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This session focuses on innovative methods for fostering meaningful interactions among students within small groups. Presented at the ECLS Teaching and Learning Conference on July 8, 2011, the workshop highlights practical strategies such as "inside-outside circles" to encourage discussion and collaboration. Participants will explore their experiences with teaching spaces, devise solutions to common frustrations, and engage in action research to improve practices. By using structured group formation and reflective inquiry, educators can promote productive dialogue and enhance learning outcomes for future cohorts.
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Interaction with purpose in a small group settingRachel lofthouse , ECLS Teaching and Learning Conference 8th July 2011
15 minute session! • Model an approach to developing interaction with purpose • Explain how it was used as the basis of a seminar session
Inside outside circles • What frustrates you about teaching spaces you use? • What solutions have you devised to overcome the issues?
PGCE SESSION Inside outside circles • What led you to select your focus for action research? • What processes did you use to enquire into practice? Rationale: Students had returned from school placement and were conducting action research into an aspect of teaching . This activity got them talking to as many of their peers as possible in short space of time and kept them focused (when they would be inclined to gossip).
PGCE SESSION Group formation • 3 groups – you decide • Aiming for: • ‘Projects’ focused on more than one key stage • At least one project with quantitative data and at least one with qualitative data • Two projects (but not all projects ) which are thematically related Rationale: Students used the info gained from the inside-outside circles activity to quickly form groups meeting pre-set criteria. This avoided normal drift to cosy ‘friendship’ groups but did provide some ownership of group formation process. Criteria required that they re-process the conversations they had just had.
PGCE SESSION Action Enquiry Review (1) • Take turns to explain the • What? • So what? • Now what? of your action enquiry Rationale: Students are familiar with these questions as the basis of reflection. The instruction to take turns ensures that all students should have short period of allocated time with their research in focus. Discussion flows from these inputs. I give prompts of when to swap over for those who need it.
PGCE SESSION Action Enquiry Review (2)same groups; 10 mins • Blog entry for next years PGCE group; synthesise the main outcomes • What have we learned about developing teaching and learning as a result of our action enquiries? • 250 words max Rationale: We are keen for current students to provide a legacy for future students. The written task is quick because of the quality of the conversations but does require second –level reflection (ie. not a repeat activity). We have a PC cluster down the corridor which we use – only 3 PCs required as group task). Each blog entry emailed to me within 10 minutes and then all reviewed with group on their return. They were published to the blog an hour later and email sent out to new students. http://teacherslearningmatters.blogspot.com/
Interaction with purpose in a small group setting • Any questions or comments?
