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Version of 18:45, 4 September 2020 by Peter Riegler
Difference between revisions of "Group activities in interactive teaching"
(Created page with "==Decoding work done== ===Identification of bottleneck=== In group activities many students are not effectively working as groups. <br /> ===Description of mental tasks neede...") (Tag: Visual edit) |
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Expert seem to follow a sequence of consecutive phases that commences group work: | Expert seem to follow a sequence of consecutive phases that commences group work: | ||
| − | # Individually ensure the assignment is clear to oneself; come up with an initial understanding of the problem at hand; explore possible connections to subject matter. | + | #Individually ensure the assignment is clear to oneself; come up with an initial understanding of the problem at hand; explore possible connections to subject matter. |
| − | # An initial coming together as a group “to clarify certain things about the problem”. | + | #An initial coming together as a group “to clarify certain things about the problem”. |
| − | # Individually reading and further understanding the problem, identifying tasks and connecting it to what one knows and to the context of the course; looking up information and asking questions as necessary. | + | #Individually reading and further understanding the problem, identifying tasks and connecting it to what one knows and to the context of the course; looking up information and asking questions as necessary. |
| − | # Individually coming up with a plan of “how to attack the problem”. | + | #Individually coming up with a plan of “how to attack the problem”. |
| − | # Drawing individual plans together in the group; consolidating a single plan for the group; distributing work among group members. | + | #Drawing individual plans together in the group; consolidating a single plan for the group; distributing work among group members. |
===Modelling the tasks=== | ===Modelling the tasks=== | ||
Metaphors | Metaphors | ||
| − | # | + | # |
<br /> | <br /> | ||
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<br /> | <br /> | ||
==External Links== | ==External Links== | ||
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| + | [[Category:Decoding work]] | ||
| + | [[Category:General]] | ||
Revision as of 19:27, 5 September 2020
Contents
Decoding work done
Identification of bottleneck
In group activities many students are not effectively working as groups.
Description of mental tasks needed to overcome the bottleneck
Expert seem to follow a sequence of consecutive phases that commences group work:
- Individually ensure the assignment is clear to oneself; come up with an initial understanding of the problem at hand; explore possible connections to subject matter.
- An initial coming together as a group “to clarify certain things about the problem”.
- Individually reading and further understanding the problem, identifying tasks and connecting it to what one knows and to the context of the course; looking up information and asking questions as necessary.
- Individually coming up with a plan of “how to attack the problem”.
- Drawing individual plans together in the group; consolidating a single plan for the group; distributing work among group members.
Modelling the tasks
Metaphors
Sharing
...
Researchers involved
Stefan Dröschler, Peter Riegler, David Pace
See also
Notes
References
Dröschler, Stefan, Riegler, Peter, Pace, David (2017). Decoding group activities in interactive teaching in K. Mårtensson et al. (eds.): Transforming patterns through the scholarschip of teaching and learning