1. ‘Think-pair-share’ and ‘Think-pair-square’. This strategy is one of those techniques that we employ so readily that we can almost forget about it, it is simply so automatic for most teachers; yet, because of that we can easily forget it in our planning. We need to use it regularly because it is the very best of scaffolded learning; it almost always facilitates better quality feedback by allowing proper thinking time and for students to sound out their ideas and receive instantaneous feedback from peers. ‘Think-pair-square’ adds a

touch of added flavour, involving linking two pairs together (to form the ‘square’ to share their ideas before whole class feedback). Once more, it is about adding depth to ideas, stimulating debate and collaborative thinking.

2. Snowballing or the Jigsaw method Similar to the ‘square’ approach mentioned in ‘Think-Pair-Square’, the ‘snowballing’ activity is another simple but very effective way of building upon ideas by starting with small groups and expanding the groups in a structured way. As the metaphor of the snowball suggests, you can begin with an individual response to a question; followed by then pairing up students up; then creating a four and so on. It does allow for quick, flexible group work that doesn’t necessarily require much planning, but does keep shaping viewpoints and challenging ‘answers’ is a constructive fashion. The ‘jigsaw method’ is slightly more intricate. Put simply, when researching a topic, like the

causes of the Second World War, each member of a group is allocated an area for which they need to become the ‘expert‘, such as ‘the impact of the Treaty of Versailles’, or ‘issues with the dissolution of Austria-Hungary’ for example. With five or six ‘Home‘ groups identified, the ‘experts‘ then leave that group to come together to pool their expertise on the one topic; they question one another and combine research, ideas and their knowledge. Then each ‘expert‘ returns to their ‘home‘ group to share their findings. It is a skillful way of varying group dynamics as well as scaffolding learning.

3. Debate

The premise of a debate, and its value in enriching the learning of logic, developing understanding and the

simultaneous sharpening and opening our minds, is quite obvious so I will not elaborate. If you are ever

stuck for a debate topic then this website will be of great use: http://idebate.org/debatabase. The

Oxford rules model is an essential model for the classroom in my view. It provides a clear structure and

even a level of formality which is important, provide coherence and greater clarity to the debate. The rules, familiar steps though they are for many, are as follows:

Four speakers in each team (for and against the motion) First speaker introduces all the ideas that team has generated Second speaker outlines two or three more ideas in some depth Third speaker outlines two or three ideas in some depth Fourth speaker criticises the points made by the other team Each individual speaker has two minutes to speak (or more of course), with protected time of thirty seconds at the beginning or the end The rest of the team is the ‘Floor‘ and can interject at any time by calling out ‘Point of Information‘ and standing. The speaker can accept or reject an interjection.

You may wish to have the other groups work as feedback observers on the debate being undertaking.

This has the benefit of keeping the whole class engaged and actively listening to the debate.

4. Talking Triads Another simple, but highly effective strategy. It is a strategy that gets people to explore a chosen topic, but with a really rigorous analysis of ideas and views. The triad comprises of a speaker, a questioner and a recorder/analyst. You can prepare questions, or you can get the questioner and the analyst to prepare questions whilst the speaker prepares or reflects upon potential answers. This can be done in front of the class as a gallery of sorts, or you can have all triads working simultaneously. If they do work simultaneously, then a nice addition is to raise your hand next to a particular triad, which signals for other groups to stop and listen whilst that specific triad continues, allowing for some quality listening opportunities.

5. Mastery Modelling This involves a form of formative assessment from students, where the teacher gives a

group a series of models, both exemplar models and lesser models, including some with

common errors that students would likely identify. The students need to do a critical

appraisal of these models as a group and identify their summary assessment of the

models first, before then devising and presenting a ‘mastery model’ that is a composite

exemplar model of work. This strategy works in pretty much every subject, with the

subject being either an essay, a piece of art, or a mathematical problem. This

presentation should include an explicit focus upon the steps taken leading to create the ‘mastery model ‘ during the feedback – this unveils the process required for mastery

for the whole class.

References

Hunting English

http://www.huntingenglish.com/2013/01/12/top-ten-group-work-strategies/

Miss Ward’s Collaborative Learning app

http://www.missward.co.uk/app/collaborative-learning-ideas/