students working collaboratively

Students working Students working CollaborativelyCollaboratively

Why small group Why small group collaboration?collaboration?

Research shows that it has Research shows that it has positive effects on learningpositive effects on learning

As long as there are:As long as there are:

– Shared goalsShared goals– Individual accountabilityIndividual accountability

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Why small group Why small group collaboration?collaboration?

Transmission teaching styles Transmission teaching styles have reduced:have reduced:– QualityQuality– Quantity of student discussionQuantity of student discussion

Sometimes, groupwork might not Sometimes, groupwork might not profit student learning (depending profit student learning (depending on the type of talk in the groups). on the type of talk in the groups).

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This unit will help you to:This unit will help you to:

List characteristics of discussions List characteristics of discussions that benefit learningthat benefit learning

Recognise teacher concernsRecognise teacher concerns Understand techniques for Understand techniques for

promoting effective discussionpromoting effective discussion Understand the teacher’s role in Understand the teacher’s role in

discussion managementdiscussion management Plan discussion based lessonsPlan discussion based lessons

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A. Experiencing a A. Experiencing a discussiondiscussion

Read problem 4 on handout 1 Read problem 4 on handout 1 individually and write down your individually and write down your own response for itown response for it

Work as a group, compare your Work as a group, compare your responses and try to refine your responses and try to refine your answers until you feel you have answers until you feel you have reached a consensusreached a consensus

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Some points for reflectionSome 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?

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Some points for reflectionSome 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?

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Some points for reflectionSome 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?

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Some points for reflectionSome points for reflection

Did your discussion stay 'on task' or were you 'wandering'?

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Some points for reflectionSome points for reflection

What are the implications of this idea for your classroom?

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Some points for reflectionSome 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.

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Types of student talk Types of student talk

Working Working in in a groupa group

VSVS

Working Working as as a groupa group

What’s the difference?What’s the difference?

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Types of student talk Types of student talk (Mercer 1995,2000)(Mercer 1995,2000)

Disputational talkDisputational talk – This consists – This consists of disagreement and individualised of disagreement and individualised decision making. It is characterised decision making. It is characterised by short exchanges consisting of by short exchanges consisting of assertions and counter-assertions. assertions and counter-assertions.

NOT BENEFICIALNOT BENEFICIAL

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Types of student talk Types of student talk (Mercer 1995,2000)(Mercer 1995,2000)

Cumulative talkCumulative talk – speakers build – speakers build positively and uncritically on what positively and uncritically on what each other has said. This is typically each other has said. This is typically characterised by repetitions, characterised by repetitions, confirmations and elaborations. confirmations and elaborations.

NOT BENEFICIALNOT BENEFICIAL

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Types of student talk Types of student talk (Mercer 1995,2000)(Mercer 1995,2000)

Exploratory talkExploratory talk – Speakers work – Speakers work on and elaborate each other’s on and elaborate each other’s reasoning in a collaborative reasoning in a collaborative atmosphere. Enables reasoning to atmosphere. Enables reasoning to become audible and knowledge become audible and knowledge becomes publicly accountable. becomes publicly accountable. Characterised by critical and Characterised by critical and constructive exchanges. constructive exchanges. Challenges are justified and Challenges are justified and alternative ideas are offered. alternative ideas are offered.

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B. Analysing a DiscussionB. Analysing a Discussion

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C. Recognising teacher C. Recognising teacher concernsconcerns

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D. Ground RulesD. Ground Rules

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