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Week 1: Group Work

This week the ECT focused on group/collaborative work.  They explored the benefits and limitations of this and looked at ways in which they can ensure group work is successful within their own classroom.  They considered the challenges of conducting group work with autistic learners and the factors that contribute to inclusive group work. They planned and delivered a group activity and reflected upon this.

Evidence and Research:

The ECT explored the benefits and limitations of group work, some strategies for effective group work and how group work can be challenging for autistic learners.

Invite them to share their key learning point.  The following questions may help frame your discussion:

  • What are the key benefits of group work?

  • What are the limitations of group work?

  • What barriers potentially exist for autistic learners?

  • What strategies and approaches help ensure effective group work?

  • How can group work be made inclusive? (You may find the diagram below of use)

Screenshot 2024-07-09 at 16.29.24.png

(Sobel & Alston, 2020)

Application and Exploration of Practice and Setting:

Applying their learning, the ECT planned a group activity for one of their lessons.

Ask them about their planning.  The questions below may support this:

  • What lesson did you choose to include a group activity in, and why?

  • How did you approach the planning?

  • What elements of your learning did you incorporate?

Reflection and Discussion

The ECT taught the lesson and have undertaken a reflection on this.

Invite them to share this with you.

The following questions might help to frame this discussion:

  • What reflective framework did you choose to utilise for this reflection, and why?

  • Talk me through your reflections using the framework.

  • What targets do you have as a result of undertaking this group activity?

Week 2: Dialogic Teaching

This week the ECT focused on dialogic teaching, otherwise known as classroom talk.  They explored what it is and the benefits of using dialogic teaching in the classroom.  They looked at approaches they can take and the key principles that must be present in dialogic teaching.  They also discussed this topic with a colleague and observed the colleague teach to explore how they use dialogic teaching within their practice.

Evidence and Research:

Invite the ECT to share their learning about dialogic teaching with you.

The following questions will help frame the discussion:

  • What do you understand dialogic teaching to be?

  • How does dialogic teaching support pupils' learning?

  • How can dialogic teaching be used in the classroom?

  • What is the role of the teacher?

  • What are the key principles of dialogic teaching?

Application and Exploration of Practice and Setting:

The ECT chose a colleague to discuss dialogic teaching with and then observed this colleague teaching, focusing on how they use dialigic teaching in their classroom.

Invite the ECT to explore their conversation with you and share their observations.

They will have completed a pro forma for their observation which you can ask them to share.

Reflection and Discussion

The ECT will have reflected upon their learning, the conversation with a colleague and the observation.

Use the following to support the ECT to share their reflections with you:

  • Do you use dialogic teaching in your practice?

  • How might you begin to develop dialogic teaching?

  • What subjects or curriculum areas do you think this would work well in?

  • What do you see as the benefits to your practice and to pupil learning?

  • Are there any barriers you perceive? How might you minimise or overcome these?

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