OER in Education - User contributions [en]

OER4Schools/Concept mapping

2013-01-28T11:36:02Z

Bryony: /* Follow-up activities for you to try in class */

{{OER4S
|title=Concept mapping
|session=2.4
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* concept mapping as a technique to promote interactive teaching
* constructing a concept map as a whole group and an individual activity
* encouraging talk that involves reasoning and building on others’ ideas

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* take part in a whole group brainstorm activity and record the results as a concept map
* plan, present / listen to others present a concept map and use supportive dialogue
* plan a concept mapping activity for use in the classroom

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Consolidate your skills with Geogebra, images, and typing.
* Learn about using OO Impress (e.g. adding titles to images)
* (optional) Concept mapping software.

{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.

|resources=If available, large pieces of paper to draw concept maps.
}}

= {{name for review of follow up}} =

{{review of follow up}}

= Introduction to concept mapping =
{{Ednote|text=
You will need a projector linked to your computer for this session.

Display the concept map of water (TESSA resource) ({{File|Concept map of water (TESSA).pdf}}) on the projector.

Note that you can do this session in the following ways:
* If the participants are quite confident in their use of ICT, then you could use concept maps on the netbooks.
* However, if the participants are not that fluent yet in their use of ICT, it is better to just focus on the idea of a concept map (on paper), and to introduce concept mapping software in the ICT practice session for those who would like to explore this.
}}

[[Image:oer4s freemind concept map.jpg|thumb|300px]]
{{background|text=
A concept map is a visual way of representing pupils’ ideas around a main topic.

Some examples of what concept maps might show are:

* relationships - different types of vegetation and climate
* tasks – designing an electric circuit
* hierarchies - food pyramid
* causes of events - effects of human activities on forests
* flow of processes - water cycle

How is concept mapping used in the classroom?

# A teacher might solicit ideas from the class and draw a '''single class concept map''' on the board or on a computer using special concept mapping software, and project it for the class.
# Pupils draw their own '''personal maps''' on paper or on a computer; they work individually or in a pair or group.
}}

{{activity|stgw| on developing ideas for concept maps.|5}} See an example of a concept map on the screen. Tell the person next to you a topic from the curriculum that can be concept-mapped; mention advantages of mapping this topic and how mapping this topic can promote interactive teaching. Don’t actually create a map, just think of a topic and at what stage of teaching it the mapping might be useful.

Decide whether you would start with a few given sub-topics or ask pupils to suggest these – this is optional, depending on the subject material. (All the further ideas on branches from sub-topics come from pupils.)

{{Ednote|text=
Set a time limit for the pair work, say 5 minutes, and follow it strictly.
Display the blank concept map ‘Learning concept maps’ ({{File|Learning Concept Maps.mm}}) on the screen after 5 minutes. Also open the file on the individual computers – one machine per person.
}}

{{activity|wcb| on constructing a concept map.|10}} Brainstorm to help construct/complete the concept map displayed. Read the background information below before starting the brainstorm.<br />
{{activity|Individual activity|: Creating your own concept map during the brainstorm.|10}}
Enter the suggestions as they are made, on your own concept map (either on paper, or on a digital concept map on a netbook). Add any further ideas of your own.

{{background|text=The main concept that you are mapping is: ''Learning about concept maps.'' Suggest any ideas that you can think of related to the topics given below, or suggest new topics.

* Topics that can be explored through concept mapping?
* Advantages of concept mapping during teaching?
* Ways of using concept mapping to make teaching interactive (with or without using ICT)?

When contributing ideas to the concept map under construction, remember to:

* support your ideas with reasons
* add to existing ideas if you agree (as in cumulative talk)
* question/challenge new ideas if you disagree

}}

{{todo|Need to work on the above sequence - done JB, for BH: remember to upload .mm file}}

{{Ednote|text=
If you are using comcept maps on a computer, use the document {{File|Learning Concept Maps.mm}} for reference to fill up this concept map. Otherwise draw a similar concept map on the board or a large piece of paper (ideally stuck to a wall, so that everybody can see).

During the brainstorm:
* Respect all ideas
* Note only keywords rather than complete sentences (as shown in the ‘water’ example)
* Be as quick as possible in typing the idea so that the activity is swift and ideas are not lost. You can choose between the two options depending on your comfort with typing: typing responses to all questions simultaneously OR considering responses one question at a time. Suggest that the participants make a note of their ideas as they come.
* Stop the brainstorm activity after 20 minutes. Exceeding the time limit can tire the participants.

Save the filled concept map. It will be used later.
}}

= Creating and presenting a concept map =

{{Ednote|text=
Use sheets of paper (at least A4 size) and coloured pens for this activity. This will help to save the concept maps for future reference. If paper is not available, use mini-blackboards.
}}

{{activity|Individual or small group activity:| Creating a concept map on a topic of your choice|10}} Choose a topic from the topics listed on the map you have created together, i.e. from the box ‘topics that can be explored through concept mapping’ or ‘examples’ given above. It can be a topic you will use in your classroom soon. Draw a concept map on your sheet of paper.

As you draw the concept map, think about different ways in which this concept mapping activity can be used in the classroom? ''TIP: Think of its uses at the beginning, middle and end of a lesson. '' Your ideas will be discussed during the activity on progress in concept mapping.

{{Ednote|text=

If two or three participants choose the same topic or teach the same subject, suggest that they can work as a group.

You should move around to provide support / ideas to participants while they are drawing their maps. Give suggestions such as “How about including...” or “Do you think... can also be included?”.

Question the participants - how can you use this concept mapping activity in the classroom?

If some participants finish sooner than the others ask them to read the Teaching and Learning section on pages 34 - 35 plus page 40 of the VVOB toolkit ({{File|VVOB toolkit pp 35 36 40.pdf}}).
}}

{{activity|Presentation| of concept maps.|15}}
At the end of the activity, 2-3 participants present their concept map for the whole group (each group has 5 minutes). You are role playing as pupils at this time.

During the presentation all participants are actively involved:

* The presenters should explain reasons for their ideas.
* Other participants should build on presenter ideas through agreement comments. For example, ‘ I think it’s a good idea that you included... ''because''...’ or ‘Another idea related to... is...’.
* Other participants can also question / challenge presenters' ideas through disagreement comments. For example, ‘I think... could be moved under the sub topic... because...’ or ‘How about including...?’ or ‘Why is it important to include...?’

Remember that agreement comments should come before disagreement comments. The idea is to improve the concept map yet not discourage the presenter.

{{Ednote|text=
Use one of the ‘increasing participation’ strategies discussed in the previous session for selecting the presenters. You should choose volunteers or participants with good examples of concept maps. Therefore, use the strategy ‘selecting volunteers’, ‘mini-blackboard display’ or ‘teacher nominations’. Inform the participants about your selection strategy in advance.

'''Model''' agreement comments and disagreement comments.

Refrain from interjecting if two participants are talking about the concept map. This will demonstrate one way of encouraging pupil-pupil talk.

Distribute VVOB toolkit pages 34, 35 and 40 to participants who have not yet collected it. (See {{File|VVOB toolkit pp 35 36 40.pdf}}.)

}}

[[Image:oer4s T concept map.jpg|thumb|300px]]

{{activity|Record| your progress on concept mapping.|5}} Have you learned anything more about concept mapping as a result of the previous activity? Perhaps some of your colleagues gave you ideas when they presented their maps. Add new ideas that you have learned about concept mapping to your '''Learning about concept maps''' map, created from the whole group brainstorm activity. Refer to the VVOB toolkit pages for more ideas. Your own ideas about the other ways of using concept maps in an interactive classroom are very valuable.

= Video: Whole class dialogue on living in the trenches =

{{activity|otr|: Video with whole class dialogue on living in the trenches|10}} In this video, Lloyd, a UK secondary school teacher is facilitating a whole class dialogue during a secondary school history lesson (the all boys class are 12-13 years old). Pupils are discussing if it is possible to imagine living in trenches during the war from historical evidence, which they have discussed earlier in pairs.

See the transcript of this clip below – it may be useful to look at this during the video as the pupils’ voices are sometimes quiet.

Questions for reflection:
* What did you notice about pupil talk in these clips? Is it different from general pupil talk in classrooms? Explain your answer with reasons.
* How does the teacher encourage pupils to make contributions? Give examples from your observations.
More questions for reflection (on this and the next video):
* Which learning objectives other than the teaching topic are achieved in these video clips?
* What would you do in your classroom to facilitate pupils building on each other’s responses? Are there any phrases that Lloyd used in the first video clip that could support this?
* How can you get children to justify and provide reasons for their responses?
* What would you not do in your classroom if you want to facilitate whole class dialogue?

{{Ednote|text=

Tell the participants that the video illustrates pupils (a) giving reasons for their ideas, and (b) building on previous speaker’s ideas. Also (c) it shows how the teacher has heard Robert’s ideas during pair activity and deliberately invites his ideas into the whole class discussion. Mention these points as your observations if the participants do not notice them.

Participants may refer to transcript during or after the video if they want.

}}

{{: Video/LB Lesson 3 can we understand clip.m4v }}

{{Background|text=
{{: Video/LB Lesson 3 can we understand clip.m4v/transcript }}
}}

= Video: Whole class dialogue =

{{activity|otr|: Video with whole class dialogue on renewable resources.|10}}
This 3.5 minute video illustrates a Grade 7 Zambian teacher, Brian, facilitating a whole class dialogue on renewable sources. (The background noise is a heavy rainstorm!)

Questions for reflection are:

* Notice that the teacher asked the pupils to explain their reasoning in selecting renewable and non-renewable materials. How successful was he in doing this?
* What did you think about the horseshoe seating arrangement for this activity? Would this be feasible or effective in your classroom?
Question on both videos:
* Which learning objectives other than the teaching topic are achieved in these video clips?
* What would you do in your classroom to facilitate pupils building on each other’s responses? Are there any phrases that Lloyd used in the first video clip that could support this?
* How can you get children to justify and provide reasons for their responses?
* What would you not do in your classroom if you want to facilitate whole class dialogue?

