By Neville Bennett, Elizabeth Dunne
First released in 1990. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Additional resources for Talking and Learning in Groups (Leverhulme Primary Project Classroom Skills)
Observation of interaction Sharing and cooperation develop first in play situations. If an older child in primary school does not appear to be able to participate as intended, it may be a temporary effect due to the particular task, or one child may not relate well to another member of the group. Repeated observation will help a teacher to focus on causes, and indicate how help may be offered. Current training activities in many schools and local education authorities are focusing on the observation of interaction.
It may take time, as well as training and advice, for a teacher to develop full confidence in the observation of interaction. g. of the outcome of a group activity, a poem, story, dramatic scene or play. In order to assess this SoA, six children, who had been on a visit to the airport as part of a project on ‘Flight’, were asked to present an oral report to the class. As the group planned and carried out the presentation, the teacher observed them and recorded her observations on a checklist which included the features which had previously been identified as indicating attainment.
Neil: Its a lot more good—like—like—if I wrote a story I’d go ‘as he swings his head with his sword’ and stop the book there and they’d want to buy the next book wouldn’t they? Holly: No, probably wouldn’t—because not many people like animals being killed. Neil: They would. 24 TYPES OF COOPERATIVE GROUPWORK Whole group discussion ACTIVITY 8 Discuss the following questions: 1 To what extent are these children challenging each other’s ideas? 2 Do the children all justify their own opinions? In what ways?
Talking and Learning in Groups (Leverhulme Primary Project Classroom Skills) by Neville Bennett, Elizabeth Dunne