Asia-Pacific Forum on Science Learning and Teaching, Volume 2, Issue 2, Article 5 (Dec., 2001)
Simmi Ho-Yan TAM
The implementation of group work in Hong Kong: A case study
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Introduction

In Hong Kong primary schools, 'group work' is always tied to 'activity-based learning', which means teachers arranging some group activities mainly for students' discussion of a particular topic or question during the lesson or students' group projects as homework assignment. In general, five to six students is the group size for setting up a discussion. From my point of view, the process of group work should involve thinking, participating, sharing, discussing, brainstorming, cooperating, communicating, compromising, deciding and concluding among group members. 'Group work' is a student-centered learning method that encourages students to think deeply and express their own ideas to others, and it is not simply for students sitting in the classroom and receiving the knowledge from teachers or textbooks. In the process of group work, the relationship between peers becomes closer.

Group work can be implemented in all grades and subjects. However, teachers should confirm students' previous knowledge and make sure the students understand the aims and instructions of the work. I think that group work is better when it is applied in a practical way, such as with problem solving, which can consolidate the theoretical knowledge. Besides, teacher should pay attention to classroom management, controlling each group's working progress and providing assistance if necessary.

In successful group work, students should have equal participation, and display a positive attitude with the motivation to learn. When gathering the students into groups, teacher should consider students' individual ability and make sure every student is involved in the group work. Also, students should have enough time and clear instructions to follow. The most important thing is that the assessment should be based on the process rather than just the output.

 


Copyright (C) 2001 HKIEd APFSLT. Volume 2, Issue 2, Article 5 (Dec., 2001)