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ABS092 - Teachers’ situative impromptu thinking during collaborative small-group learning. - Board 13

2.1 Learning and development in onsite communities and online spaces
Part of:
11:00 AM, Wednesday 30 Aug 2017 (1 hour)
Many researchers have demonstrated the effectiveness of collaborative learning in small groups. In these situations, teachers are required not only to initiate small group discussion but also to monitor learners’ progress and thinking extemporaneously, and to encourage their learning as needed. However, previous research has only examined the effectiveness of teachers’ roles in small groups or highlighted features of teachers’ thoughts and supportive behaviors in a fragmentary manner. Therefore, this research focused on features of teachers’ impromptu thinking during collaborative small-group learning.
Lessons requiring small-group problem solving were observed in seven teachers’ classrooms. After the lessons, while watching videos of the lessons, each teacher was interviewed regarding what they had noticed and thought about during the small-group session. Interview data were analyzed based on grounded theory (Glaser  Strauss, 1967).
The results were as follows. The teachers focused primarily on the process of students’ understanding and on interactions among students. Teachers then identified means for promoting students’ understanding and fostering student interactions to allow them to solve the problems for themselves. Teachers also decided to observe without speaking, trying not to discourage students’ interactions. Two kinds of thinking underpinned these decisions: situation-driven thinking, which was based on a dialogue with students’ thinking and interactions, and plan-driven thinking, which was based on the teaching agenda or expectations for students. Moreover, teachers moved between these two kinds of thinking and, in the process, they experienced a variety of emotions, such as regret, surprise, and conflict.
Niigata University

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