Chapter one discussed the importance of children conversing in small groups and carrying out tasks without direct supervision. By allowing students to struggle, and make mistakes during group work fosters an environment conducive for creativity and engagement. Students must be given opportunities to communicate with one another using non-verbally and verbally. As a result, students begin to learn how to solve problems in a collaborative manner and solve problems in abstract ways.
In my experiences with small groups I have learned that utilizing the strategies discussed in chapter one has enabled me to think more creatively and has enabled me to offer and show case my strength while relying on others to solve problems.
Chapter two
By encouraging students to analyze, discuss, discover solutions to solve difficult problems provides (“with no clear, right answer”) them the opportunity to think creative ways that traditional educational methods are unable to do. By verbally discussing problems students are able to “fill in the gaps of their understanding” while all the long developing friendly ties with one another. As a result, students not only break down interracial barriers but are able to foster lasting friendships with one another in positive ways.
My experiences in the credentialing program has offered many opportunities to collaborate with peers to solve challenging problems and as a result I have gained many lasting friendships which is why I believe the statements in the above paragraph to be valid.
Chapter three
Group segregation is a significant problem that teachers must address and understand when utilizing small group activities in the classroom. Unfortunately, “small groups tend to develop hierarchies” and as a result students who are not popular, not academically skilled (reading, math…) ideas and thoughts are not accepted (they are perceived as inferior) while the students who have high standings in these areas dominate the group.
As a student with learning disabilities reading has always and remains to be challenging for me. Because of members in groups would often perceive my ideas and contributions to be inferior to their own due to my lack of success in school. However, by providing group assignments and roles that students are responsible to carry out for the group to succeed decreases segregation and increases inclusion.
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Ch 2--notice the findings show that students both learn better and with deeper understanding, but also learn to appreciate diversity of thinking, a sort of "relational equity".
ReplyDeleteI would be curious about your comments being one of "those" kids talked about in this chapter, the one who may not have the same access to materials because of your differing reading abilities.