Teacher Learning in a Community of Practice: A Case Study of ...

out of the material that they had. She said that she wanted to see which groups made the
most and best boxes. Pupils were allowed twenty minutes to perform the task.
In one group, pupils opted to make boxes individually. There appeared to be some tension in
that group. Pupils had to wait for the template and the scissors. Some groups appeared to
divide the task up quite well - outlining the template, cutting, folding the edges and sticking
the sides together. In other groups, there was still some confusion about what each
person's role should be. In some groups, leadership appeared to happen quite quickly, while in
others, pupils sat around waiting for the teacher to tell them what to do.
After about 12 minutes, the first box was made. Debbie praised the successful group and
encouraged the others to keep at it. Pupils asked if they could draw in the picture of the
lion. In some groups, pupils appeared distracted and uninterested in the task. They simply
sat and watched other pupils work or gazed out the window.
Debbie reminded pupils about the mess they were making and asked them to make sure that
they did not drop anything on the floor.
After twenty minutes, Debbie reminded the pupils that the time was up but decided to give
them a further five minutes. Pupils began to hasten their activities. Those pupils who were
sitting idle continued to do the same.
Debbie stopped the activity after a further five minutes. Some pupils complained about not
being able to complete, but Debbie insisted on them stopping. Each was given a plastic bag
into which they had to put their finished and semi-finished products. Debbie then asked
pupils to submit their best boxes they had made. Pupils were keen to show off their work.
Debbie praised pupils' work.
She enquired whether they had enjoyed the task. Most agreed that it was fun but
complained about not having enough time and pairs of scissors.
She then asked the pupils to copy the notes off the board. Debbie wrote the meanings of
the words 'produce', 'production', 'producer', raw materials and labour.
6.3.3.1.1 An analysis of the EMS content of the lesson
This lesson was based on work covered in one ofthe recent TEMS workshops. Debbie
had modified the approach to suit the needs ofher class. She introduced the concepts
'production', 'producer', 'produce', 'raw materials' and 'labour', However, she did not
proceed to expand on the meanings ofthese concepts especially the concepts 'raw
materials' and 'labour', When faced with the question that machines sometimes made
things in factories, Debbie did not pursue that line ofthinking but resorted to make the
point that people who work in a factory are called 'labour'. She did not attempt to engage
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