Beaconhouse School System

Southern Region
PECHS Campus
Cohort VI
Year 2017-18

Title: Group work

Assignment submitted as part of the requirements for Developing Reflective Practitioners Course

Name of the Candidate: Irum Asif

Branch: PECHS Campus O levels Section
Date: 12th Dec 2017
Contents
Introduction:..........................................................................................................................................................................3
Rationale for the chosen strategy:.........................................................................................................................................3
Implementation of Strategy:..................................................................................................................................................4
Reflection on the application of the strategy:........................................................................................................................4
Future Implications:..............................................................................................................................................................5
Action Plan............................................................................................................................................................................7
References.............................................................................................................................................................................8
Appendix A...........................................................................................................................................................................9
LESSON PLAN.................................................................................................................................................................... 9
Introduction:........................................................................................................................................................................ 10
Appendix B......................................................................................................................................................................... 13
INSTRUCTION SHEETS...................................................................................................................................................13
CIE CRITERIA CHECKLIST............................................................................................................................................13
Appendix C......................................................................................................................................................................... 16
STUDENTS’ WORK..........................................................................................................................................................16
ONE MINUTE PAPER.......................................................................................................................................................16

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Introduction:
I am Irum Asif and I have been affiliated with Beaconhouse School System as an O Level English teacher since
August 2015. In DRP course I learnt many interactive teaching strategies out of which I found “group work”
very challenging but fruitful. I decided to investigate group work as collaborative learning is an area that is
increasingly receiving attention in academic fields. This is because group-based learning has many benefits as
compared to individual student learning. For my research, I chose a class comprising of 18 boys. They are
mixed ability students, who vary in terms of their background, language knowledge, motivation and interest in
English.

Rationale for the chosen strategy:

Most of the students of my class have an average English language speaking and writing skills about which I
came to know through evolution of their written work and class communication. Working in groups during DRP
course, I found this strategy very advantageous, therefore I decided to research on group work and apply it in
teaching to benefit my students. According to Burke group work supports in dynamic learning, improve critical
thinking, and augment communication skills in students if careful planning is done by the instructor in its
execution (Burke, 2011).
Further studies also show that a chief reason to encourage group work in the class room is that it is an effective
way to learn. Students learn from each other when they interchange their ideas and feedback. They also acquire
from the diverse experience of other students. Secondly, working in groups, students improve standard skills
such as organisation, communication, co-operation, and assertiveness (CERD, 2010).

I would group my students of diverse ability so that they can enrich their learning through communication in a
mixed ability group. When children interact with each other and try to figure out the best solution for the given
task, they learn to accept their mates’ opinions. They discuss pros and cons of each other’s point of views and
then come up with the best possible results.

Davis in his research states whatever the nature of the group work task, students should have clear information
about the intended learning outcomes of the task. In addition they should understand how their work will be
assessed, with a clear statement of assessment criteria. Successful group work is easier if the students know how
the assignment relates to the course content and what the final product is supposed to be (Davis, 2009). I would
plan group work with clear instruction to facilitate the learning of my students.

Group disagreement was another hurdle which always discouraged me from using this approach. In a research,
it is stated that the group work is an effective strategy. It is the responsibility of teacher to highlight the
significance of listening s kills and design proper procedures for students to provide and receive productive
criticism (Hammar Chiriac, 2014). Hence I picked up the challenge. Another research shows that group work
not only refine students’ interpersonal skills but they also learn to inquire, share concepts, and develop new
understandings which strengthen their subject knowledge.
Sometimes time management also hinders group work as students in group could not find time to evaluate the
end product of the given task which enables teacher to measure the learning of the group members. It can be
overcome by proper allocation of time for every step and by designing a strong evaluation process. Stevens and
Levi (2013) advocate the use of rubrics because they convey expectations to the students, help students focus
their efforts, improve student achievement, reduce grading time for the instructor and improve the effectiveness
of feedback.

