Why group work?
Learning is often
described as a social process and students’ learning is enhanced through social
interaction (Vygotsky, 1986). Cooperative learning encourage and motivate students
to communicate their strategies and ideas to their peers. The process of listening
and discussing allow students to examine, challenge and clarify their own
thinking to better understand (Davenport & Howe, 1999).
Collaborative activities involve interaction between peers and can be used as an assessment experience (NSW BOS, 2012). Classroom observation will give teachers an idea of how students work with one another, what role they take on and whether they choose to work independently. Instructional grouping can then be structured to match students according to their ability, interest, strength or friendship group depending on the aim of the task. The variety of group structure has been employed to best match the needs of students and the purpose of each activity.
Collaborative activities involve interaction between peers and can be used as an assessment experience (NSW BOS, 2012). Classroom observation will give teachers an idea of how students work with one another, what role they take on and whether they choose to work independently. Instructional grouping can then be structured to match students according to their ability, interest, strength or friendship group depending on the aim of the task. The variety of group structure has been employed to best match the needs of students and the purpose of each activity.
cooperative learning strategies
The engagement strategies you choose depend on your purpose, teaching style, and the children in your classroom. Regardless of the strategies selected, effective facilitation is a key to making them work.
Here are some tips when planning and implementing group work:
Adapted from Clifford (2014) and Jablon & Wilkinson (2006)
Here are some tips when planning and implementing group work:
- A clearly stated purpose/goal - Effective collaborative learning involves establishment of group goals, as well as individual accountability. This keeps the group on task and establishes an unambiguous purpose.
- Decide on the size of group - keep the groups mid-sized if you can, big enough for diversity in the group but small enough so that everyone will participate
- Arrangement - Where will the groups work? How can you set up the room to be suit the task?
- Explicit instructions - provide directions about the what and how of the task at each step
- Provide guidance - circulate among groups, asking and answering questions as well as giving feedback
- Assign roles - refer to "group task roles" below
- Provide materials needed for task - think about what the group might need (e.g. an iPad can be helpful for research in groups)
Adapted from Clifford (2014) and Jablon & Wilkinson (2006)
Group task roles
Group task roles are an effective way to promote interdependence, making sure every student feels important and included. Here is an example of different roles you can assign students for group work. Make sure you assign students a different role every time so they get to experience the different responsibilities.
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Resource downloaded from: https://www.teacherspayteachers.com/FreeDownload/Group-Task-Role-Cards
references
Clifford, M. 2014, "20 Collaborative learning tips And strategies for teachers", teach thought, accessed 21/8/2015, http://www.teachthought.com/learning/20-collaborative-learning-tips-and-strategies/
Davenport, P. & Howe, C. 1999, “Conceptual gain and successful problem-solving in primary school mathematics”, Educational Studies, vol. 25, no. 1, pp. 55-78.
Jablon, J. R. & Wilkinson, M. 2006, "Using engagement strategies to facilitate children’s learning and success", Young Children, vol. 1, no. 1, pp. 12-16.
New South Wales Board of Studies (NSW BOS), 2012, Kindergarten-year 6 assessment strategies, Board of studies, accessed 12/8/2015, http://syllabus.bos.nsw.edu.au/support-materials/k-6-assessment-strategies/
Vygotsky, L. 1986, Mind in Society: The Development of Higher Psychological Processes, Harvard University Press, Cambridge
Davenport, P. & Howe, C. 1999, “Conceptual gain and successful problem-solving in primary school mathematics”, Educational Studies, vol. 25, no. 1, pp. 55-78.
Jablon, J. R. & Wilkinson, M. 2006, "Using engagement strategies to facilitate children’s learning and success", Young Children, vol. 1, no. 1, pp. 12-16.
New South Wales Board of Studies (NSW BOS), 2012, Kindergarten-year 6 assessment strategies, Board of studies, accessed 12/8/2015, http://syllabus.bos.nsw.edu.au/support-materials/k-6-assessment-strategies/
Vygotsky, L. 1986, Mind in Society: The Development of Higher Psychological Processes, Harvard University Press, Cambridge
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