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

Joyce-Gibbons, A.

doi:10.1080/1475939x.2016.1173089

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

Joyce-Gibbons, A.

Authors

A. Joyce-Gibbons

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

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Copyright Statement
© 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.