Korogwe – Mitihani ya Darasa la Tano | Terminal 2026 | Download Solved Exams
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Purposeful collaborative activity to find out things, solve problems, contribute to a presentation, explain the group’s work, is also a valuable means of stimulating thought, both individual and across the group. The quality of tasks for collaborative work is important. They need to be tasks that encourage/require thought and collaborative discussion and activity. Designing tasks/activities which stimulate genuine discussion is not as simple as is often believed. Some “discussion tasks”, especially if they take the form of straightforward questions, can lead very quickly to a group consensus and do not succeed in exploiting the potential of discussion for learning.
An important part of this potential is the value for learning of disagreement, different points of view in discussion: such “conflicts” can be means of widening individual pupils’ set of relevant ideas on a topic. It is widely recognised that there is a need to “train pupils to discuss”. There are aspects of such training which relate to practical needs and conventions in discussion, such as turn taking, responding, encouraging others, making contributions, etc. However, the history of various initiatives to promote discussion skills suggests that there can sometimes be too much emphasis on these “process” skills alone. To stimulate thought and the expression of different points of view genuinely engaging or controversial topics are crucial.
Enabling pupils to be successful learners, confident, responsible citizens and effective contributors to society • Providing choices and the opportunity for them to realise their own potential fully • Giving teachers and schools freedom to tailor learning to individual needs • Developing personal support systems to ensure that all young people, including those in challenging circumstances, have equal opportunities to benefit from learning