{{: Video/11 Brian_4_renewables 11_10_2011 Clip 1.m4v }}

= {{Name for ICT practice with dtgw}} =

As in the last session, use the robot/traffic lights resource to indicate your progress and help each other when necessary.

{{activity|dtgw| with ICT on various topics.|20}}
Continue exploring the various applications that you have learned about, and plan for classroom use of
* Geogebra,
* Slideshows (with OpenOffice Impress), and
* (optional) Concept mapping software.

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities for you to try in class =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} Try concept maps. Choose a topic that you can teach in your class using concept maps; it could be the one you tried out earlier on paper. Think of some sub-topics for which you will ask your pupils to brainstorm.

Draw this concept map using freemind software on the netbooks. Create a template concept map that you can use in the classroom (just like the facilitator had for this session). Fill it in during classroom activity. You will need a projector linked to your computer for this activity.

Ask your pupils to give reasons for their ideas. Encourage all pupils to be active by agreeing and disagreeing with the idea.

'''Instructions to access freemind:'''

Ubuntu: Applications – Office – Freemind. If an old concept map file opens, go to File menu and choose New to get a blank document. To add sibling bubbles to the original, select it and choose ENTER. To make a child node, INSERT.

{{fup|B}} Try out the horseshoe seating arrangement or another new arrangement in your class during a lesson in the coming week.

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Concept mapping

2013-01-28T11:30:02Z

Bryony: /* Video: Whole class dialogue */

{{OER4S
|title=Concept mapping
|session=2.4
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* concept mapping as a technique to promote interactive teaching
* constructing a concept map as a whole group and an individual activity
* encouraging talk that involves reasoning and building on others’ ideas

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* take part in a whole group brainstorm activity and record the results as a concept map
* plan, present / listen to others present a concept map and use supportive dialogue
* plan a concept mapping activity for use in the classroom

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Consolidate your skills with Geogebra, images, and typing.
* Learn about using OO Impress (e.g. adding titles to images)
* (optional) Concept mapping software.

{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.

|resources=If available, large pieces of paper to draw concept maps.
}}

= {{name for review of follow up}} =

{{review of follow up}}

= Introduction to concept mapping =
{{Ednote|text=
You will need a projector linked to your computer for this session.

Display the concept map of water (TESSA resource) ({{File|Concept map of water (TESSA).pdf}}) on the projector.

Note that you can do this session in the following ways:
* If the participants are quite confident in their use of ICT, then you could use concept maps on the netbooks.
* However, if the participants are not that fluent yet in their use of ICT, it is better to just focus on the idea of a concept map (on paper), and to introduce concept mapping software in the ICT practice session for those who would like to explore this.
}}

[[Image:oer4s freemind concept map.jpg|thumb|300px]]
{{background|text=
A concept map is a visual way of representing pupils’ ideas around a main topic.

Some examples of what concept maps might show are:

* relationships - different types of vegetation and climate
* tasks – designing an electric circuit
* hierarchies - food pyramid
* causes of events - effects of human activities on forests
* flow of processes - water cycle

How is concept mapping used in the classroom?

# A teacher might solicit ideas from the class and draw a '''single class concept map''' on the board or on a computer using special concept mapping software, and project it for the class.
# Pupils draw their own '''personal maps''' on paper or on a computer; they work individually or in a pair or group.
}}

{{activity|stgw| on developing ideas for concept maps.|5}} See an example of a concept map on the screen. Tell the person next to you a topic from the curriculum that can be concept-mapped; mention advantages of mapping this topic and how mapping this topic can promote interactive teaching. Don’t actually create a map, just think of a topic and at what stage of teaching it the mapping might be useful.

Decide whether you would start with a few given sub-topics or ask pupils to suggest these – this is optional, depending on the subject material. (All the further ideas on branches from sub-topics come from pupils.)

{{Ednote|text=
Set a time limit for the pair work, say 5 minutes, and follow it strictly.
Display the blank concept map ‘Learning concept maps’ ({{File|Learning Concept Maps.mm}}) on the screen after 5 minutes. Also open the file on the individual computers – one machine per person.
}}

{{activity|wcb| on constructing a concept map.|10}} Brainstorm to help construct/complete the concept map displayed. Read the background information below before starting the brainstorm.<br />
{{activity|Individual activity|: Creating your own concept map during the brainstorm.|10}}
Enter the suggestions as they are made, on your own concept map (either on paper, or on a digital concept map on a netbook). Add any further ideas of your own.

{{background|text=The main concept that you are mapping is: ''Learning about concept maps.'' Suggest any ideas that you can think of related to the topics given below, or suggest new topics.

* Topics that can be explored through concept mapping?
* Advantages of concept mapping during teaching?
* Ways of using concept mapping to make teaching interactive (with or without using ICT)?

When contributing ideas to the concept map under construction, remember to:

* support your ideas with reasons
* add to existing ideas if you agree (as in cumulative talk)
* question/challenge new ideas if you disagree

}}

{{todo|Need to work on the above sequence - done JB, for BH: remember to upload .mm file}}

{{Ednote|text=
If you are using comcept maps on a computer, use the document {{File|Learning Concept Maps.mm}} for reference to fill up this concept map. Otherwise draw a similar concept map on the board or a large piece of paper (ideally stuck to a wall, so that everybody can see).

During the brainstorm:
* Respect all ideas
* Note only keywords rather than complete sentences (as shown in the ‘water’ example)
* Be as quick as possible in typing the idea so that the activity is swift and ideas are not lost. You can choose between the two options depending on your comfort with typing: typing responses to all questions simultaneously OR considering responses one question at a time. Suggest that the participants make a note of their ideas as they come.
* Stop the brainstorm activity after 20 minutes. Exceeding the time limit can tire the participants.

Save the filled concept map. It will be used later.
}}

= Creating and presenting a concept map =

{{Ednote|text=
Use sheets of paper (at least A4 size) and coloured pens for this activity. This will help to save the concept maps for future reference. If paper is not available, use mini-blackboards.
}}

{{activity|Individual or small group activity:| Creating a concept map on a topic of your choice|10}} Choose a topic from the topics listed on the map you have created together, i.e. from the box ‘topics that can be explored through concept mapping’ or ‘examples’ given above. It can be a topic you will use in your classroom soon. Draw a concept map on your sheet of paper.

As you draw the concept map, think about different ways in which this concept mapping activity can be used in the classroom? ''TIP: Think of its uses at the beginning, middle and end of a lesson. '' Your ideas will be discussed during the activity on progress in concept mapping.

{{Ednote|text=

If two or three participants choose the same topic or teach the same subject, suggest that they can work as a group.

You should move around to provide support / ideas to participants while they are drawing their maps. Give suggestions such as “How about including...” or “Do you think... can also be included?”.

Question the participants - how can you use this concept mapping activity in the classroom?

If some participants finish sooner than the others ask them to read the Teaching and Learning section on pages 34 - 35 plus page 40 of the VVOB toolkit ({{File|VVOB toolkit pp 35 36 40.pdf}}).
}}

{{activity|Presentation| of concept maps.|15}}
At the end of the activity, 2-3 participants present their concept map for the whole group (each group has 5 minutes). You are role playing as pupils at this time.

During the presentation all participants are actively involved:

* The presenters should explain reasons for their ideas.
* Other participants should build on presenter ideas through agreement comments. For example, ‘ I think it’s a good idea that you included... ''because''...’ or ‘Another idea related to... is...’.
* Other participants can also question / challenge presenters' ideas through disagreement comments. For example, ‘I think... could be moved under the sub topic... because...’ or ‘How about including...?’ or ‘Why is it important to include...?’

Remember that agreement comments should come before disagreement comments. The idea is to improve the concept map yet not discourage the presenter.

{{Ednote|text=
Use one of the ‘increasing participation’ strategies discussed in the previous session for selecting the presenters. You should choose volunteers or participants with good examples of concept maps. Therefore, use the strategy ‘selecting volunteers’, ‘mini-blackboard display’ or ‘teacher nominations’. Inform the participants about your selection strategy in advance.

'''Model''' agreement comments and disagreement comments.

Refrain from interjecting if two participants are talking about the concept map. This will demonstrate one way of encouraging pupil-pupil talk.

Distribute VVOB toolkit pages 34, 35 and 40 to participants who have not yet collected it. (See {{File|VVOB toolkit pp 35 36 40.pdf}}.)

}}

[[Image:oer4s T concept map.jpg|thumb|300px]]

{{activity|Record| your progress on concept mapping.|5}} Have you learned anything more about concept mapping as a result of the previous activity? Perhaps some of your colleagues gave you ideas when they presented their maps. Add new ideas that you have learned about concept mapping to your '''Learning about concept maps''' map, created from the whole group brainstorm activity. Refer to the VVOB toolkit pages for more ideas. Your own ideas about the other ways of using concept maps in an interactive classroom are very valuable.

= Video: Whole class dialogue on living in the trenches =

{{activity|otr|: Video with whole class dialogue on living in the trenches|10}} In this video, Lloyd, a UK secondary school teacher is facilitating a whole class dialogue during a secondary school history lesson (the all boys class are 12-13 years old). Pupils are discussing if it is possible to imagine living in trenches during the war from historical evidence, which they have discussed earlier in pairs.

See the transcript of this clip below – it may be useful to look at this during the video as the pupils’ voices are sometimes quiet.

