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SUMMARY:Teacher interventions in small group work in secondary mathematics
  and science lessons - Professor Neil Mercer & Dr Riikka Hofmann\, Univers
 ity of Cambridge \, Faculty of Education
DTSTART:20150428T153000Z
DTEND:20150428T170000Z
UID:TALK59223@talks.cam.ac.uk
CONTACT:Ann Waterman
DESCRIPTION:Collaborative problem solving\, when students work in pairs or
  small groups on a curriculum-related task\, has become an increasingly co
 mmon feature of classroom education and is a core feature of dialogic teac
 hing and learning. This paper reports a study on a topic which has receive
 d relatively little attention: how teachers can most usefully mediate stud
 ents' discussions and thinking during small-group work. The data used come
 s from a large scale study of mathematics and science teaching through dia
 logic methods in secondary schools in South East England\, in which intera
 ctions between teachers and students were recorded in their usual classroo
 ms. We describe the different ways teachers were observed to intervene dur
 ing students' small-group discussions. We further examine and theorise the
  kinds of situations in which teachers employ these different kinds of str
 ategies. Finally\, we will discuss the implications for supporting student
 s' learning\, and pedagogic and professional change.\n\n
LOCATION:Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, (Rm
  GS5\, Donald McIntyre Building)
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