ITE
Return to Topics

Speaking and Listening at Reception and Key Stage 1

2 Forming Groups

2.2 Group Composition

2.2.2 Planning for group size and composition

To pull the aspects of group size and composition together, the following scenario can be given to groups of students to consider, having firstly given time for individuals to think about it on their own. As part of their deliberations, students should be guided to read differing views on the advantages and disadvantages of appointing a group leader.

Scenario

Ms Borland thinks that the History curriculum provides a useful context for the development of speaking and listening. She has therefore begun to incorporate more group talk activities into her topics. She has noticed in one of the groups that out of 6 children only three participate to any great extent. She has decided that she will appoint a group leader in the hope that it will encourage wider participation.

  1. Why might a limited number of children be participating in the talking tasks?
  2. To what extent do you think her idea about appointing a group leader will encourage greater participation?
  3. What other options could the teacher consider to increase participation?

Previous pageNext page

Contents

  1. Introduction
  2. Forming groups
    1. Group size
    2. Group composition
      1. Criteria for forming groups
      2. Planning for group size and composition
  3. Structuring Tasks Within A Curricular Context
    1. The potential of group talk
    2. Identifying talking tasks across the curriculum
    3. Features of effective talking tasks
    4. Using task structures
    5. Analysing talking tasks
  4. Other ideas for speaking and listening
NATEUKLA