Questions for reflection:
* What did you notice about pupil talk in these clips? Is it different from general pupil talk in classrooms? Explain your answer with reasons.
* How does the teacher encourage pupils to make contributions? Give examples from your observations.
More questions for reflection (on this and the next video):
* Which learning objectives other than the teaching topic are achieved in these video clips?
* What would you do in your classroom to facilitate pupils building on each other’s responses? Are there any phrases that Lloyd used in the first video clip that could support this?
* How can you get children to justify and provide reasons for their responses?
* What would you not do in your classroom if you want to facilitate whole class dialogue?

{{Ednote|text=

Tell the participants that the video illustrates pupils (a) giving reasons for their ideas, and (b) building on previous speaker’s ideas. Also (c) it shows how the teacher has heard Robert’s ideas during pair activity and deliberately invites his ideas into the whole class discussion. Mention these points as your observations if the participants do not notice them.

Participants may refer to transcript during or after the video if they want.

}}

{{: Video/LB Lesson 3 can we understand clip.m4v }}

{{Background|text=
{{: Video/LB Lesson 3 can we understand clip.m4v/transcript }}
}}

= Video: Whole class dialogue =

{{activity|otr|: Video with whole class dialogue on renewable resources.|10}}
This 3.5 minute video illustrates a Grade 7 Zambian teacher, Brian, facilitating a whole class dialogue on renewable sources. (The background noise is a heavy rainstorm!)

Questions for reflection are:

* Notice that the teacher asked the pupils to explain their reasoning in selecting renewable and non-renewable materials. How successful was he in doing this?
* What did you think about the horseshoe seating arrangement for this activity? Would this be feasible or effective in your classroom?
Question on both videos:
* Which learning objectives other than the teaching topic are achieved in these video clips?
* What would you do in your classroom to facilitate pupils building on each other’s responses? Are there any phrases that Lloyd used in the first video clip that could support this?
* How can you get children to justify and provide reasons for their responses?
* What would you not do in your classroom if you want to facilitate whole class dialogue?

{{: Video/11 Brian_4_renewables 11_10_2011 Clip 1.m4v }}

= {{Name for ICT practice with dtgw}} =

As in the last session, use the robot/traffic lights resource to indicate your progress and help each other when necessary.

{{activity|dtgw| with ICT on various topics.|20}}
Continue exploring the various applications that you have learned about, and plan for classroom use of
* Geogebra,
* Slideshows (with OpenOffice Impress), and
* (optional) Concept mapping software.

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities for you to try in class =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} Try concept maps. Choose a topic that you can teach in your class using concept maps; it could be the one you tried out earlier on paper. Think of some sub-topics for which you will ask your pupils to brainstorm.

Draw this concept map using freemind software on the netbooks. Create a template concept map that you can use in the classroom (just like the facilitator had for this session). Fill it during classroom activity. You will need a projector linked to your computer for this activity.

Ask your pupils to give reasons for their ideas. Encourage all pupils to be active by agreeing and disagreeing about the idea.

'''Instructions to access freemind:'''

Ubuntu: Applications – Office – Freemind. If an old concept map file opens, go to File menu and choose New to get a blank document. To add sibling bubbles to the original, select it and choose ENTER. To make a child node, INSERT.

{{fup|B}} Try out the horseshoe seating arrangement or another new arrangement in your class during a lesson in the coming week.

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Concept mapping

2013-01-28T11:10:28Z

Bryony: /* Creating and presenting a concept map */

{{OER4S
|title=Concept mapping
|session=2.4
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* concept mapping as a technique to promote interactive teaching
* constructing a concept map as a whole group and an individual activity
* encouraging talk that involves reasoning and building on others’ ideas

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* take part in a whole group brainstorm activity and record the results as a concept map
* plan, present / listen to others present a concept map and use supportive dialogue
* plan a concept mapping activity for use in the classroom

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Consolidate your skills with Geogebra, images, and typing.
* Learn about using OO Impress (e.g. adding titles to images)
* (optional) Concept mapping software.

{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.

|resources=If available, large pieces of paper to draw concept maps.
}}

= {{name for review of follow up}} =

{{review of follow up}}

= Introduction to concept mapping =
{{Ednote|text=
You will need a projector linked to your computer for this session.

Display the concept map of water (TESSA resource) ({{File|Concept map of water (TESSA).pdf}}) on the projector.

Note that you can do this session in the following ways:
* If the participants are quite confident in their use of ICT, then you could use concept maps on the netbooks.
* However, if the participants are not that fluent yet in their use of ICT, it is better to just focus on the idea of a concept map (on paper), and to introduce concept mapping software in the ICT practice session for those who would like to explore this.
}}

[[Image:oer4s freemind concept map.jpg|thumb|300px]]
{{background|text=
A concept map is a visual way of representing pupils’ ideas around a main topic.

Some examples of what concept maps might show are:

* relationships - different types of vegetation and climate
* tasks – designing an electric circuit
* hierarchies - food pyramid
* causes of events - effects of human activities on forests
* flow of processes - water cycle

How is concept mapping used in the classroom?

# A teacher might solicit ideas from the class and draw a '''single class concept map''' on the board or on a computer using special concept mapping software, and project it for the class.
# Pupils draw their own '''personal maps''' on paper or on a computer; they work individually or in a pair or group.
}}

{{activity|stgw| on developing ideas for concept maps.|5}} See an example of a concept map on the screen. Tell the person next to you a topic from the curriculum that can be concept-mapped; mention advantages of mapping this topic and how mapping this topic can promote interactive teaching. Don’t actually create a map, just think of a topic and at what stage of teaching it the mapping might be useful.

Decide whether you would start with a few given sub-topics or ask pupils to suggest these – this is optional, depending on the subject material. (All the further ideas on branches from sub-topics come from pupils.)

{{Ednote|text=
Set a time limit for the pair work, say 5 minutes, and follow it strictly.
Display the blank concept map ‘Learning concept maps’ ({{File|Learning Concept Maps.mm}}) on the screen after 5 minutes. Also open the file on the individual computers – one machine per person.
}}

{{activity|wcb| on constructing a concept map.|10}} Brainstorm to help construct/complete the concept map displayed. Read the background information below before starting the brainstorm.<br />
{{activity|Individual activity|: Creating your own concept map during the brainstorm.|10}}
Enter the suggestions as they are made, on your own concept map (either on paper, or on a digital concept map on a netbook). Add any further ideas of your own.

{{background|text=The main concept that you are mapping is: ''Learning about concept maps.'' Suggest any ideas that you can think of related to the topics given below, or suggest new topics.

* Topics that can be explored through concept mapping?
* Advantages of concept mapping during teaching?
* Ways of using concept mapping to make teaching interactive (with or without using ICT)?

When contributing ideas to the concept map under construction, remember to:

* support your ideas with reasons
* add to existing ideas if you agree (as in cumulative talk)
* question/challenge new ideas if you disagree

}}

{{todo|Need to work on the above sequence - done JB, for BH: remember to upload .mm file}}

{{Ednote|text=
If you are using comcept maps on a computer, use the document {{File|Learning Concept Maps.mm}} for reference to fill up this concept map. Otherwise draw a similar concept map on the board or a large piece of paper (ideally stuck to a wall, so that everybody can see).

During the brainstorm:
* Respect all ideas
* Note only keywords rather than complete sentences (as shown in the ‘water’ example)
* Be as quick as possible in typing the idea so that the activity is swift and ideas are not lost. You can choose between the two options depending on your comfort with typing: typing responses to all questions simultaneously OR considering responses one question at a time. Suggest that the participants make a note of their ideas as they come.
* Stop the brainstorm activity after 20 minutes. Exceeding the time limit can tire the participants.

Save the filled concept map. It will be used later.
}}

= Creating and presenting a concept map =

{{Ednote|text=
Use sheets of paper (at least A4 size) and coloured pens for this activity. This will help to save the concept maps for future reference. If paper is not available, use mini-blackboards.
}}

{{activity|Individual or small group activity:| Creating a concept map on a topic of your choice|10}} Choose a topic from the topics listed on the map you have created together, i.e. from the box ‘topics that can be explored through concept mapping’ or ‘examples’ given above. It can be a topic you will use in your classroom soon. Draw a concept map on your sheet of paper.

As you draw the concept map, think about different ways in which this concept mapping activity can be used in the classroom? ''TIP: Think of its uses at the beginning, middle and end of a lesson. '' Your ideas will be discussed during the activity on progress in concept mapping.

{{Ednote|text=

If two or three participants choose the same topic or teach the same subject, suggest that they can work as a group.

You should move around to provide support / ideas to participants while they are drawing their maps. Give suggestions such as “How about including...” or “Do you think... can also be included?”.

Question the participants - how can you use this concept mapping activity in the classroom?

If some participants finish sooner than the others ask them to read the Teaching and Learning section on pages 34 - 35 plus page 40 of the VVOB toolkit ({{File|VVOB toolkit pp 35 36 40.pdf}}).
}}

{{activity|Presentation| of concept maps.|15}}
At the end of the activity, 2-3 participants present their concept map for the whole group (each group has 5 minutes). You are role playing as pupils at this time.

During the presentation all participants are actively involved:

* The presenters should explain reasons for their ideas.
* Other participants should build on presenter ideas through agreement comments. For example, ‘ I think it’s a good idea that you included... ''because''...’ or ‘Another idea related to... is...’.
* Other participants can also question / challenge presenters' ideas through disagreement comments. For example, ‘I think... could be moved under the sub topic... because...’ or ‘How about including...?’ or ‘Why is it important to include...?’

Remember that agreement comments should come before disagreement comments. The idea is to improve the concept map yet not discourage the presenter.

{{Ednote|text=
Use one of the ‘increasing participation’ strategies discussed in the previous session for selecting the presenters. You should choose volunteers or participants with good examples of concept maps. Therefore, use the strategy ‘selecting volunteers’, ‘mini-blackboard display’ or ‘teacher nominations’. Inform the participants about your selection strategy in advance.

'''Model''' agreement comments and disagreement comments.

