TEACHER ROOM: Strategies for working in a group in the classroom.

deisip67 (69)in #steempress • 6 years ago (edited)

The group, from the point of view of the school, is a group of students, usually gathered at times and in a specific institution, which are related through mutual internal representations. Their task is to internalize and appropriate the cultural tools that allow them a growing, autonomous and transformative participation in the life of the community. The interaction takes place through complex mechanisms of assumption and assignment of roles.

Source

Some strategies that can be used for group work are the following:

❄ Encourage participation. Establish a relational, emotional climate based on trust, security and acceptance among all, and in which there is room for curiosity, the ability to surprise and interest in knowledge itself. It must be guaranteed that everyone can express their point of view explicitly, this process is what allows the cognitive break and advance. The coordination of roles, the mutual control of work and the mutual offer and the reception of help are basic elements to create this climate.

SourceParticipation implies the implementation of creative efforts to understand and contribute to social activity, which by its very nature implies the construction of bridges between very different ways of understanding a situation.

❄ Allow the participation of all students, regardless of their degree of competence and initial experience for the task, providing a wide range of activities, with different types of demands and levels of final achievements. The same applies to the arrangement of work materials, the organization of the classroom and the distribution of time.

Source❄Modify the programming based on the information obtained from the performance and the partial production of the students.

❄ Allow the interaction of each student with many others, in variable subgroups, to allow the best conditions of cooperation between them and to privilege the really operative ones. The contrast between the points of view is convenient to be moderately dibergent.

Source❄ Foresee a relational environment where the idiosyncratic characteristics of the group and its members are respected in the face-to-face work.

❄ Respect and favor through different types of interventions the overcoming of the obstacles that appear during the task. There are some procedures to model this task through demonstration, pointing and interpretation.

Source❄ Allow time for the three moments of group work: pre-homework, homework and assessment. The pre-task is the time to explain the objectives and expected results and to process the resistance and anguish produced when facing the new learning. The task is the moment of group production, in which the modifications of the internal representations of the members of the group are produced as a result of the interactions that take place.

SourceThis work not only modifies and reorganizes the academic knowledge, but also the mutual internal representations of the members of the group. The evaluation is the metacognitive moment, of reflection on the produced thing, the changes made in the group structure and in the individual plane, trying to predict the consequences of the changes and to plan the continuity of the task.

❄ Provide space and time for students to make an autonomous and meaningful application of what they have learned (beyond the scope of the evaluation), and provide them with strategies and skills that allow them to advance autonomously, controlling and reflecting on their learning processes ( metacognition).

SourceThe group work supposes necessary moments for the individual processing, understanding that even in these moments of personal work, the constant reference is that of the others. The subject is never built alone, that is why the academic structure and participation are mutually related.

❄ Present to the permanent evaluation the interactive modality of the group; their forms of organization and functioning reveal the relationship that subjects maintain with their motivations, needs and social meanings constructed. The analysis of the roles allows to understand the form of adaptation to the reality of the members of the group. The failure to link interactivity reveals alterations in the communication and learning process.