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Group work strategies
Working in pairs or groups can help students learn. Strategies include speed thinking where students individually write down formulas within a time limit, then pair up to combine answers. Pairs are then timed again to see who lists the most. Working with an expert can also extend the task, with groups of four composed of two pairs consulting slides for additional guidance. The document provides strategies for collaborative learning through timed exercises completed individually then in pairs or groups.
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Group work strategies
- 1. Strategies for workingin groups/ pairs By Angela Phillips
- 2. Speed thinking See PP slides below. This can be extended depending on the task to then work in a group of 4 (two pairs).
- 3. Speed thinking • WhenI have explained how to do this you have a set time to do each bit. • When I say start, in silence, write down as many formulas as you can that you have come across in Maths or every day life. e.g. The formula for area of a rectangle is base x height or A = b x h or A = bh
- 4. Go Remember inSILENCE You only have 1 minute
- 5. You have 1½ minutes Now see how many you can get in a pair
- 6. Which pair hasgot the most?
- 7. Experts See PP slidesbelow.
Editor's Notes
- #4 Change the red bit to fit in with what you want the students to do. Explain that you are having a competition to see which working pair can come up with the most formulas. Ensure the students know who they are working with. They have 1 minute to get as many ideas of their own down in their books. Then they have 1 ½ mins to get as many down as they can in pairs (so total thinking time 2 ½ mins).Once this is complete, share the formulas as a class and write some down on the board. Choose a formula and get the students to substitute into it some values that you have given them (great activity for using mini white boards to check understanding).
- #5 Explain that you are having a competition to see which working pair can come up with the most formulas. Ensure the students know who they are working with. They have 1 minute to get as many ideas of their own down in their books. Then they have 1 ½ mins to get as many down as they can in pairs (so total thinking time 2 ½ mins).Once this is complete, share the formulas as a class and write some down on the board. Choose a formula and get the students to substitute into it some values that you have given them (great activity for using mini white boards to check understanding).
- #6 Explain that you are having a competition to see which working pair can come up with the most formulas. Ensure the students know who they are working with. They have 1 minute to get as many ideas of their own down in their books. Then they have 1 ½ mins to get as many down as they can in pairs (so total thinking time 2 ½ mins).Once this is complete, share the formulas as a class and write some down on the board. Choose a formula and get the students to substitute into it some values that you have given them (great activity for using mini white boards to check understanding).
- #7 As different pairs to read out the formulas, write some good ones down on the board. These would be ideal to use as examples of how to substitute into a formula.Explain that you are having a competition to see which working pair can come up with the most formulas. Ensure the students know who they are working with. They have 1 minute to get as many ideas of their own down in their books. Then they have 1 ½ mins to get as many down as they can in pairs (so total thinking time 2 ½ mins).Once this is complete, share the formulas as a class and write some down on the board. Choose a formula and get the students to substitute into it some values that you have given them (great activity for using mini white boards to check understanding).