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Behaviour – Back to Basics
Tips for going back to basics and preventing misbehaviour from happening.
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by Shotton Hall Research School
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Collaborative Learning approaches are firmly back in the spotlight. Whilst the impact of the Pandemic in schools often meant front-facing rows and little movement from students’ assigned seats, a fresh academic year has encouraged me to consider the benefits of collaborative approaches in the classroom.
Collaborative Learning is defined by the EEF (2021) as an approach which ‘involves pupils working together on activities or learning tasks in a group small enough to ensure that everyone participates’. And thus, one of the great pitfalls of collaborative learning is evident: how do we ensure every student is participating? Can we guarantee that collaborative learning is more than just sitting pupils together and hoping for the best? Although there are many factors to enabling students collaborate effectively, here are two of my crucial initial steps:
Furthermore, Nagel (2001) identified three key components in successful groupings: knowledge (the information each students possesses), power (the level of influence each student has over the others) and affection (creating a safe environment for students). Reflecting on some of these strategies and considerations may foster a more successful group dynamic, allowing students to fully benefit from a collaborative task.
Overall, the re-introduction of collaborative learning in my lessons has, I believe, proven fruitful. Using these tasks as an opportunity to discuss the mechanics of successful collaboration has seen an improvement in the social skills of learners in my classroom, whilst also providing the opportunity for high-quality oracy work; undeniably, this is an element of literacy that has taken a significant hit due to online learning (CfEY, 2021). Furthermore, perhaps its greatest benefit has been found in the opportunity to embed and internalise teacher-taught concepts – a vital stage of Freyer and Fisher’s (2013) Gradual Release of Responsibility. As we (hopefully!) emerge out of the other side of school closures and large class absence, I truly believe effective collaborative study will be essential to bridge some of these gaps.
References
CfEY & University of Oxford (2021) Oracy after the Pandemic: What Ofsted, teachers and young people think about oracy, CfEY, available at: https://cfey.org/reports/2021/…
Coggeshall, Bonnie, (2010). Assigning Individual Roles and its Effect on the Cooperative Learning Setting Mathematical and Computing Sciences Masters. Paper 99.
EEF (2021) Collaborative Learning Approaches. EEF Teaching and Learning Toolkit. Available at: https://educationendowmentfoun…
Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual release of responsibility (2nd ed.). Alexandria, VA: ASCD.
Johnson, D.W. & Johnson, R.T. (1993). Implementing cooperative learning. The Education Digest, 58(8), 62 – 66
Nagel, G.K. (2001) Effective Grouping for Literacy Instruction. Boston, MA: Allyn and Bacon.
Strickland, D (1995) within Ford, M.P. (2005) Differentiation through Flexible Grouping. Available at: https://files.eric.ed.gov/full…
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