Refrain from interjecting if two participants are talking about the concept map. This will demonstrate one way of encouraging pupil-pupil talk.

Distribute VVOB toolkit pages 34, 35 and 40 to participants who have not yet collected it. (See {{File|VVOB toolkit pp 35 36 40.pdf}}.)

}}

[[Image:oer4s T concept map.jpg|thumb|300px]]

{{activity|Record| your progress on concept mapping.|5}} Have you learned anything more about concept mapping as a result of the previous activity? Perhaps some of your colleagues gave you ideas when they presented their maps. Add new ideas that you have learned about concept mapping to your '''Learning about concept maps''' map, created from the whole group brainstorm activity. Refer to the VVOB toolkit pages for more ideas. Your own ideas about the other ways of using concept maps in an interactive classroom are very valuable.

= Video: Whole class dialogue on living in the trenches =

{{activity|otr|: Video with whole class dialogue on living in the trenches|10}} In this video, Lloyd, a UK secondary school teacher is facilitating a whole class dialogue during a secondary school history lesson (the all boys class are 12-13 years old). Pupils are discussing if it is possible to imagine living in trenches during the war from historical evidence, which they have discussed earlier in pairs.

See the transcript of this clip below – it may be useful to look at this during the video as the pupils’ voices are sometimes quiet.

Questions for reflection:
* What did you notice about pupil talk in these clips? Is it different from general pupil talk in classrooms? Explain your answer with reasons.
* How does the teacher encourage pupils to make contributions? Give examples from your observations.
More questions for reflection (on this and the next video):
* Which learning objectives other than the teaching topic are achieved in these video clips?
* What would you do in your classroom to facilitate pupils building on each other’s responses? Are there any phrases that Lloyd used in the first video clip that could support this?
* How can you get children to justify and provide reasons for their responses?
* What would you not do in your classroom if you want to facilitate whole class dialogue?

{{Ednote|text=

Tell the participants that the video illustrates pupils (a) giving reasons for their ideas, and (b) building on previous speaker’s ideas. Also (c) it shows how the teacher has heard Robert’s ideas during pair activity and deliberately invites his ideas into the whole class discussion. Mention these points as your observations if the participants do not notice them.

Participants may refer to transcript during or after the video if they want.

}}

{{: Video/LB Lesson 3 can we understand clip.m4v }}

{{Background|text=
{{: Video/LB Lesson 3 can we understand clip.m4v/transcript }}
}}

= Video: Whole class dialogue =

{{activity|otr|: Video with whole class dialogue on renewable resources.|10}}
This 3.5 mins. video illustrates a Grade 7 Zambian teacher, Brian, facilitating a whole class dialogue on renewable sources. (The background noise is a heavy rainstorm!)

Questions for reflection are:

* Notice that the teacher asked the pupils to explain their reasoning in selecting renewable and non-renewable materials. How successful was he in doing this?
* What did you think about the horseshoe seating arrangement for this activity? Would this be feasible or effective in your classroom?
Question on both videos:
* Which learning objectives other than the teaching topic are achieved in these video clips?
* What would you do in your classroom to facilitate pupils building on each other’s responses? Are there any phrases that Lloyd used in the first video clip that could support this?
* How can you get children to justify and provide reasons for their responses?
* What would you not do in your classroom if you want to facilitate whole class dialogue?

{{: Video/11 Brian_4_renewables 11_10_2011 Clip 1.m4v }}

= {{Name for ICT practice with dtgw}} =

As in the last session, use the robot/traffic lights resource to indicate your progress and help each other when necessary.

{{activity|dtgw| with ICT on various topics.|20}}
Continue exploring the various applications that you have learned about, and plan for classroom use of
* Geogebra,
* Slideshows (with OpenOffice Impress), and
* (optional) Concept mapping software.

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities for you to try in class =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} Try concept maps. Choose a topic that you can teach in your class using concept maps; it could be the one you tried out earlier on paper. Think of some sub-topics for which you will ask your pupils to brainstorm.

Draw this concept map using freemind software on the netbooks. Create a template concept map that you can use in the classroom (just like the facilitator had for this session). Fill it during classroom activity. You will need a projector linked to your computer for this activity.

Ask your pupils to give reasons for their ideas. Encourage all pupils to be active by agreeing and disagreeing about the idea.

'''Instructions to access freemind:'''

Ubuntu: Applications – Office – Freemind. If an old concept map file opens, go to File menu and choose New to get a blank document. To add sibling bubbles to the original, select it and choose ENTER. To make a child node, INSERT.

{{fup|B}} Try out the horseshoe seating arrangement or another new arrangement in your class during a lesson in the coming week.

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Concept mapping

2013-01-28T11:08:40Z

Bryony: /* Creating and presenting a concept map */

{{OER4S
|title=Concept mapping
|session=2.4
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* concept mapping as a technique to promote interactive teaching
* constructing a concept map as a whole group and an individual activity
* encouraging talk that involves reasoning and building on others’ ideas

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* take part in a whole group brainstorm activity and record the results as a concept map
* plan, present / listen to others present a concept map and use supportive dialogue
* plan a concept mapping activity for use in the classroom

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Consolidate your skills with Geogebra, images, and typing.
* Learn about using OO Impress (e.g. adding titles to images)
* (optional) Concept mapping software.

{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.

|resources=If available, large pieces of paper to draw concept maps.
}}

= {{name for review of follow up}} =

{{review of follow up}}

= Introduction to concept mapping =
{{Ednote|text=
You will need a projector linked to your computer for this session.

Display the concept map of water (TESSA resource) ({{File|Concept map of water (TESSA).pdf}}) on the projector.

Note that you can do this session in the following ways:
* If the participants are quite confident in their use of ICT, then you could use concept maps on the netbooks.
* However, if the participants are not that fluent yet in their use of ICT, it is better to just focus on the idea of a concept map (on paper), and to introduce concept mapping software in the ICT practice session for those who would like to explore this.
}}

[[Image:oer4s freemind concept map.jpg|thumb|300px]]
{{background|text=
A concept map is a visual way of representing pupils’ ideas around a main topic.

Some examples of what concept maps might show are:

* relationships - different types of vegetation and climate
* tasks – designing an electric circuit
* hierarchies - food pyramid
* causes of events - effects of human activities on forests
* flow of processes - water cycle

How is concept mapping used in the classroom?

# A teacher might solicit ideas from the class and draw a '''single class concept map''' on the board or on a computer using special concept mapping software, and project it for the class.
# Pupils draw their own '''personal maps''' on paper or on a computer; they work individually or in a pair or group.
}}

{{activity|stgw| on developing ideas for concept maps.|5}} See an example of a concept map on the screen. Tell the person next to you a topic from the curriculum that can be concept-mapped; mention advantages of mapping this topic and how mapping this topic can promote interactive teaching. Don’t actually create a map, just think of a topic and at what stage of teaching it the mapping might be useful.

Decide whether you would start with a few given sub-topics or ask pupils to suggest these – this is optional, depending on the subject material. (All the further ideas on branches from sub-topics come from pupils.)

{{Ednote|text=
Set a time limit for the pair work, say 5 minutes, and follow it strictly.
Display the blank concept map ‘Learning concept maps’ ({{File|Learning Concept Maps.mm}}) on the screen after 5 minutes. Also open the file on the individual computers – one machine per person.
}}

{{activity|wcb| on constructing a concept map.|10}} Brainstorm to help construct/complete the concept map displayed. Read the background information below before starting the brainstorm.<br />
{{activity|Individual activity|: Creating your own concept map during the brainstorm.|10}}
Enter the suggestions as they are made, on your own concept map (either on paper, or on a digital concept map on a netbook). Add any further ideas of your own.

{{background|text=The main concept that you are mapping is: ''Learning about concept maps.'' Suggest any ideas that you can think of related to the topics given below, or suggest new topics.

* Topics that can be explored through concept mapping?
* Advantages of concept mapping during teaching?
* Ways of using concept mapping to make teaching interactive (with or without using ICT)?

When contributing ideas to the concept map under construction, remember to:

* support your ideas with reasons
* add to existing ideas if you agree (as in cumulative talk)
* question/challenge new ideas if you disagree

}}

{{todo|Need to work on the above sequence - done JB, for BH: remember to upload .mm file}}

{{Ednote|text=
If you are using comcept maps on a computer, use the document {{File|Learning Concept Maps.mm}} for reference to fill up this concept map. Otherwise draw a similar concept map on the board or a large piece of paper (ideally stuck to a wall, so that everybody can see).

During the brainstorm:
* Respect all ideas
* Note only keywords rather than complete sentences (as shown in the ‘water’ example)
* Be as quick as possible in typing the idea so that the activity is swift and ideas are not lost. You can choose between the two options depending on your comfort with typing: typing responses to all questions simultaneously OR considering responses one question at a time. Suggest that the participants make a note of their ideas as they come.
* Stop the brainstorm activity after 20 minutes. Exceeding the time limit can tire the participants.

Save the filled concept map. It will be used later.
}}

= Creating and presenting a concept map =

{{Ednote|text=
Use sheets of paper (at least A4 size) and coloured pens for this activity. This will help to save the concept maps for future reference. If paper is not available, use mini-blackboards.
}}

{{activity|Individual or small group activity:| Creating a concept map on a topic of your choice|10}} Choose a topic from the topics listed on the map you have created together, i.e. from the box ‘topics that can be explored through concept mapping’ or ‘examples’ given above. It can be a topic you will use in your classroom soon. Draw a concept map on your sheet of paper.

As you draw the concept map, think about different ways in which this concept mapping activity can be used in the classroom? ''TIP: Think of its uses at the beginning, middle and end of a lesson. '' Your ideas will be discussed during the activity on progress in concept mapping.

{{Ednote|text=

If two or three participants choose the same topic or teach the same subject, suggest that they can work as a group.

