Latest books

Archives

Download e-book for kindle: Talking and Learning in Groups (Leverhulme Primary Project by Neville Bennett, Elizabeth Dunne

By Neville Bennett, Elizabeth Dunne

First released in 1990. Routledge is an imprint of Taylor & Francis, an informa corporation.

Show description

Read or Download Talking and Learning in Groups (Leverhulme Primary Project Classroom Skills) PDF

Best 90 minutes books

New PDF release: V-1 Flying Bomb 1942-52: Hitler's infamous 'doodlebug'

The 1st deployment of the V-1 was once in June 1944 whilst, following years of assessments, Hitler gave the order to assault England. identified to the Allies because the "Buzz Bomb" or "Doodlebug", the V-1 was once the world's first cruise missile. This e-book explores the V-1 intimately, from its preliminary thought, first use in 1944, a few of the Allied counter-measures, and the later use of the V-1 through the conflict of the Bulge.

Read e-book online Talking and Learning in Groups (Leverhulme Primary Project PDF

First released in 1990. Routledge is an imprint of Taylor & Francis, an informa corporation.

Extra info for Talking and Learning in Groups (Leverhulme Primary Project Classroom Skills)

Example text

I would also aim to provide the children with feedback about those gains, so that they perceived the values and benefits of talking and cooperative skills. When I asked the children why they worked in groups, they said: • • • • • to practise getting on with one another to learn things other people know to get help with spellings to co-operate and help to listen to one another 44 MANAGING GROUPS • to think • to solve problems • to sort out what you will do. Moving towards cooperation—training and practice Cooperation does not always occur readily and groups do not always work easily together.

1). Observation is clearly central to the process of monitoring and SEAC suggest that teachers already often make use of observation. It may be part of everyday activity for many teachers who observe children constantly for evidence of, for example, progress, misunderstanding or developing relationships. However, if observation is to play a role in assessment of attainment, SEAC states: Observation of process has to be planned for. Such observation for assessment should be analytical, moving beyond a general impression, into seeing what the child is actually doing.

It does not seem to create organisational problems. The use of teamteaching, or helpers and parents, may often allow for better management of groups in the classroom, but the aim of this book is to suggest alternative ways by which teachers can cope more easily with the many demands and pressures of classroom life. We hope that by using cooperative groupwork they will feel encouraged to allow children to take on more responsibility for their own work and the management of their own groups. Our concern in this unit is to try to shed some light on the factors that teachers ought to take into account when setting up groups for cooperative work.

Download PDF sample

Rated 4.69 of 5 – based on 47 votes

Comments are closed.