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Implementation of Strategy:
In the beginning of class, mixed ability groups comprising of three students were made. There were 18 students
in the class so I distributed them in six groups (Appendix B). I made groups keeping in view that each group
should be the combination of below average, average and above average students. Al-Subaiei says “Instructors
can divide their pupils into various groups, incorporating different student-centered methods to improve on their
study and to motivate them to participate more in their preferred learning method.” (Al-Subaiei, 2017)
Directions about group rules were shared with group members and students were asked to allocate themselves
the roles according to their abilities and concern so that they can work flexibly to fulfil the task.
An instruction sheet was shared with students on multimedia about the task (Appendix C). According to it they
had to write a formal report to the police as a witness of any one of the two incidents which they were shown in
videos. I purposely divided the students in trio groups so they can distribute the three bullet points of the task
among themselves. After watching a selected video, they conducted a discussion about the crime they
witnessed. Each member then jotted down the facts according to the bullet point he had selected. They shared
all the details and the facilitator arranged them logically. Next the writer wrote a report fulfilling the CIE criteria
(Appendix D).
For evaluation and feedback, I asked the groups to pass their reports to the group sitting next to them and each
group in clock wise direction passed the report. Each group read the report of other group keeping in view the
CIE criteria given to them, discussed both positive and negative points in it and shared a written feedback.
Reports were returned to each group and leader of each group shared the comments with the whole class.
In the end I distributed a minute paper and gathered the feedback for the evaluation and future planning about
the topic. This session proved to be quite interactive as students actively and excitedly participated. This
enabled the entire class to develop a clear understanding of the lesson.

Reflection on the application of the strategy:

The experience of writing a report in group was comparatively successful as students showed more enthusiasm
working in groups and the group interaction also enhanced the performance. This was evaluated from their
feedback on minute paper (Appendix E). Similarly, while gathering facts in groups, they focused on minute
details of the incident which they might ignore during individual work. Because of the mutual working, students
also concentrated on writing correct format and the use of formal vocabulary. Beside this when students were
assessing each other’s work in groups, they showed complete involvement as all their responses were reflecting
their clarity about the topic (Appendix F).
While facilitating the group work, I noticed that some of the students were not performing their duties assigned
to them. They were either busy in talking to their friends or sitting idle waiting for their group members to
complete the task. Being an instructor I should not assume that all the students possess skills to make effective
use of group work. Burk suggests that an instructor should give clear instructions to the students, relate the task
criteria in detail and develop the skills needed to work in a group. They should be taught the art of giving and
receiving positive criticism. (Burk, 2011)
The class was divided into a trio groups which enabled me to monitor them carefully and easily spot the shy,
idle or non-serious students and facilitate them. Even a clash started between two groups while sharing the
feedback. A research has proved that small groups check clashes and in them group members cannot avoid
responsibilities allotted to them. (Burk, 2011)

Future Implications:
Since my objective was to make the students write a formal report in collaboration, I selected group work to
stimulate thinking and move learners to the high level of composing a formal report using CIE criteria. Though
some of the groups have produced desired results, I want to ensure the maximum participation and for this in

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future I will develop listening skills and group facilitation skills of the students to manage the interactions, time,
and process effectively. This way I will ensure maximum student participation and have a better evaluation of
the understanding level of the class.
I will use group work strategy time to time so the whole class becomes comfortable working with each other.
Instead of randomly formed groups I will use knowledge and skill criteria to form groups as a research approves
that method for more productivity from students (Weimer, 2013).

In future I will also work upon the participation of all members in assessing a task and giving the feedback
keeping in view the CIE criteria. I will make sure that students thoroughly read the standards so that they can
evaluate the work, learn from their errors and produce a quality work.
A few students started argument while sharing the feedback. I set a target to train my students to accept
constructive criticism for future progress instead of disagreeing each other for no reason. Research concludes,
“Through peer collaboration students are challenged to make their ideas explicit and need to clearly articulate
them. When students disagree in their interpretations, conflicts may arise and the students must mutually justify
and defend their positions, reflecting on their own (mis)conceptions.” (Gillies and Ashman, 2010).
For my future action plan, I will do more research on group work to improve my performance as a facilitator to
enrich my students learning. Beside research, I will have discussions with my colleagues to benefit through their
experiences. I will also discuss my concerns with my heads if required and will receive the guidance for future
implication of this strategy.

