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Using group discussion strategies



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Using group discussion strategies 
Teacher employs strategies such as envoying, 
rainbow groups, jigsawing and snowballing to 
structure group work so that dialogue remains 
focused and ideas from pupils are effectively 
shared across the groups. 
Acknowledge when pupils demonstrate 
effective dialogue 
Teacher explicitly comments on the features of 
effective dialogue where they occur. 
 
Models interest and enthusiasm 
Teacher models respect for others’ points of 
view by reflecting on them and exploring 
them, or models a positive response to sincere 
‘off the wall’ comments, or is excited about a 
good response. 
Varying length of wait time. 
The length of wait time is adjusted according 
to 
the importance and level of challenge in the 
question – for example, from a few seconds for 
thought to longer pauses of a few minutes for 
reflection or discussion. 
Negotiating whether answers are right or 
wrong and why 
Teacher invites a vote on a reasoned response, 
or crystalises the views of two camps to help 
focus further discussion, or constructively 
challenges points raised by providing an 
alternative argument 
or perspective. 
 
The formative use of summative tests 
• Pupils should be engaged in a reflective review of the work they have done to enable them to 
plan their revision effectively. 
• Pupils should be encouraged to set questions and mark answers to help them, both to 
understand the assessment process and to focus further efforts for improvement. 
• Pupils should be encouraged through peer and self-assessment to apply criteria to help them 
understand how their work might be improved. 
• Summative tests should be, and should be seen to be, a positive part of the learning process. 


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