You should move around to provide support / ideas to participants while they are drawing their maps. Give suggestions such as “How about including...” or “Do you think... can also be included?”.

Question the participants - how can you use this concept mapping activity in the classroom?

If some participants finish sooner than the others ask them to read the Teaching and Learning section on pages 34 - 35 plus page 40 of the VVOB toolkit ({{File|VVOB toolkit pp 35 36 40.pdf}}).
}}

{{activity|Presentation| of concept maps.|15}}
At the end of the activity, 2-3 participants present their concept map for the whole group (each group has 5 minutes). You are role playing as pupils at this time.

During the presentation all participants are actively involved:

* The presenters should explain reasons for their ideas.
* Other participants should build on presenter ideas through agreement comments. For example, ‘ I think it’s a good idea that you included... ''because''...’ or ‘Another idea related to... is...’.
* Other participants can also question/challenge presenter’s ideas through disagreement comments. For example, ‘I think... could be moved under the sub topic... because...’ or ‘How about including...?’ or ‘Why is it important to include...?’

Remember that agreement comments should come before disagreement comments. The idea is to improve the concept map yet not discourage the presenter.

{{Ednote|text=
Use one of the ‘increasing participation’ strategies discussed in the previous session for selecting the presenters. You should choose volunteers or participants with good examples of concept maps. Therefore, use the strategy ‘selecting volunteers’, ‘mini-blackboard display’ or ‘teacher nominations’. Inform the participants about your selection strategy in advance.

'''Model''' agreement comments and disagreement comments.

Refrain from interjecting if two participants are talking about the concept map. This will demonstrate one way of encouraging pupil-pupil talk.

Distribute VVOB toolkit pages 34, 35 and 40 to participants who have not yet collected it. (See {{File|VVOB toolkit pp 35 36 40.pdf}}.)

}}

[[Image:oer4s T concept map.jpg|thumb|300px]]

{{activity|Record| your progress on concept mapping.|5}} Have you learned anything more about concept mapping as a result of the previous activity? Perhaps some of your colleagues gave you ideas when they presented their maps. Add new ideas that you have learned about concept mapping to your '''Learning about concept maps''' map, created from the whole group brainstorm activity. Refer to the VVOB toolkit pages for more ideas. Your own ideas about the other ways of using concept maps in an interactive classroom are very valuable.

= Video: Whole class dialogue on living in the trenches =

{{activity|otr|: Video with whole class dialogue on living in the trenches|10}} In this video, Lloyd, a UK secondary school teacher is facilitating a whole class dialogue during a secondary school history lesson (the all boys class are 12-13 years old). Pupils are discussing if it is possible to imagine living in trenches during the war from historical evidence, which they have discussed earlier in pairs.

See the transcript of this clip below – it may be useful to look at this during the video as the pupils’ voices are sometimes quiet.

Questions for reflection:
* What did you notice about pupil talk in these clips? Is it different from general pupil talk in classrooms? Explain your answer with reasons.
* How does the teacher encourage pupils to make contributions? Give examples from your observations.
More questions for reflection (on this and the next video):
* Which learning objectives other than the teaching topic are achieved in these video clips?
* What would you do in your classroom to facilitate pupils building on each other’s responses? Are there any phrases that Lloyd used in the first video clip that could support this?
* How can you get children to justify and provide reasons for their responses?
* What would you not do in your classroom if you want to facilitate whole class dialogue?

{{Ednote|text=

Tell the participants that the video illustrates pupils (a) giving reasons for their ideas, and (b) building on previous speaker’s ideas. Also (c) it shows how the teacher has heard Robert’s ideas during pair activity and deliberately invites his ideas into the whole class discussion. Mention these points as your observations if the participants do not notice them.

Participants may refer to transcript during or after the video if they want.

}}

{{: Video/LB Lesson 3 can we understand clip.m4v }}

{{Background|text=
{{: Video/LB Lesson 3 can we understand clip.m4v/transcript }}
}}

= Video: Whole class dialogue =

{{activity|otr|: Video with whole class dialogue on renewable resources.|10}}
This 3.5 mins. video illustrates a Grade 7 Zambian teacher, Brian, facilitating a whole class dialogue on renewable sources. (The background noise is a heavy rainstorm!)

Questions for reflection are:

* Notice that the teacher asked the pupils to explain their reasoning in selecting renewable and non-renewable materials. How successful was he in doing this?
* What did you think about the horseshoe seating arrangement for this activity? Would this be feasible or effective in your classroom?
Question on both videos:
* Which learning objectives other than the teaching topic are achieved in these video clips?
* What would you do in your classroom to facilitate pupils building on each other’s responses? Are there any phrases that Lloyd used in the first video clip that could support this?
* How can you get children to justify and provide reasons for their responses?
* What would you not do in your classroom if you want to facilitate whole class dialogue?

{{: Video/11 Brian_4_renewables 11_10_2011 Clip 1.m4v }}

= {{Name for ICT practice with dtgw}} =

As in the last session, use the robot/traffic lights resource to indicate your progress and help each other when necessary.

{{activity|dtgw| with ICT on various topics.|20}}
Continue exploring the various applications that you have learned about, and plan for classroom use of
* Geogebra,
* Slideshows (with OpenOffice Impress), and
* (optional) Concept mapping software.

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities for you to try in class =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} Try concept maps. Choose a topic that you can teach in your class using concept maps; it could be the one you tried out earlier on paper. Think of some sub-topics for which you will ask your pupils to brainstorm.

Draw this concept map using freemind software on the netbooks. Create a template concept map that you can use in the classroom (just like the facilitator had for this session). Fill it during classroom activity. You will need a projector linked to your computer for this activity.

Ask your pupils to give reasons for their ideas. Encourage all pupils to be active by agreeing and disagreeing about the idea.

'''Instructions to access freemind:'''

Ubuntu: Applications – Office – Freemind. If an old concept map file opens, go to File menu and choose New to get a blank document. To add sibling bubbles to the original, select it and choose ENTER. To make a child node, INSERT.

{{fup|B}} Try out the horseshoe seating arrangement or another new arrangement in your class during a lesson in the coming week.

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Concept mapping

2013-01-28T11:07:31Z

Bryony: /* Creating and presenting a concept map */

{{OER4S
|title=Concept mapping
|session=2.4
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* concept mapping as a technique to promote interactive teaching
* constructing a concept map as a whole group and an individual activity
* encouraging talk that involves reasoning and building on others’ ideas

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* take part in a whole group brainstorm activity and record the results as a concept map
* plan, present / listen to others present a concept map and use supportive dialogue
* plan a concept mapping activity for use in the classroom

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Consolidate your skills with Geogebra, images, and typing.
* Learn about using OO Impress (e.g. adding titles to images)
* (optional) Concept mapping software.

{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.

|resources=If available, large pieces of paper to draw concept maps.
}}

= {{name for review of follow up}} =

{{review of follow up}}

= Introduction to concept mapping =
{{Ednote|text=
You will need a projector linked to your computer for this session.

Display the concept map of water (TESSA resource) ({{File|Concept map of water (TESSA).pdf}}) on the projector.

Note that you can do this session in the following ways:
* If the participants are quite confident in their use of ICT, then you could use concept maps on the netbooks.
* However, if the participants are not that fluent yet in their use of ICT, it is better to just focus on the idea of a concept map (on paper), and to introduce concept mapping software in the ICT practice session for those who would like to explore this.
}}

[[Image:oer4s freemind concept map.jpg|thumb|300px]]
{{background|text=
A concept map is a visual way of representing pupils’ ideas around a main topic.

Some examples of what concept maps might show are:

* relationships - different types of vegetation and climate
* tasks – designing an electric circuit
* hierarchies - food pyramid
* causes of events - effects of human activities on forests
* flow of processes - water cycle

How is concept mapping used in the classroom?

# A teacher might solicit ideas from the class and draw a '''single class concept map''' on the board or on a computer using special concept mapping software, and project it for the class.
# Pupils draw their own '''personal maps''' on paper or on a computer; they work individually or in a pair or group.
}}

{{activity|stgw| on developing ideas for concept maps.|5}} See an example of a concept map on the screen. Tell the person next to you a topic from the curriculum that can be concept-mapped; mention advantages of mapping this topic and how mapping this topic can promote interactive teaching. Don’t actually create a map, just think of a topic and at what stage of teaching it the mapping might be useful.

Decide whether you would start with a few given sub-topics or ask pupils to suggest these – this is optional, depending on the subject material. (All the further ideas on branches from sub-topics come from pupils.)

{{Ednote|text=
Set a time limit for the pair work, say 5 minutes, and follow it strictly.
Display the blank concept map ‘Learning concept maps’ ({{File|Learning Concept Maps.mm}}) on the screen after 5 minutes. Also open the file on the individual computers – one machine per person.
}}

{{activity|wcb| on constructing a concept map.|10}} Brainstorm to help construct/complete the concept map displayed. Read the background information below before starting the brainstorm.<br />
{{activity|Individual activity|: Creating your own concept map during the brainstorm.|10}}
Enter the suggestions as they are made, on your own concept map (either on paper, or on a digital concept map on a netbook). Add any further ideas of your own.

{{background|text=The main concept that you are mapping is: ''Learning about concept maps.'' Suggest any ideas that you can think of related to the topics given below, or suggest new topics.

* Topics that can be explored through concept mapping?
* Advantages of concept mapping during teaching?
* Ways of using concept mapping to make teaching interactive (with or without using ICT)?

When contributing ideas to the concept map under construction, remember to:

* support your ideas with reasons
* add to existing ideas if you agree (as in cumulative talk)
* question/challenge new ideas if you disagree

}}

{{todo|Need to work on the above sequence - done JB, for BH: remember to upload .mm file}}

{{Ednote|text=
If you are using comcept maps on a computer, use the document {{File|Learning Concept Maps.mm}} for reference to fill up this concept map. Otherwise draw a similar concept map on the board or a large piece of paper (ideally stuck to a wall, so that everybody can see).