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Action Plan

Area of Context/ Person/s

Required Evidence Purpose/ Aim Completion date
investigation involved
Maximum participation
S. M. Miss Ayesha To enhance the quality
Develop group of students without any 3 months (i.e.) March,
Moton and H. M. Miss of work by
facilitation skills clash on feedback and a 2018
Bushra collaborative learning.
desired end product.
Some students do not
show active
Data collection about participation. They need
S. M. Miss Ayesha
students’ background to be encouraged to 3 month (i.e.) March,
Students’ profiling Moton and H. M. Miss
and their background engage in learning. It is 2018
Bushra
knoweledge. important to find out
the reasons for such
behaviours.
Enhancement in lesson
Assessment of tasks
planning to cater the
given to students and
S. M. Miss Ayesha need of students and
Use of formative evaluation of my 3 month (i.e.) March,
Moton, H. M. Miss practice variety of
assessment teaching for further 2018
Bushra formative approaches to
planning by Field notes
gauge the students’
and data gathering.
learning.

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References
Al-Subaiei, M. (2017). Challenges in Mixed Ability Classes and Strategies Utilized by ELI Teachers to Cope
with Them. English Language Teaching, 10(6), p.182.
Burke, A. (2011). Group Work: How to Use Groups Effectively. The Journal of Effective Teaching, 11(2), pp.87
- 95.
CERD (2010). Group Work and Group Assessment. Version 1. England: EDEU, pp.1-6.
Davis, B. (2009). Tools for teaching. San Francisco, CA: Jossey-Bass.
Gillies, R. and Ashman, A. (2010). The teacher's role in implementing cooperative learning in the classroom.
New York, NY: Springer.
Hammar Chiriac, E. (2014). Group work as an incentive for learning – students’ experiences of group
work. Frontiers in Psychology, 5.
Stevens, D. and Levi, A. (2013). Introduction to rubrics. Sterling, Va.: Stylus.
Weimer, M. (2013). Better Group Work Experiences Begin with How the Groups Are Formed. [Blog] Faculty
Focus. Available at: https://www.facultyfocus.com/articles/teaching-professor-blog/better-group-work-
experiences-begin-with-how-the-groups-are-formed/ [Accessed 7 Dec. 2017].

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 Appendix A
LESSON PLAN

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 Beaconhouse School System
Cambridge Branch – PECHS
LESSON PLAN SHEET

TEACHER’S NAME: Irum Asif SUBJECT: English Language CLASSES: XI (H) DATE: 17th Nov 2017

TOPICS: Report writing WEEK: 3 PERIOD: 2

Objectives Plan (Methodology) Time Resources Assessment

By the end of the lesson, 80 mins
pupils would be able to:- Introduction: Students would be assessed
 Prioritize at least 5 I will begin the class by sharing the objectives 5 mins Strips of on their ability to
features of a formal of the lesson. I will then ask students what they Colored papers
 Write a formal report
report according to know about a formal report and its purpose. of at least 200 and
their importance.
Group Work: Markers 250 words using the
I will then group students in groups of 3 and attached rubric. [See
 Write a formal report
provide them with stripes of colored papers. Appendix 3 for
of at least 200 and 250 10 mins assessment rubric].
words witnessing an [See Appendix 1 for Group Lists]. Each group
event shown in class. will be asked to brainstorm the features of a Thumb pins
formal report. They will write one feature on
one strip of paper and prioritize it in any one of
the three categories; i.e. most important,
important, and least important. These stripes of Soft board
papers will be pinned on a soft board. Groups
will make sure that they do not repeat a point
already made by any another group.
Whole Class Discussion:
5 mins
I will wrap up the group activity by
consolidating the responses gathered by the

