PSHE: Using technology to support group work skills
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Authors
Al-Jayoosi, Heba
Dyer, Sarah
Richmond. Magan
Begum, Kalshuma.
Issue Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This Lesson Study was conducted in a mainstream primary school and focused on supporting children with autism to develop group work and social interaction skills. The study explored the use of Cosmo Explore, an interactive learning technology, to facilitate collaboration and turn-taking among Key Stage 2 (age 7-11).
Aims: The research aimed to investigate how technology can encourage positive social interactions for children with autism. Specifically, it sought to determine whether Cosmo Explore could support pupils in developing turn-taking, sharing, and collaborative behaviours in both small and larger group settings.
Methods: The study followed a three-cycle Lesson Study approach. Two pupils with EHCPs participated in structured sessions using Cosmo Explore. In each cycle, the level of group interaction increased - from paired work to small group collaboration. Teachers observed without intervening, allowing for authentic, child-led learning. Pupil voice was gathered after each session to inform planning and reflection.
Findings: Both pupils demonstrated improved group work skills. Pupil A developed turn-taking behaviours and contributed without dominating. Pupil B showed increased willingness to collaborate, though he found larger group settings more challenging. Teachers noted the value of stepping back to observe genuine interactions and highlighted the importance of pupil voice in shaping future planning.
Implications: Insights from this study highlight the potential of integrating technology like Cosmo Explore to promote inclusivity in group work settings. The findings suggest that effective lesson planning should incorporate student feedback to address the diverse needs of learners, particularly in enhancing participation among students with Autism. The exploration of different methodologies and tools indicates that future applications can be tailored to encourage collaborative skills and bolster educational outcomes for all students.
Aims: The research aimed to investigate how technology can encourage positive social interactions for children with autism. Specifically, it sought to determine whether Cosmo Explore could support pupils in developing turn-taking, sharing, and collaborative behaviours in both small and larger group settings.
Methods: The study followed a three-cycle Lesson Study approach. Two pupils with EHCPs participated in structured sessions using Cosmo Explore. In each cycle, the level of group interaction increased - from paired work to small group collaboration. Teachers observed without intervening, allowing for authentic, child-led learning. Pupil voice was gathered after each session to inform planning and reflection.
Findings: Both pupils demonstrated improved group work skills. Pupil A developed turn-taking behaviours and contributed without dominating. Pupil B showed increased willingness to collaborate, though he found larger group settings more challenging. Teachers noted the value of stepping back to observe genuine interactions and highlighted the importance of pupil voice in shaping future planning.
Implications: Insights from this study highlight the potential of integrating technology like Cosmo Explore to promote inclusivity in group work settings. The findings suggest that effective lesson planning should incorporate student feedback to address the diverse needs of learners, particularly in enhancing participation among students with Autism. The exploration of different methodologies and tools indicates that future applications can be tailored to encourage collaborative skills and bolster educational outcomes for all students.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND) , mainstream primary , social skills , turn taking , technology