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teach:divide-and-conquer-effective-class-groupmaking [2015/09/17 18:27]
eric [Cut along the dotted line]
teach:divide-and-conquer-effective-class-groupmaking [2015/09/17 18:27] (current)
eric [Common groupwork mistakes and tips for fixing them]
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 //Tip: Introduce both topics very briefly with the whole group (under 1min total explanation) and then send the group with the simpler task off to get started right away.  Then you can focus on giving details to the more complex group, get them started, and jump back to check on the first batch.// //Tip: Introduce both topics very briefly with the whole group (under 1min total explanation) and then send the group with the simpler task off to get started right away.  Then you can focus on giving details to the more complex group, get them started, and jump back to check on the first batch.//
  
-**Getting stuck on one station* (when the stations are relatively similar in difficulty and you feel like you “should” be bouncing back and forth)+**Getting stuck on one station** (when the stations are relatively similar in difficulty and you feel like you “should” be bouncing back and forth)
  
 //Tip: Use the lesson flow itself as a tool, as above (set group A going, go and explain to group B, let them get started while you check in on group A and give some quick tips, come back and check in on group B and give some quick tips, return to group A to follow up, return to group B to follow up).  Alternately,​ set yourself an actual timer (a good starting point is two minutes per station before you yourself bounce over to the other side) or some personal limit like “I will offer cues to two students only, and then go check on the rest of the class.”// //Tip: Use the lesson flow itself as a tool, as above (set group A going, go and explain to group B, let them get started while you check in on group A and give some quick tips, come back and check in on group B and give some quick tips, return to group A to follow up, return to group B to follow up).  Alternately,​ set yourself an actual timer (a good starting point is two minutes per station before you yourself bounce over to the other side) or some personal limit like “I will offer cues to two students only, and then go check on the rest of the class.”//
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 There really isn’t anything else to say.  Dividing and conquering is good; if you do it, get better at it.  If you don’t, start working on it.  You will benefit from it, as a coach; your students will benefit from it, as practitioners. There really isn’t anything else to say.  Dividing and conquering is good; if you do it, get better at it.  If you don’t, start working on it.  You will benefit from it, as a coach; your students will benefit from it, as practitioners.
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