task;
maintains momentum by effective intervention;
sets group goals.[2]
Using the plenary for reflection
The plenary is not only a time when the results of the group task can be
presented to the whole class but also one when pupils can be encouraged to reflect.
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73
Reflecting on talk helps to develop thinking and learning. A carefully planned
plenary can provide effective opportunities for reflection, particularly when pupils are
provided with appropriate vocabulary. A list of useful talk words can be found
below. Reflecting on the processes involved in working as a group is also important.
It is useful to start by asking a relatively successful group to explain what they
thought helped their discussion to go well; what problems there were, if any; and how
they overcame them. To develop pupils evaluative strategies further, one member of
each group could be appointed to observe ways in which a group works together.
Using a simple guide list devised by pupils, the observer watches and listens as the
group works. At the end of the session, each member of the group writes a short
evaluation of their own contribution to the group which can then be compared with
the observers evaluation in the plenary.[7]
Some useful vocabulary for talk
opinion agreement relevant argument
alternatives challenge discussion reason
critical respect information Thinking together
dialogue idea group support
explanation suggestion summarise evaluate
modify consider contribute clarify
My research lasted for six months and we achieved certain results: they try to
tell their own opinion applying new vocabulary, support each other during the work.
Also they learnt to appreciate the time.
The main conclusions that I made after my observation is that group work has
raised interest in the weak learner to English classes, and thus to encourage students
to study the subject and motivate them to work hard. At the same time, I realized that
the experiment, whatever it may be carried out in one form or another. Moreover, I
have concluded that the unexpected results show precisely those children on which
we did not expect. They manifest leadership, although they are not so motivated, and
express innovative solutions for specific issues.
References:
1. Battistich, V., Solomon, D. and Delucchi, K. (1993) Interaction processes and student outcomes in cooperative learning groups. Elementary School Journal
94, 1932.
2. Bennett, N. (1976) Teaching styles and pupil progress. Open Books. ISBN: 0674870956.
3. Dawes, L., Mercer, N. and Wegerif, R. (2000) Thinking together. Questions Publishing Company. ISBN: 1841900354.
4. Johnson, D. W. and Johnson, R. T. (1994) Joining together: group theory and group skills. Prentice Hall. ISBN: 0205158463.
5. Johnson, D. W. and Johnson, R. T. (1999) Learning together and alone:
-
74
cooperative, competitive, and individualistic learning. Allyn and Bacon. ISBN:
0205287719.
6. Kagan, S. (1997) Cooperative learning. Kagan Cooperative. ISBN: 1879097109.
7. Linn, M. C. and Burbules, N. C. (1994) Construction of knowledge and group learning. In K. Tobin (ed) The practice of constructivism in science education.
Lawrence Erlbaum Associates. ISBN: 0805818782.
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