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class. We will review the features as identified
by the students and I will add to the discussion
if required. These features will act as the
criteria for evaluation of the formal report.
Video Watch:
I will play a video that revolves around a car 3 mins
accident and a bank robbery. Students will
watch the scene as witnesses and write a
formal report based on the accident and
robbery. While watching the videos, they will
collect the facts.
15 mins
I will give students time to go through the
facts. If any student has any query regarding it,
I will answer it.
Brain break:
Stand up! Stretch your body! Take a deep
breath and sit down! 2 min
Group Work:
Students will be asked to form trio groups of 5 mins
their choice. Each group will then discuss their
points gathered while watching the video.

They will be asked to read the instructions

sheet shown them on multimedia [See
4 mins
Appendix 2]. After discussion, students in
group will write a police report based upon the
video of their choice. The report should meet
the CIE criteria which was already shared with
them on multimedia [See Appendix 3]. The 20 mins
report must present facts (details about what
was observed or experienced) objectively,
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 display correct spelling and capitalization, and
be organized and easy to understand.
All groups will follow the instructions given
on the instruction sheet to complete the report.
Wrap up:
When students will complete their reports, I
will ask them to evaluate their work on the CIE
criteria. The report written by each group will
be once rotated clockwise so the other group 10 mins
can evaluate it and share the feedback. After 5
minutes each group will get the report back
and share the comments with the class.
One minute paper:
One minute paper will be distributed for
students to write their reflection.

01 min
Evaluation of Student Learning: Evaluation of Teaching
 What did the children learn in this lesson?  If you were to teach this lesson again, what would you
do differently?
(Comment on any ONE aspect of your teaching or
planning)
 What did they actually do?
Or What were they not able to do / understand

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 Appendix B
INSTRUCTION SHEETS
CIE CRITERIA CHECKLIST

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 Instruction Sheet
Your task today is to write a formal report to the police after witnessing the robbery you have just viewed.

1. Click on the following link to open the website:

Car accident http://www.youtube.com/watch?v=nfK3mBMkZWU

Bank robbery http://www.youtube.com/watch?v=l7iR5oA53vU&feature=relate

2. Follow the instructions to complete your report.

Task1:
While driving in your area you witnessed a car accident taking place. A fight started between the drivers.
The police were called and they asked all the witnesses to write a report of what they saw.
Write your report you must include the following details:
 When and where the accident took place
 Details of the accident
 How the matter was resolved

Cover all these points in detail. Begin your report To: The Police…….
Task2:
While visiting in your local bank you witnessed a bank robbery taking place. Although some people
chased, the robbers were not caught. The police were called and they asked all the witnesses to write a
report of what they saw.
Write your report you must include the following details:
 When and where the robbery took place
 How the robbery was carried out and a description of the robbers
 Why the robbers escaped capture

Cover all these points in detail. Begin your report To: The Police…….

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 CIE criteria check list

After you have written the report, use the provided checklist to be sure it is complete and correct.
 Report clearly states the crime/event that occurred.
 Report identifies the scene (time and place).
 Report summarizes the crime/event in chronological order (beginning, middle, end).
 Report includes details about what was SEEN.
 Report is factual (objective).
 Each bullet point is elaborated in one paragraph.
 Report contains correct spelling, capitalization, correct punctuation and grammar.

You have 20 minutes to complete this task.

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 Appendix C
STUDENTS’ WORK
ONE MINUTE PAPER

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 Changing Paradigms: From Teaching and Learning Paradigms

Reflective Sheet Day - 1

This worksheet will help you to reflect on aspects of your learning.

