Archbishop McGrath cluster training day. Improving group work in the classroom.

The context. Summer term learning survey. Pupils enjoy group work. Not happening often. Learner voice project, Autumn Opportunity to make the views of learners count.

Thinking skills and assessment for learning. One of the overriding features of improving the quality of thinking and developing assessment for learning is the importance of establishing effective group work in the classroom. How to develop thinking skills and assessment for learning in the classroom. WAG 2010

Research shows… Nearly 80% of what children learn, they learn from each other. Quality group work ensures all learners are involved.(inclusive) Collaboration ensures better quality outcomes for all. Small group talk ensures real understanding.

Links to BLP Resilience – managing distractions, using group work to increase absorption Resourcefulness- establishing research groups, protocols for group work; exploring the use of De Bono’s thinking hats, group work as a key element of capitalising. Reflectiveness- establishing clear success criteria for group work, peer assessment, using groups for effective learner voice, developing skills using questions. Reciprocity- developing a code of conduct for working in groups, developing listening skills, establishing a common pedagogy for improving group work e.g. Think –pair- share,collaborative skills, empathy and listening, developing respect for others.

School council learner voice project. Action research into effective group work.

The big questions. School council reps asked their forms a number of important questions on group work. Each rep fed back to the school council and a report was compiled.

How often do pupils work in groups? Rarely. Pair work. More subjects. Boring tasks. Group work helps learning.

How does working in a group help improve your learning? Work seems easier. Helps coursework. Helps explanations. Understand the task set.

What rules should be put in place to help group work? Mix up friendship groups. ‘Trade’ information. Designated tasks. Small groups. Clear tasks.

How should classrooms be set up? Group tables. No rows. U shaped tables. Colour Music.

How do you manage distractions? Fun- helps absorption. Social development. Focus on the task. Set deadlines.

School council visits to feeder primary schools. School council reps observed lessons in our main feeder schools. They prepared some key questions and fed back their findings to the school council.

Jessica – St.Mary’s and St.Patrick’s Easier and more fun. Better student participation. Teacher praise. Social aspect. Distracted by friends.

Emily – St. Roberts. Groups often Teacher monitors Lose aims with friends Non-friendship groups

Connie- St.Robert’s Valuable Confidence Share ideas make new friends Well planned

The challenge. Listen to learners. Put theory into practice. Feedback to the school council.

This is what they want!!