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In classrooms where a sense of community is built, students are the crew not the passengers.
Chris Watkins
Pupils behaviour Given space and time improves because to develop pupils they spend more time group working skills, on task and engage in teachers can transform higher level the learning Teachers in the studies had to work hard to be successful. However, as pupils developed discussions. environment. Relationships improve This suggests an between teachers and alternative to current pupils and among approaches to school pupils discipline which aim to The findings suggest a need to rethink themselves. control rather than eliminate the problem. current pedagogical theories, which favour
group-working skills, teachers found that they had been freed from many of their ordinary procedural duties and had more time to reflect and think strategically.
teacher-led activities and individual work. This has been exacerbated by concerns with performance indicators and national tests. Peer-based learning can be a very productive part of classroom activity.
http://www.tlrp.org/pub/documents/BlatchfordRBFinal_001.pdf
I have been involved in this Open University Research programme and a number of staff at RLS in Maths, D&T Food / Textiles, History, English and Science have given it a go with pleasing success.
Heres one I did that encouraged students to ask each other questions. When you are ready click the OK button and the following will appear.
At this point, I introduce the concept of group work rules to the class, point out the rules for engagement and the expectations. I sometimes have a paper version on a wordmat to support their language skills. (See next page. This one was for a Hazards lesson) When you click on any of the coloured boxes, you will see bar graphs growing to show you and the students how well they are doing. You can now circulate, listening into group dynamics, picking up on misconceptions, observing the quality of the discussions and rewarding it with clicks. (The students will want to get these). After a while you can stop and highlight some examples of good practice and encourage some less functional groups to follow suit. My experience has been, that once the Talk Factory has been introduced the quality of the group discussion, group dynamics and interaction greatly improves and the progress is faster with higher quality outcomes.
Try starting off the group activity, listen in and then stop introduce the Talk Factory rules and then listen to the difference it makes. I really look forward to hearing about your experiences and how you used it and where it was most effective. It is obviously a tool to use when it is going to be useful, not something you use every lesson. Happy Talking - Pete Crawley