This is the 20th post in a series titled ‘All Things Group Work’. The home page is here. There may be a range of reasons why
Category: constructivism
Making feedback worth everyone’s time
Tutor feedback and student learning should be inseparable. If they become uncoupled, the formative aspect of assessment is lost. (Orsmondet al., 2000) Well-timed and directed
Helping students distribute group work evenly
This is the 19th post in a series titled ‘All Things Group Work’. The home page is here. In a previous post outlining the pedagogy behind
Chunking as a pedagogy
Chunking involves breaking up new learning into discrete sections in order to avoid cognitive overload, and to promote schema development. Using cognitive science to explain
Group work formation: equal cognitive ability or not?
This is the 18th post in a series titled ‘All Things Group Work’. The home page is here. In the last post, I discussed whether friendship
Why use group member evaluation?
This is the 11th post in a series titled ‘All Things Group Work’. The home page is here. The pedagogical benefits of group member evaluation are
LEARNING DESIGN by Paul G Moss 