Visibly Random Groupings
Last year I started investigating the power of visibly random groupings in the classroom. I was introduced to an article by Peter Liljedahl (http://www.peterliljedahl.com/wp-content/uploads/Visibly-Random-Groups.pdf) looking at visibly random groupings in maths. I began using these groups in maths with mixed success.
This year I have decided to use visibly random groupings with a pastoral care focus. Initially I started this as a way for the new girls to get to know the exisiting girls in the class however it worked so well it has continued all year! Each Monday all of the names get put into a 'magic bag' and randomly drawn out in partners. The girls then use these partners all week for any think-pair-share, news sharing or collaborative activities.
Reflection
What is happening and why?
The girls have been very open-minded about learning buddies and very rarely make negative noises about the buddy chosen for them. I think as they can see it is completely random and drawn out of the bag in front of them, the girls know there is no agenda or reason why they are together. I have noticed this is particularly positive for my lower ability girls as they have the opportunity to interact with a range of different classmates rather than just the one or two who are in their learning groups. Similarly, I have noticed with some of my high ability girls who struggle to relate to others, over the year they have become much more open-minded to the strengths and ideas of everyone in the class.
What is not happening and why?
I had hoped that these partnerships would help to increase the social skills of all my girls as well as being a quick and inclusive way to find a partner. What I have noticed is that some of the girls have developed great speaking and listening skills when working with partners while some have not. The learners who at the beginning of the year struggled to initiate a conversation or make eye contact with the speaker are still showing these traits. I'm not sure why this is happening as they now know everyone in the class well and know the expectations of how to listen to and talk to a partner. Perhaps more explicit teaching/opportunities to build these skills are needed?
What I am going to change to improve this?
Overall the system and routine is working really well. The girls expect and look forward to new learning buddies each week and perform quite a ceremony around drawing the names from the bag. So much so that even when I was away one Monday they still went ahead and changed buddies with a reliever! An area I would like to work on now is improving the social skills of some of the more reluctant girls when working with a buddy.
I will do this by:
This year I have decided to use visibly random groupings with a pastoral care focus. Initially I started this as a way for the new girls to get to know the exisiting girls in the class however it worked so well it has continued all year! Each Monday all of the names get put into a 'magic bag' and randomly drawn out in partners. The girls then use these partners all week for any think-pair-share, news sharing or collaborative activities.
Reflection
What is happening and why?
The girls have been very open-minded about learning buddies and very rarely make negative noises about the buddy chosen for them. I think as they can see it is completely random and drawn out of the bag in front of them, the girls know there is no agenda or reason why they are together. I have noticed this is particularly positive for my lower ability girls as they have the opportunity to interact with a range of different classmates rather than just the one or two who are in their learning groups. Similarly, I have noticed with some of my high ability girls who struggle to relate to others, over the year they have become much more open-minded to the strengths and ideas of everyone in the class.
What is not happening and why?
I had hoped that these partnerships would help to increase the social skills of all my girls as well as being a quick and inclusive way to find a partner. What I have noticed is that some of the girls have developed great speaking and listening skills when working with partners while some have not. The learners who at the beginning of the year struggled to initiate a conversation or make eye contact with the speaker are still showing these traits. I'm not sure why this is happening as they now know everyone in the class well and know the expectations of how to listen to and talk to a partner. Perhaps more explicit teaching/opportunities to build these skills are needed?
What I am going to change to improve this?
Overall the system and routine is working really well. The girls expect and look forward to new learning buddies each week and perform quite a ceremony around drawing the names from the bag. So much so that even when I was away one Monday they still went ahead and changed buddies with a reliever! An area I would like to work on now is improving the social skills of some of the more reluctant girls when working with a buddy.
I will do this by:
- reminding girls of key things I am looking for (eye contact, asking questions etc)
- introducing other games and activities to build conversation skills (The Oral Language Book)
- praise girls who are demonstrating the skills and use as a model for other partnerships.
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