During the brainstorm:
* Respect all ideas
* Note only keywords rather than complete sentences (as shown in the ‘water’ example)
* Be as quick as possible in typing the idea so that the activity is swift and ideas are not lost. You can choose between the two options depending on your comfort with typing: typing responses to all questions simultaneously OR considering responses one question at a time. Suggest that the participants make a note of their ideas as they come.
* Stop the brainstorm activity after 20 minutes. Exceeding the time limit can tire the participants.

Save the filled concept map. It will be used later.
}}

= Creating and presenting a concept map =

{{Ednote|text=
Use sheets of paper (at least A4 size) and coloured pens for this activity. This will help to save the concept maps for future reference. If paper is not available, use mini-blackboards.
}}

{{activity|Individual or small group activity:| Creating a concept map on a topic of your choice|10}} Choose a topic from the topics listed on the map you have created together, i.e. from the box ‘topics that can be explored through concept mapping’ or ‘examples’ given above. It can be a topic you will use in your classroom soon. Draw a concept map on your sheet of paper.

As you draw the concept map, think about different ways in which this concept mapping activity can be used in the classroom? ''TIP: Think of its uses at the beginning, middle and end of a lesson. '' Your ideas will be discussed during the activity on progress in concept mapping.

{{Ednote|text=

If two or three participants choose the same topic or teach the same subject, suggest that they can work as a group.

You should move around to provide support / ideas to participants while they are drawing their maps. Give suggestions such as “How about including...” or “Do you think... can also be included?”.

Question the participants - how can you use this concept mapping activity in the classroom?

If some participants finish sooner than the others ask them to read the Teaching and Learning section on pages 34 - 35 plus page 40 of the VVOB toolkit ({{File|VVOB toolkit pp 35 36 40.pdf}}).
}}

{{activity|Presentation| of concept maps.|15}}
At the end of the activity, 2-3 participants present their concept map for the whole group (each group has 5 minutes each). You are role playing as pupils at this time.

During the presentation all participants are actively involved:

* The presenters should explain reasons for their ideas.
* Other participants should build on presenter ideas through agreement comments. For example, ‘ I think it’s a good idea that you included... ''because''...’ or ‘Another idea related to... is...’.
* Other participants can also question/challenge presenter’s ideas through disagreement comments. For example, ‘I think... could be moved under the sub topic... because...’ or ‘How about including...?’ or ‘Why is it important to include...?’

Remember that agreement comments should come before disagreement comments. The idea is to improve the concept map yet not discourage the presenter.

{{Ednote|text=
Use one of the ‘increasing participation’ strategies discussed in the previous session for selecting the presenters. You should choose volunteers or participants with good examples of concept maps. Therefore, use the strategy ‘selecting volunteers’, ‘mini-blackboard display’ or ‘teacher nominations’. Inform the participants about your selection strategy in advance.

'''Model''' agreement comments and disagreement comments.

Refrain from interjecting if two participants are talking about the concept map. This will demonstrate one way of encouraging pupil-pupil talk.

Distribute VVOB toolkit pages 34, 35 and 40 to participants who have not yet collected it. (See {{File|VVOB toolkit pp 35 36 40.pdf}}.)

}}

[[Image:oer4s T concept map.jpg|thumb|300px]]

{{activity|Record| your progress on concept mapping.|5}} Have you learned anything more about concept mapping as a result of the previous activity? Perhaps some of your colleagues gave you ideas when they presented their maps. Add new ideas that you have learned about concept mapping to your '''Learning about concept maps''' map, created from the whole group brainstorm activity. Refer to the VVOB toolkit pages for more ideas. Your own ideas about the other ways of using concept maps in an interactive classroom are very valuable.

= Video: Whole class dialogue on living in the trenches =

{{activity|otr|: Video with whole class dialogue on living in the trenches|10}} In this video, Lloyd, a UK secondary school teacher is facilitating a whole class dialogue during a secondary school history lesson (the all boys class are 12-13 years old). Pupils are discussing if it is possible to imagine living in trenches during the war from historical evidence, which they have discussed earlier in pairs.

See the transcript of this clip below – it may be useful to look at this during the video as the pupils’ voices are sometimes quiet.

Questions for reflection:
* What did you notice about pupil talk in these clips? Is it different from general pupil talk in classrooms? Explain your answer with reasons.
* How does the teacher encourage pupils to make contributions? Give examples from your observations.
More questions for reflection (on this and the next video):
* Which learning objectives other than the teaching topic are achieved in these video clips?
* What would you do in your classroom to facilitate pupils building on each other’s responses? Are there any phrases that Lloyd used in the first video clip that could support this?
* How can you get children to justify and provide reasons for their responses?
* What would you not do in your classroom if you want to facilitate whole class dialogue?

{{Ednote|text=

Tell the participants that the video illustrates pupils (a) giving reasons for their ideas, and (b) building on previous speaker’s ideas. Also (c) it shows how the teacher has heard Robert’s ideas during pair activity and deliberately invites his ideas into the whole class discussion. Mention these points as your observations if the participants do not notice them.

Participants may refer to transcript during or after the video if they want.

}}

{{: Video/LB Lesson 3 can we understand clip.m4v }}

{{Background|text=
{{: Video/LB Lesson 3 can we understand clip.m4v/transcript }}
}}

= Video: Whole class dialogue =

{{activity|otr|: Video with whole class dialogue on renewable resources.|10}}
This 3.5 mins. video illustrates a Grade 7 Zambian teacher, Brian, facilitating a whole class dialogue on renewable sources. (The background noise is a heavy rainstorm!)

Questions for reflection are:

* Notice that the teacher asked the pupils to explain their reasoning in selecting renewable and non-renewable materials. How successful was he in doing this?
* What did you think about the horseshoe seating arrangement for this activity? Would this be feasible or effective in your classroom?
Question on both videos:
* Which learning objectives other than the teaching topic are achieved in these video clips?
* What would you do in your classroom to facilitate pupils building on each other’s responses? Are there any phrases that Lloyd used in the first video clip that could support this?
* How can you get children to justify and provide reasons for their responses?
* What would you not do in your classroom if you want to facilitate whole class dialogue?

{{: Video/11 Brian_4_renewables 11_10_2011 Clip 1.m4v }}

= {{Name for ICT practice with dtgw}} =

As in the last session, use the robot/traffic lights resource to indicate your progress and help each other when necessary.

{{activity|dtgw| with ICT on various topics.|20}}
Continue exploring the various applications that you have learned about, and plan for classroom use of
* Geogebra,
* Slideshows (with OpenOffice Impress), and
* (optional) Concept mapping software.

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities for you to try in class =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} Try concept maps. Choose a topic that you can teach in your class using concept maps; it could be the one you tried out earlier on paper. Think of some sub-topics for which you will ask your pupils to brainstorm.

Draw this concept map using freemind software on the netbooks. Create a template concept map that you can use in the classroom (just like the facilitator had for this session). Fill it during classroom activity. You will need a projector linked to your computer for this activity.

Ask your pupils to give reasons for their ideas. Encourage all pupils to be active by agreeing and disagreeing about the idea.

'''Instructions to access freemind:'''

Ubuntu: Applications – Office – Freemind. If an old concept map file opens, go to File menu and choose New to get a blank document. To add sibling bubbles to the original, select it and choose ENTER. To make a child node, INSERT.

{{fup|B}} Try out the horseshoe seating arrangement or another new arrangement in your class during a lesson in the coming week.

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Concept mapping

2013-01-25T18:13:53Z

Bryony:

{{OER4S
|title=Concept mapping
|session=2.4
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* concept mapping as a technique to promote interactive teaching
* constructing a concept map as a whole group and an individual activity
* encouraging talk that involves reasoning and building on others’ ideas

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* take part in a whole group brainstorm activity and record the results as a concept map
* plan, present / listen to others present a concept map and use supportive dialogue
* plan a concept mapping activity for use in the classroom

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Consolidate your skills with Geogebra, images, and typing.
* Learn about using OO Impress (e.g. adding titles to images)
* (optional) Concept mapping software.

{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.

|resources=If available, large pieces of paper to draw concept maps.
}}

= {{name for review of follow up}} =

{{review of follow up}}

= Introduction to concept mapping =
{{Ednote|text=
You will need a projector linked to your computer for this session.

Display the concept map of water (TESSA resource) ({{File|Concept map of water (TESSA).pdf}}) on the projector.

Note that you can do this session in the following ways:
* If the participants are quite confident in their use of ICT, then you could use concept maps on the netbooks.
* However, if the participants are not that fluent yet in their use of ICT, it is better to just focus on the idea of a concept map (on paper), and to introduce concept mapping software in the ICT practice session for those who would like to explore this.
}}

[[Image:oer4s freemind concept map.jpg|thumb|300px]]
{{background|text=
A concept map is a visual way of representing pupils’ ideas around a main topic.

Some examples of what concept maps might show are:

* relationships - different types of vegetation and climate
* tasks – designing an electric circuit
* hierarchies - food pyramid
* causes of events - effects of human activities on forests
* flow of processes - water cycle

How is concept mapping used in the classroom?

# A teacher might solicit ideas from the class and draw a '''single class concept map''' on the board or on a computer using special concept mapping software, and project it for the class.
# Pupils draw their own '''personal maps''' on paper or on a computer; they work individually or in a pair or group.
}}

{{activity|stgw| on developing ideas for concept maps.|5}} See an example of a concept map on the screen. Tell the person next to you a topic from the curriculum that can be concept-mapped; mention advantages of mapping this topic and how mapping this topic can promote interactive teaching. Don’t actually create a map, just think of a topic and at what stage of teaching it the mapping might be useful.

