how does collaborative group work affect science learning?
TRANSCRIPT
How does collaborative group work affect science learning?
Key issue addressed by the study
This UK study examined the effectiveness of the This UK study examined the effectiveness of the SPRinG (SPRinG (Social Pedagogic Research into Social Pedagogic Research into Group-work) Group-work) programme, which aimed to:programme, which aimed to:– increase the amount and quality of group work increase the amount and quality of group work – provide teachers with strategies for enhancing pupils’ provide teachers with strategies for enhancing pupils’
work in groupswork in groups
The effects of group work on science The effects of group work on science learning learning Pupils who took part in the SPRinG project:Pupils who took part in the SPRinG project:
– showed more progress than the control group on general showed more progress than the control group on general science testsscience tests
– showed significantly more progress than the control group showed significantly more progress than the control group on specific test questions on evaporation/ condensation and on specific test questions on evaporation/ condensation and forcesforces
Gender and prior attainmentGender and prior attainment
Low, middle and high attainers made equal Low, middle and high attainers made equal progress progress
There were no differences between the There were no differences between the progress boys and girls made over the yearprogress boys and girls made over the year
Group work skills pupils needGroup work skills pupils need
Pupils’ needed to develop their skills in:Pupils’ needed to develop their skills in:– listening, sharing and explaining ideas listening, sharing and explaining ideas – learning to trust and respect one anotherlearning to trust and respect one another– planning and organisingplanning and organising– developing independencedeveloping independence– taking responsibility for their own learningtaking responsibility for their own learning
Classroom organisationClassroom organisation
Ways of organising Ways of organising the classroom that the classroom that helped included:helped included:– increasing the increasing the
proximity of pupils proximity of pupils to each otherto each other
– ensuring group ensuring group sizes of 2-4 pupils sizes of 2-4 pupils that are stable for at that are stable for at least a termleast a term
Teachers’ perception and planningTeachers’ perception and planning
It was important that the It was important that the task was set up to task was set up to encourage pupils to work encourage pupils to work together together
For example, giving a For example, giving a single answer (and single answer (and question) sheet to the question) sheet to the group encouraged group encouraged communication between communication between group membersgroup members
The teacher’s roleThe teacher’s role Teachers supported group work by:Teachers supported group work by:
– circulating between and monitoring groups rather than working with one particular circulating between and monitoring groups rather than working with one particular groupgroup
– guiding groups when they encountered difficultiesguiding groups when they encountered difficulties– modeling and reinforcing good social and conversation skillsmodeling and reinforcing good social and conversation skills– coaching individual children and groups in co-operation skillscoaching individual children and groups in co-operation skills
Allocating pupils’ roles in group workAllocating pupils’ roles in group work
Roles were allocated to group Roles were allocated to group members to encourage a members to encourage a feeling of group responsibility:feeling of group responsibility: allocating roles were most allocating roles were most
effective when pupils were effective when pupils were experienced at group workexperienced at group work
roles such as scribe, roles such as scribe, chairperson and spokesperson chairperson and spokesperson were introduced early onwere introduced early on
teachers initially suggested who teachers initially suggested who did what but later pupils did this did what but later pupils did this themselvesthemselves
Teachers’ support for learning in group Teachers’ support for learning in group workwork
Teachers supported pupils and maintained Teachers supported pupils and maintained challenge, through scaffolding, involving:challenge, through scaffolding, involving:– structuring lessons to create stepping stones structuring lessons to create stepping stones
through pupils’ learningthrough pupils’ learning– encouraging reflection on group processesencouraging reflection on group processes– monitoring and guiding group interactions, rather monitoring and guiding group interactions, rather
than dominating themthan dominating them
Who were the children in the study?Who were the children in the study?
The project involved 560 year four and five The project involved 560 year four and five pupils from 21 classes in 12 London schoolspupils from 21 classes in 12 London schools
The control groups came from a different area of The control groups came from a different area of London and involved 1027 year four and five London and involved 1027 year four and five pupils from 40 classes in 19 schoolspupils from 40 classes in 19 schools
Teachers’ professional developmentTeachers’ professional development
Researchers worked with Researchers worked with teachers over the year to teachers over the year to support implementation support implementation
Lesson plans were Lesson plans were implemented over 14 implemented over 14 weeks, with one training weeks, with one training session and one session and one reinforcement session a reinforcement session a week week
Control groups followed the Control groups followed the same curriculum in the same curriculum in the usual wayusual way
How was the information gathered?How was the information gathered?
Test results collected at the start and end of Test results collected at the start and end of each school year each school year
Assessment of pupils’ performance on individual Assessment of pupils’ performance on individual topics such as forces and topics such as forces and evaporation/condensationevaporation/condensation
How can teachers use this evidence?How can teachers use this evidence?
Making group work effective takes planning and organisation. Could you Making group work effective takes planning and organisation. Could you promote effective group work by:promote effective group work by:
─ working with pupils to develop group rules for dialogue?working with pupils to develop group rules for dialogue?─ using feedback on how to give or receive help to encourage pupils to work using feedback on how to give or receive help to encourage pupils to work
together?together?─ holding a class discussion on how to sustain a positive atmosphere in groups?holding a class discussion on how to sustain a positive atmosphere in groups?─ encouraging participation by allocating roles such as scribe or chairperson?encouraging participation by allocating roles such as scribe or chairperson?
How can school leaders use this How can school leaders use this evidence?evidence? The study showed the importance of developing teachers’ skills in The study showed the importance of developing teachers’ skills in
managing group work that promoted high quality talkmanaging group work that promoted high quality talk─ How might you set up a professional development programme for increasing How might you set up a professional development programme for increasing
teachers skills in group work?teachers skills in group work?─ What kinds of group work are taking place in classes in your school? Are there What kinds of group work are taking place in classes in your school? Are there
experts among your staff who could work with others to develop their skills?experts among your staff who could work with others to develop their skills?
Follow-up readingFollow-up reading
Study reference: Study reference: Baines, E. Blatchford, P. and Chowne, A. (2006)Baines, E. Blatchford, P. and Chowne, A. (2006)Improving the effectiveness of collaborative group work in primary Improving the effectiveness of collaborative group work in primary schools: effects on science attainmentschools: effects on science attainment
British Educational Research JournalBritish Educational Research Journal 33 (5) pp. 663-680 33 (5) pp. 663-680 You might like to read a more detailed summary about of this You might like to read a more detailed summary about of this
researchresearch, , accessible at:accessible at:
www.standards.dfes.gov.uk/research/themes/speakandlisten/collabscience/
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