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Home > Reflective Teaching in Primary Schools >  3. Teaching for learning > 11. Pedagogy > Reflective Activities > To decide the most appropriate type and size of grouping for the activities planned


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

To decide the most appropriate type and size of grouping for the activities planned

Aim

To decide the most appropriate type and size of grouping for the activities planned.

Evidence and reflection

We suggest that notes on the size of groupings are made on the most appropriate cell of a matrix of types such as the one given below:

Activity

Individual work

Whole‑class work

 

 

Group work

 

 

 

 

 

Random grouping

Age grouping

Attainment grouping 

Interest grouping

Friendship grouping

Investigative science activities

 

 

 

 

 

 

 

 

Literacy Hour introduction

 

 

 

 

 

 

 

Guided reading

 

 

 

 

 

 

 

Data input using ICT

 

 

 

 

 

 

 

Clay work

 

 

 

 

 

 

 

Drama

 

 

 

 

 

 

 

Extension

The benefit of this sort of analysis is in the increased sensitivity to the unique potential of each type of learning situation. It will support the development of professional judgement and should help in ensuring coherence between learning aims, social context and organizational strategies.


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