Complete the sentences below:
a) What I most liked about day 1 was the interactive activities which enabled everyone to take part in
learning and made it a real student centered class room. When a classroom operates with student-centered
instruction, students and instructors share the focus and their knowledge. Instead of listening to the teacher
exclusively, students and teachers interact equally. Group work is encouraged, and students learn to collaborate
and communicate with one another and learn more.
b) 2 learning paradigms I might use in my own class this week
1. Enquiry based learning: I will use enquiry based learning as it encourages the students to answer different
questions and find out justifications for their answers. This will also encourages them towards research and
investigation. After discussing and analysing the answers, their analytical skis will also be developed.
2. Project based learning: I will also use project based learning as students learn knowledge and also apply
what they know to solve authentic problems and produce results that matter. I will give them different situations
like to visit canteen during recess and observe it. Then write a formal letter to the Principal suggesting the ways
which can bring improvement in the canteen. Similarly they can be asked to write articles and reports regarding
different situations.
c) The attributes of BSS Learners profile I would like to use this week
I would like to make my students inquisitive and empathetic. For this I will give them research work as a home
work and on the basis of this they will do their class work. Being inquisitive they will think, inquire, read,
reflect and enhance their knowledge. Similarly developing positive relationships and healthy learning
environment requires empathy skills like listening to others, understanding verbal and nonverbal cues, and
learning to understand, and appreciate the differences in others.
d) Things I would like to think about and discuss with the whole class
I would like to discuss strategies and methodologies for ICT integrated lesson for O levels English.

Name: Irum Asif_ Date: .18th Oct 17

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 Teaching in 21st Century Beaconhouse

Reflective Sheet Day - 2

This worksheet will help you to reflect on aspects of your learning.

Complete the sentences below:
a) What I most liked about day 2 was the activity of “All About Me”. It was about exploring ourselves as
individual and each other. By designing a comic strip, every one tried to describe oneself and it was interesting
to have a gallery walk and see each other’s work and get the information about each other. Such activities help
the peers to know each other and they work effectively in peer learning.
b) 2 teaching strategies that my tutor used and how I might use them in my own class
Circle time: This activity helps students to develop an appreciation of self, a sense of belonging, to have
feelings of empathy with other members of the class, and to become empowered to use positive problem solving
behaviours. As everyone gets chance to speak, it indicates that a group is working together to support one
another and to take responsibility for resolving issues.
Watching videos: Not only auditory and visual learners get stimulated by videos but these videos engage all
students creating interest and maintaining that interest for longer periods of time. After watching video, a
discussion can be initiated and through this a teacher can deliver required content in an effective manner.
c) Two things I have read and found useful
I read about how information literacy skills help in “accessing information efficiently, evaluating information
critically, and using information accurately and creatively.” These abilities equip students with efficient learning
tools which help them in getting achievements and lifelong learnings.
The content about skimming and scanning is also very informative and we can teach these strategies to our
students which will help them in reading comprehensions. The technique of scanning will enable them to look
for particular answer. Similarly by skimming students can select the book of their own choice for reading.
d) One thing I would like to discuss with the whole class
In 21st century skills, communication, collaboration and creativity and innovation skills are closely related to
each other. When one skill is taught, other is automatically polished. Why are these skills discussed under
separate headings?

Name: Irum Asif Date: 23 October 2017

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 ????

Reflective Sheet Day - 3

1. Thing/s I have learned

__I have learned about the classroom management skills and through them how various
challenges can be faced in classrooms, how I can handle reluctant workers and how different
situations can be handled in different ways. It was interesting and extremely helpful to see and
learn about various strategies used by different teachers .We also studied strategies for dealing
with large classrooms and how to make them a strength instead of a difficulty.
2. Why do I think it is important?
__A disorganized classroom without routines and expectations makes it difficult for the teacher
to do her job. Students do not know what to do, so they might get off task or cause disruptions.
When the teacher is constantly redirecting students or handling behavior problems, she loses
crucial teaching time. Classroom management strategies help create an organized classroom
environment that's conducive to teaching. Students know the expectations in different types of
learning situations. For example, students would know that when working in small groups, they
talk in quiet voices and take turns talking. They might each have a specific job within the group.
As an O level English teacher it is very common to face the reluctant learners, I learnt many
strategies to deal with such students like nonverbal cuing, clear instructions and some other dos
and don’ts etc.
3. How can I use it later?
__ I want to implement various strategies and incorporate them in my lessons in future, some
may not be possible due to the higher standard I am teaching but some I will be able to adapt
and use like use of nonverbal cues and circle time using different articles suited to their level. I
will specially focus on planning as interactive and time bound activities also help in effective
learning. Similarly effective classroom management gives the students little time to misbehave.
4. Which other questions does it raise?
I want to know how I can deal with students who remain impassive and do not respond to any
strategy. Sometimes it becomes very discouraging when certain students do not participate and
become a source of distraction for the ones who want to work.
Name: Irum Asif Date: 1st Nov, 2017

