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Home > Reflective Teaching in Schools, 5th Ed >  3. Teaching for learning > 11. Pedagogy > Reflective Activities > To examine communicative and interpersonal skills in group work


  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. Inclusion
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Expertise
  25.    17. Professionalism
  26.    Starting out [supplementary
       chapter]
  27.    Improvement [supplementary
       chapter]

To examine communicative and interpersonal skills in group work

Aim

To examine communicative and interpersonal skills in group work.

A reflective teacher may find it useful to consider some of the following questions:

1. Do the participants take turns or do they frequently talk over each other or interrupt?

Do they invite contributions, redirect contributions for further comments, give encouragement?

Do they listen to each other? Are they willing to learn from each other (ie: respond and react to each other's contributions)?

Do they indulge in 'parallel' talk (ie: continue their own line of thinking)?

Does conflict emerge or is harmony maintained?

 Is conflict positively handled?

  • by modifying statements, rather than just reasserting them?
  • by examining assumptions, rather than leaving them implicit?
  • by explaining/accounting for claims?

2. Do participants elaborate their contributions?

  • by giving details of events, people, feelings?
  • by providing reasons, explanations, examples?

Do they extend ideas?

  • by asking for specific information?
  • by asking for clarification?

Do they explore suggestions?

  • by asking for alternatives?
  • by speculating, imagining and hypothesising?

Do they evaluate?

  • by pooling ideas and suspending judgement before making choices?

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