Observe, interact and act: teachers’ initiation of mini-plenaries to scaffold small-group collaboration

Joyce-Gibbons, A.

Abstract

Mini-plenaries, the shift in discussion from group to class and then back to group during the course of a small-group collaborative activity, have long been part of the repertoire of teachers. Despite this, they are not considered in detail in the research into teacher orchestration or classroom interaction. This article explores the behaviours of two teachers prior to their decision to initiate a mini-plenary. It considers the impact of technology and classroom conditions on this decision. It also looks at the impact of mini-plenaries on student learning and discusses what the initiation of a mini-plenary may signify within the current theoretical framing of classroom orchestration and teacher–student interaction.

Citation

Joyce-Gibbons, A. (2017). Observe, interact and act: teachers’ initiation of mini-plenaries to scaffold small-group collaboration. Technology, Pedagogy and Education, 26(1), 51-68. https://doi.org/10.1080/1475939x.2016.1173089

• Journal Article Type: Article
• Acceptance Date: Mar 30, 2016
• Online Publication Date: May 31, 2016
• Publication Date: Jan 1, 2017
• Deposit Date: May 3, 2016
• Publicly Available Date: May 23, 2016
• Journal: Technology, Pedagogy and Education
• Print ISSN: 1475-939X
• Electronic ISSN: 1747-5139
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 26
• Issue: 1
• Pages: 51-68
• DOI: https://doi.org/10.1080/1475939x.2016.1173089
• Public URL: https://durham-repository.worktribe.com/output/1383165