This document discusses the benefits of small group collaboration among students when done effectively. It notes that research shows collaboration can positively impact learning as long as groups have shared goals and individual accountability. However, some teacher styles have reduced the quality and quantity of student discussion. The document then outlines techniques to promote effective small group discussions, including establishing ground rules and analyzing different types of student talk. The goal is to help students build on each other's ideas and reasoning through exploratory talk rather than simply disputing or confirming ideas.

1. Students working Collaboratively

2. Why small group collaboration?

Research shows that it has positive
effects on learning

As long as there are:
– Shared goals
– Individual accountability
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3. Why small group collaboration?

Transmission teaching styles have
reduced:
–
–

Quality
Quantity of student discussion
Sometimes, groupwork might not
profit student learning (depending
on the type of talk in the groups).
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4. This unit will help you to:





List characteristics of discussions
that benefit learning
Recognise teacher concerns
Understand techniques for
promoting effective discussion
Understand the teacher’s role in
discussion management
Plan discussion based lessons
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5. A. Experiencing a discussion


Read problem 4 on handout 1
individually and write down your
own response for it
Work as a group, compare your
responses and try to refine your
answers until you feel you have
reached a consensus
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6. Some points for reflection

Did you find it helpful to have a chance
to think about the question yourself
before it was discussed in your group?

How far did you really think together, or
did you tend to follow independent lines
of thought?
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7. Some points for reflection

Did someone 'take over'? Was someone
a 'passenger'?

Did you listen to, share ideas with and
consider the alternative views of
everyone in the group?
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8. Some points for reflection

Did you build on each others' ideas to
construct chains of coherent reasoning?

Did you feel able to share your ideas
without fear of embarrassment of being
wrong? Did anyone feel uncomfortable
or threatened? If so, why?
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9. Some points for reflection

Did your discussion stay 'on task' or were you
'wandering'?
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10. Some points for reflection

What are the implications of this idea for
your classroom?
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11. Some points for reflection

Most of the problems do not have one
‘definitive’ answer.

Students must think for themselves first.
– Quick thinking and confident students are
more likely to dominate discussion.
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12. Types of student talk
Working in a group
VS
Working as a group
What’s the difference?
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13. Types of student talk
(Mercer 1995,2000)

Disputational talk – This consists of
disagreement and individualised
decision making. It is characterised
by short exchanges consisting of
assertions and counter-assertions.
NOT BENEFICIAL
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14. Types of student talk
(Mercer 1995,2000)

Cumulative talk – speakers build
positively and uncritically on what
each other has said. This is typically
characterised by repetitions,
confirmations and elaborations.
NOT BENEFICIAL
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15. Types of student talk
(Mercer 1995,2000)

Exploratory talk – Speakers work on
and elaborate each other’s
reasoning in a collaborative
atmosphere. Enables reasoning to
become audible and knowledge
becomes publicly accountable.
Characterised by critical and
constructive exchanges.
Challenges are justified and
alternative ideas are offered.
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16. B. Analysing a Discussion
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17. C. Recognising teacher concerns
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18. D. Ground Rules
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