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 Unwrapping Assessments

Reflective Sheet Day - 4

Complete the sentences below:

a) 3 things I learnt about assessment today were:

Three things I learned about assessment today were:
 Assessment is the process of gathering information using various methods to systematically gauge the
effectiveness of the activities and teaching strategies to document student learning, knowledge,
behaviors, and skills.
 Types of assessments:
 Diagnostic assessment is a form of pre-assessment that allows a teacher to determine students' individual
strengths, weaknesses, knowledge, and skills prior to instruction. It is primarily used to diagnose student
difficulties and to guide lesson and curriculum planning.
 Formative Assessment also enables the teacher to rethink and change instructional strategies, activities,
and content based on student understanding and performance. Examples: a very interactive class
discussion; a warm-up, closure, or exit slip, an on-the-spot performance and a quiz.
 Summative assessment takes place at the end of a large chunk of learning, with the results being
primarily for the teacher's or school's use. Results may take time to be returned to the student/parent,
feedback to the student is usually very limited, and the student usually has no opportunity to be
reassessed. Examples: Mid-year examination, Term paper, and Final Year examination etc.

b) One task I did today that made the most impact on my thinking was:
It was the task where in groups we analysed a sample assessment paper and after sharing our findings
we learnt about the importance of elements of assessments which are VRIP. While designing an effective
paper we should keep all aspects of VRIP in mind to effectively gauge a child’s learning and teaching
objectives.

c) Things about our current methods of assessing students I would like to discuss with the whole
class:
I want to discuss the BSS assessment philosophy which teaches our students what they need to know
about their own selves and the world. Are we actually support our students to succeed in learning? If we
are doing so then why sometimes students find a gap when they come to O levels section from middle
school?

d) One change that I want to bring in my practice of assessing students:

I will use diagnostic assessments in the initial stages to evaluate student’s requirements instead of
having a more generalized kind of strategy. Similarly I will also focus on formative assessment and
provide a more thorough feedback so the learners are aware of what needs to be done and where they
lack. Focusing more on individual needs will be more helpful in bringing about better results overall.

Name: Irum Asif Date: 07 Nov 2017

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 Using Mirrors

Reflective Sheet Day - 5

Complete the sentences below:

a) What I most liked about Day 5 was

Reflection as personal and professional development. It is a process of self-observation and self-evaluation
which ultimately leads towards improvement in our teaching.

b) Two benefits of Reflective Practice are:

Reflective practice helps to strengthen the day to day practice. It involves studying your own experiences to
improve the way you work. It helps to increase confidence, be more proactive and improve the quality of
work.

c) Two techniques of Reflection that would like to try out are:

Students’ feedback is a good technique as their perception and evaluation is important. We are making plans
to teach them therefore we must consider their feedback which will tell us about their learning.
Second technique is recording lessons as number of things are not seen or remembered but recording lesson
helps to view the class room practices and critically analyse them for future change and betterment.

d) Things that I am unclear about and would like to further research on:
I would like to research more about reflection as I can not exactly find out the reasons of my problems
which I face during conducting a lesson. Sometimes finding an appropriate solution for a problem faced
during the lesson also becomes difficult. Research is the only way to resolve this problem. Research must
always be of high quality in order to produce knowledge that is applicable outside of the research setting.

Name: Irum Asif Date: 21st Nov 2017

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