Enhancing classroom practice - group and tailoring (ECF Block 9)

• Science
• Upper Secondary (Key Stage 4)
• GCSE

In which situations have you grouped pupils?

Paired and group activities can increase pupil success

TRUE

FALSE

I DON'T KNOW

There is the sense of excitement as you weigh up whether being the person who records the ideas means you are excused from being the person who has to stand up and feed back.

TRUE

FALSE

I DON'T KNOW

Bad group work is truly funny.

TRUE

FALSE

I DON'T KNOW

With complex group activities, one can find that managing behaviour and the ‘classroom traffic’ can create a challenge.

TRUE

FALSE

I DON'T KNOW

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Group work fosters cooperation between pupils and thereby develops pupils’ social skills

TRUE

FALSE

I DON'T KNOW

Group work prevents pupils from developing empathetic abilities and see things from multiple viewpoints

TRUE

FALSE

I DON'T KNOW

Pupils learn to make promises

TRUE

FALSE

I DON'T KNOW

Pupils can provide each other with scaffolding

TRUE

FALSE

I DON'T KNOW

The total sum knowledge of a group is higher than that housed within one individual; this may allow the teacher to set work that is less challenging

TRUE

FALSE

I DON'T KNOW

Hands up .. do you genuinely think about these before starting group / pair work?
I explicitly teach pupils how you want them to conduct paired and group work

YES

NO

SOMETIMES

I support pupils to learn how to do paired and group work well by providing support during tasks

YES

NO

SOMETIMES

I ensure that pupils have the opportunity to practise how to do paired and group work, recognising that it will take time for them to become skilled in it

YES

NO

SOMETIMES

I ensure that there is familiarity with routines

YES

NO

SOMETIMES

I assess pupils’ prior knowledge in relation to the task

YES

NO

SOMETIMES

I plan how pupils are grouped

YES

NO

SOMETIMES

I provide group goals, in which the group works together towards a shared goal, reward or recognition

YES

NO

SOMETIMES

I promote individual accountability, in which the success of the group depends on the individual learning of each group member

YES

NO

SOMETIMES

EXAMPLE A  

WHAT DO YOU THINK ABOUT THIS EXAMPLE? DISCUSS IN PAIRS

Can you list as many different ways in which pupils can be grouped .. over to you!

Name your class and topic!

TELL ME MORE
Which class will you be creating an effective group work lesson with and why?

.... who will prepare the group’s presentation to the class and summarize conclusions reached to see if the rest of the group agrees.

1. SUMMARIZER
2. RESEARCHER
3. CHECKER
4. RUNNER

.... who will collect background information and looks up any additional information that is needed to complete the task.

1. SUMMARIZER
2. RESEARCHER
3. CHECKER
4. RUNNER

.... who will verify that the facts the group will use are indeed correct and will stand up to scrutiny from the teacher or other groups.

1. SUMMARIZER
2. RESEARCHER
3. RUNNER
4. CHECKER

.... who will try to find the resources needed to complete the task, such as equipment and dictionaries.

1. RUNNER
2. RESEARCHER
3. SUMMARIZER
4. CHECKER

.... who will take notes and record group processes; these may be used during the debriefing following the group work.

1. RUNNER
2. RECORDER
3. SUMMARIZER
4. OBSERVER / TROUBLE SHOOTER

.... who will write down the major output of the group, and synthesises the work of other group members.

1. RUNNER
2. RECORDER
3. SUMMARIZER
4. OBSERVER / TROUBLE SHOOTER

What are the key messages from this video clip?

1. Do you agree?

2. Is this representative of your department?

3. If you are / were to .. be a HOD, which elements of leadership are most important to you?

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