Decide whether you would start with a few given sub-topics or ask pupils to suggest these – this is optional, depending on the subject material. (All the further ideas on branches from sub-topics come from pupils.)

{{Ednote|text=
Set a time limit for the pair work, say 5 minutes, and follow it strictly.
Display the blank concept map ‘Learning concept maps’ ({{File|Learning Concept Maps.mm}}) on the screen after 5 minutes. Also open the file on the individual computers – one machine per person.
}}

{{activity|wcb| on constructing a concept map.|10}} Brainstorm to help construct/complete the concept map displayed. Read the background information below before starting the brainstorm.<br />
{{activity|Individual activity|: Creating your own concept map during the brainstorm.|10}}
Enter the suggestions as they are made, on your own concept map (either on paper, or on a digital concept map on a netbook). Add any further ideas of your own.

{{background|text=The main concept that you are mapping is: ''Learning about concept maps.'' Suggest any ideas that you can think of related to the topics given below, or suggest new topics.

* Topics that can be explored through concept mapping?
* Advantages of concept mapping during teaching?
* Ways of using concept mapping to make teaching interactive (with or without using ICT)?

When contributing ideas to the concept map under construction, remember to:

* support your ideas with reasons
* add to existing ideas if you agree (as in cumulative talk)
* question/challenge new ideas if you disagree

}}

{{todo|Need to work on the above sequence - done JB, for BH: remember to upload .mm file}}

{{Ednote|text=
If you are using comcept maps on a computer, use the document {{File|Learning Concept Maps.mm}} for reference to fill up this concept map. Otherwise draw a similar concept map on the board or a large piece of paper (ideally stuck to a wall, so that everybody can see).

During the brainstorm:
* Respect all ideas
* Note only keywords rather than complete sentences (as shown in the ‘water’ example)
* Be as quick as possible in typing the idea so that the activity is swift and ideas are not lost. You can choose between the two options depending on your comfort with typing: typing responses to all questions simultaneously OR considering responses one question at a time. Suggest that the participants make a note of their ideas as they come.
* Stop the brainstorm activity after 20 minutes. Exceeding the time limit can tire the participants.

Save the filled concept map. It will be used later.
}}

= Creating and presenting a concept map =

{{Ednote|text=
Use sheets of paper (at least A4 size) and coloured pens for this activity. This will help to save the concept maps for future reference. If paper is not available, use mini-blackboards.
}}

{{activity|Individual or small group activity:| Creating a concept map on a topic of your choice|10}} Choose a topic from the topics listed on the map you have created together, i.e. from the box ‘topics that can be explored through concept mapping’ or ‘examples’ given above. It can be a topic you will use in your classroom soon. Draw a concept map on your sheet of paper.

As you draw the concept map, think about different ways in which this concept mapping activity can be used in the classroom? ''TIP: Think of its uses at the beginning, middle and end of a lesson. '' Your ideas will be discussed during the activity on progress in concept mapping.

{{Ednote|text=

If two or three participants choose the same topic or teach the same subject, suggest that they can work as a group.

You should move around to provide support/ ideas to participants while they are drawing their maps. Give suggestions such as “How about including...” or “Do you think... can also be included?”.

Question the participants - how can you use this concept mapping activity in the classroom?

If some participants finish sooner than the others ask them to read the Teaching and Learning section on pages 34 - 35 plus page 40 of the VVOB toolkit ({{File|VVOB toolkit pp 35 36 40.pdf}}).
}}

{{activity|Presentation| of concept maps.|15}}
At the end of the activity, 2-3 participants present their concept map for the whole group (each group has 5 minutes each). You are role playing as pupils at this time.

During the presentation all participants are actively involved:

* The presenters should explain reasons for their ideas.
* Other participants should build on presenter ideas through agreement comments. For example, ‘ I think it’s a good idea that you included... ''because''...’ or ‘Another idea related to... is...’.
* Other participants can also question/challenge presenter’s ideas through disagreement comments. For example, ‘I think... could be moved under the sub topic... because...’ or ‘How about including...?’ or ‘Why is it important to include...?’

Remember that agreement comments should come before disagreement comments. The idea is to improve the concept map yet not discourage the presenter.

{{Ednote|text=
Use one of the ‘increasing participation’ strategies discussed in the previous session for selecting the presenters. You should choose volunteers or participants with good examples of concept maps. Therefore, use the strategy ‘selecting volunteers’, ‘mini-blackboard display’ or ‘teacher nominations’. Inform the participants about your selection strategy in advance.

'''Model''' agreement comments and disagreement comments.

Refrain from interjecting if two participants are talking about the concept map. This will demonstrate one way of encouraging pupil-pupil talk.

Distribute VVOB toolkit pages 34, 35 and 40 to participants who have not yet collected it. (See {{File|VVOB toolkit pp 35 36 40.pdf}}.)

}}

[[Image:oer4s T concept map.jpg|thumb|300px]]

{{activity|Record| your progress on concept mapping.|5}} Have you learnt anything more about concept mapping as a result of the previous activity? Perhaps some of your colleagues gave you ideas when they presented their maps. Add new ideas that you have learned about concept mapping to your '''Learning about concept maps''' map, created from the whole group brainstorm activity. Refer to the VVOB toolkit pages for more ideas. Your own ideas about the other ways of using concept maps in an interactive classroom are very valuable.

= Video: Whole class dialogue on living in the trenches =

{{activity|otr|: Video with whole class dialogue on living in the trenches|10}} In this video, Lloyd, a UK secondary school teacher is facilitating a whole class dialogue during a secondary school history lesson (the all boys class are 12-13 years old). Pupils are discussing if it is possible to imagine living in trenches during the war from historical evidence, which they have discussed earlier in pairs.

See the transcript of this clip below – it may be useful to look at this during the video as the pupils’ voices are sometimes quiet.

Questions for reflection:
* What did you notice about pupil talk in these clips? Is it different from general pupil talk in classrooms? Explain your answer with reasons.
* How does the teacher encourage pupils to make contributions? Give examples from your observations.
More questions for reflection (on this and the next video):
* Which learning objectives other than the teaching topic are achieved in these video clips?
* What would you do in your classroom to facilitate pupils building on each other’s responses? Are there any phrases that Lloyd used in the first video clip that could support this?
* How can you get children to justify and provide reasons for their responses?
* What would you not do in your classroom if you want to facilitate whole class dialogue?

{{Ednote|text=

Tell the participants that the video illustrates pupils (a) giving reasons for their ideas, and (b) building on previous speaker’s ideas. Also (c) it shows how the teacher has heard Robert’s ideas during pair activity and deliberately invites his ideas into the whole class discussion. Mention these points as your observations if the participants do not notice them.

Participants may refer to transcript during or after the video if they want.

}}

{{: Video/LB Lesson 3 can we understand clip.m4v }}

{{Background|text=
{{: Video/LB Lesson 3 can we understand clip.m4v/transcript }}
}}

= Video: Whole class dialogue =
{{todo|clip needs to be inserted!
* 11 Brian_4_renewables 11_10_2011 Clip 1.m4v
}}

{{activity|otr|: Video with whole class dialogue on renewable resources.|10}}
This 3.5 mins. video illustrates a Grade 7 Zambian teacher, Brian, facilitating a whole class dialogue on renewable sources. (The background noise is a heavy rainstorm!)

Questions for reflection are:

* Notice that the teacher asked the pupils to explain their reasoning in selecting renewable and non-renewable materials. How successful was he in doing this?
* What did you think about the horseshoe seating arrangement for this activity? Would this be feasible or effective in your classroom?
Question on both videos:
* Which learning objectives other than the teaching topic are achieved in these video clips?
* What would you do in your classroom to facilitate pupils building on each other’s responses? Are there any phrases that Lloyd used in the first video clip that could support this?
* How can you get children to justify and provide reasons for their responses?
* What would you not do in your classroom if you want to facilitate whole class dialogue?

{{: Video/11 Brian_4_renewables 11_10_2011 Clip 1.m4v }}

= {{Name for ICT practice with dtgw}} =

As in the last session, use the robot/traffic lights resource to indicate your progress and help each other when necessary.

{{activity|dtgw| with ICT on various topics.|20}}
Continue exploring the various applications that you have learned about, and plan for classroom use of
* Geogebra,
* Slideshows (with OpenOffice Impress), and
* (optional) Concept mapping software.

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities for you to try in class =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} Try concept maps. Choose a topic that you can teach in your class using concept maps; it could be the one you tried out earlier on paper. Think of some sub-topics for which you will ask your pupils to brainstorm.

Draw this concept map using freemind software on the netbooks. Create a template concept map that you can use in the classroom (just like the facilitator had for this session). Fill it during classroom activity. You will need a projector linked to your computer for this activity.

Ask your pupils to give reasons for their ideas. Encourage all pupils to be active by agreeing and disagreeing about the idea.

'''Instructions to access freemind:'''

Ubuntu: Applications – Office – Freemind. If an old concept map file opens, go to File menu and choose New to get a blank document. To add sibling bubbles to the original, select it and choose ENTER. To make a child node, INSERT.

{{fup|B}} Try out the horseshoe seating arrangement or another new arrangement in your class during a lesson in the coming week.

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/More on questioning/review of follow up

2013-01-24T16:04:36Z

Bryony:

{{activity|Review| of the planned activity, other strategies, and peer observation.|10}}
* Did you observe a buddy practising questioning in their classroom? Did your observation help your buddy? If yes, elaborate with specific examples about the changes in your buddy’s questioning after the activity. (You might want to continue the observation activity for a few more weeks)
* What did you learn by observing your buddy? Were there any questioning and handling responses strategies that you learned from your buddy?
* Did you notice any changes in pupils’ participation due to your new questioning and handling responses strategies? Share one strategy that you found most effective in your classroom. Explain reasons for why you think that the strategy was effective.
* Did you try any strategies for improving the quality of pupils’ responses? Which strategy or strategies led to chains of thinking about the content that you were teaching?

