Keeps the group on task and oriented towards its goals. Ensures that the group completes its tasks before deadlines. Your role is to assist the group leader in ensuring that everyone has an opportunity to contribute and to give time warnings
Use of the computer Typer mouse clicker
Your role is to report the thinking of your group initially to the other group and then to the whole session
Thinks of alternatives to the way things are being done considers whether this is the best way to do something offers the oppisite argument for something so that group can decide they are followwoing the correct path
Also ensures the area is left tidy afterwards.
Clarifies the aims of the group and helps the group to set sub-goals at the beginning of each meeting. Sub-goals should serve as an agenda of issues that need to be addressed during the meeting. Makes sure that all group members understand the concepts and the group’s conclusions. Starts the meetings, introduces each topic, and Your role is to invite and encourage others to contribute their ideas and to thank them for their contribution Use pause procedure to pause work for 2 mins to clarify goal, jobs, time, progress Ensures area is left tidy
Phrases heard to say
For the quieter or more reserved members of the team. Easy added extra for the child who misses the first week of the project.
Important role when the groups are anything other than friendship groups
5 Minds Groups
Homogeneous Roles meet
Either through pior knowledge and skills or via the expert teaching group. Expert Teaching Group The teacher withdraws one child from each group and teaches that gorup of children some specific skills (formatting or use fo a camera etc...) and then the expert child know goes back to the group and cascades the skills back to hteir group. Particularly helpful for the philosophy of less teacher talk and more active learning.
How often do we, as adults, have to work in a group but stumble through the process without direction or equality of individual contribution.
From Englsih NC - Speaking and Listening Group discussion and interaction 3. To talk effectively as members of a group, pupils should be taught to: make contributions relevant to the topic and take turns in discussion vary contributions to suit the activity and purpose, including exploratory and tentative comments where ideas are being collected together, and reasoned, evaluative comments as discussion moves to conclusions or actions qualify or justify what they think after listening to others' questions or accounts deal politely with opposing points of view and enable discussion to move on take up and sustain different roles, adapting them to suit the situation, including chair, scribe and spokesperson use different ways to help the group move forward, including summarising the main points, reviewing what has been said, clarifying, drawing others in, reaching agreement, considering alternatives and anticipating consequences.
Checks that each person in the group understands what the group are doing. Uses Pause Procedure - works with Timekeeper - after 15 to 20 mins - pause for 2 mins while everyone checks the goal, their jobs (leader), progrees (timekeeper),
Group Role Cards
Designing Group Learning
Assumes role of any missing team member - doubles up roles
intorduce to young children by assigning each role with an animal so that the leader is a lion or elephant, the scribe is an owl, timekeeper...etc Ensuring the children take on the characteristics is as essential as taking on the role. The roles must be rotated so that every child gets the chance to play and develop in each role.
Define the Task
Make a Rubric