{{activity|Review| of netbook based activities in the classroom.|10}}
* ICT activity – did you use the netbooks during the last week for the geogebra activity?
* Did you try anything else?
* How familiar are your students with using the netbooks?
* How familiar are you with using the netbooks?

OER4Schools/More on questioning

2013-01-24T15:54:43Z

Bryony: /* {{Name for ICT practice with dtgw}} */

{{OER4S
|title=More on questioning
|session=2.3
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* further techniques for questioning and '''handling responses'''
* common mistakes made when asking questions in the classroom
* how to increase pupil participation for answering questions

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* practise effective questioning and handling responses
* role-play a question and answer session with '''common questioning mistakes''' to highlight how ineffective some commonly employed questioning strategies can be
* recognise and plan to use a range of '''effective strategies to increase pupil participation for answering questions'''

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Using Etherpad to make shared notes
* Planning a lesson with Geogebra
{{ OER4SchoolsWSInfo/ICT intro students}}
* try another lesson with Geogebra.

|resources=
Prepare for this activity by printing out from the file the list of [[OER4Schools/Strategies for increasing participation in answering questions|Strategies for increasing participation]] and cut it up so each strategy is on a separate small piece of paper. You can also write them if printing is not possible. Fold each piece separately and keep them in a basket, box, tray or plastic bag.

}}

= Making notes with Etherpad =

Appoint two scribes, who make notes where appropriate in Etherpad. Occasionally change who the scribes are.

= {{name for review of follow up}} =

{{review of follow up}}

= Last week, what was your practice like? =

{{ednote|text=
Dialogue involves building on pupils’ responses so that chains of thinking lead to effective learning.

Ask participants to refer to page 7 in the VVOB handout from last week; it is available at [[OER4Schools/VVOB Questioning the Questions|Questioning the questions]]. Also distribute the TESSA handout entitled [[OER4Schools/Using questioning to promote thinking|Using questioning to promote thinking]]. The document can be found at [[File:TESSA_Using_questioning_to _promote_thinking.doc|here]].

Participants can briefly read through the rest of the VVOB handout (we will do an activity on Blooms' Taxonomy in a later session in preparation for the enquiry unit) and then proceed to the TESSA handout work. Ask them to be swift yet thorough in reading.

Present yourself as available if they need to clarify something from the handouts.
}}

{{activity|Writing|: Self assessment of questioning techniques using a checklist.|5}} Look at the [[OER4Schools/Questioning checklist]] (taken from the green box on page 7 of last week’s VVOB handout on questioning) and see how the statements might have applied to your practice during the past week (i.e. since the last session on questioning). Tick Yes or No.

= Reading for further questioning and handling responses =

{{activity|Reading| for further questioning and handling responses|10}} Read pages 2 and 3 of the TESSA handout with the headings ‘Improving the quality of responses’ and ‘Common mistakes in questioning’. Which 2 of these 5 strategies for effective questioning and handling responses would you like to try out in the next week?

# Prompting
# Probing
# Refocusing
# Sequencing
# Listening

{{activity| Role play in pairs| common questioning mistakes.|5}} Have fun role-playing a teacher-student question and answer session where the teacher tries to include as many of the common questioning mistakes as possible. You'll need to be creative to get the most from this activity.

{{ednote|text=

Ask participants to keep these answers safely. They will be required for further activities.

The role play activity is supposed to be light-hearted and fun allowing the participants to laugh at themselves. We are all guilty of making questioning mistakes from time to time.

Before proceeding to the next activity, confirm that everything mentioned in the handouts is clear to the participants. If anything is not clear, have a discussion about it and involve everybody.

}}

= Increasing participation in answering questions =

{{ednote|text=
Prepare for this activity by printing out from the file the list of [[OER4Schools/Strategies for increasing participation in answering questions|Strategies for increasing participation]] and cut it up so each strategy is on a separate small piece of paper. You can also write them if printing is not possible. Fold each piece separately and keep them in a basket, box, tray or plastic bag.
}}
[[Image:mini-whiteboards.jpg|350px|alt=pupils holding up mini-whiteboards in a classroom]]<br />
Here is a list of ''' [[OER4Schools/Strategies for increasing participation in answering questions|strategies for increasing participation in answering questions]]''', also available as a separate file.

{{oinc|OER4Schools/Strategies for increasing participation in answering questions}}

{{activity|Game and discussion| on strategies for increasing participation in answering questions|10}} Ten volunteers each pick up one folded paper from the basket. They read the strategy on it and then they explain it to other participants through demonstration and/or thinking of practical examples.

{{ednote|text=
Encourage volunteers to suggest practical examples. Ask other participants to ask the volunteers questions if any strategy is not clear.

Alternative activity: ask groups to discuss the different possibilities listed – which ones they think would work, and why?
}}

{{activity|stgw| in pairs on using these strategies.|10}} Working in pairs, start a new activity template, and make some notes on which strategies you want to try.

= Video: Questioning Styles and Strategies =
{{todo|videos needs to be put onto youtube and linked properly}}
[[File:Diane_L1_photo.jpg|thumb|300px]]
[[File:Diane_L2_photo.jpg|thumb|300px]]

In this activity, we will watch two videos. Here are some '''suggested questions for reflection on both videos:'''
* What were the different types of questions you identified in the clips? Which types do you think were more effective?
* Which questions or statements seemed effective in extending pupils’ responses and getting them to build on each others’ ideas? Give examples.
* How can you adopt or adapt the strategies for increasing pupil participation in your classroom? What would you like to add or change about the practice in the clips?

{{activity|otr|: Watching a video on questioning styles and strategies.|10}}

{{video
|name=Questioning Styles and Strategies.mp4
|src=5uKqs3D0Z0M
}}

In this 8-min. sequence, Dr. Harvey Silver guides you through a learning session that may help you develop a wider repertoire of effective questioning practices for your classroom. A larger variety can help you engage learners working at different levels.

{{activity|otr|: Watching a video on choosing, annotating and discussing images related to personal safety|10}}

{{: Video/Unit_2_session_3---Diane Lesson 2 D2.5.m4v }}

This 10-min. clip illustrates how groups of children aged 10 revisited a collection of images that Diane, a UK primary teacher, had collated during the previous lesson, pertaining to personal safety issues.

{{Ednote|text=
In the second video, a student from each group comes up in turn to the whiteboard to annotate their chosen images, sharing with the class the advice they had previously generated during group discussions (“as a team working for Childline”, the child abuse phoneline) and recorded on large sheets of paper, or in one case, on the board. Note that an interactive whiteboard was used but a data projector could have been used alone.

The teacher prompted students with open-ended, probing questions such as “What do you think about that?” “Why did Mehmet write “be assertive”? "Why are you [suggesting she calls the] police?” She thereby helped children to be responsive and build on each other’s ideas, make reasoned arguments and develop insights into the characters’ mindsets. Children drew on their own experiences in exploring some complex issues and ethical dilemmas (e.g. the worry that a family would be split up if a domestic violence situation was reported).
}}

{{activity|wcd| on these videos, and adding useful question types to your activity template.|10}} We asked you to reflect on the following:
* What were the different types of questions you identified in the clips? Which types do you think were more effective?
* Which questions or statements seemed effective in extending pupils’ responses and getting them to build on each others’ ideas? Give examples.
* How can you adopt or adapt the strategies for increasing pupil participation in your classroom? What would you like to add or change about the practice in the clips?
Share and discuss your observations. Add notes to your activity template as to what you can try in class.

= Planning your questioning activity =

Write down any further points emerging about questioning and handling responses in the table that you filled in during the first activity in this session.

{{activity|stgw|: Planning in pairs for a questioning activity|10}} Prepare a 10-minute activity for an impending lesson that focuses specifically on questioning and handling responses related to the lesson topic. Work with a same-grade buddy if available. Use the same [[OER4Schools/activity template|activity template]] that you have already started. Include some of the new ideas that have emerged in this session; be sure to include
* one of the strategies for improving the quality of responses (TESSA)
* one of the strategies for increasing participation in answering questions

In your pair, discuss which other points about questioning and handling responses should be included in the [[OER4Schools/Questioning checklist|Questioning checklist]]? Edit the table using the copy in the checklist file and add your own statements at the bottom.

Notes:
* You may or may not want to trial the same activity: This is up to you. Both of you can plan the same activity, or a different activity.
* Think whether you can include ICT in some way: Can you support the questioning activity with some images? You could use your previously made slideshows. If you run your questioning activity before the Geogebra activity (see below) then you can use the netbooks for both!

{{Ednote|text=
Note answers to these points on the flipchart or blackboard. Remember to demonstrate good questioning and handling responses yourself.

Remind participants to think about their own practice and to suggest specific points that can be observed by anybody. Some questions that you can raise which will encourage participants to think are:
* What do your questions generally start with – What, Who, When, Why, Where, Did, Can etc? Does this need any improvement?
* Do you tend to answer your own questions?
* Do you look for specific answers after posing a question?
* How long do you wait for before asking the next question or making the next statement?
* How do you encourage shy pupils to answer?
* How do you manage the same pupils answering most questions?
* When a pupil responds to your question, do you give feedback immediately or follow it up with another question?

Ideally these activities will result in a modified observation checklist related to questioning and handling responses.
Encourage participants to include as many points in this table or ‘observation checklist’ as possible.
}}

{{activity|Agreeing| a time for peer observation|5}} At the end of this activity, briefly agree with your partner, when you can observe each other. When you do this observation, make sure you take your (amended) [[OER4Schools/Questioning checklist|Questioning checklist]] along.

{{ednote|text=
Make sure that everybody agrees when they will observe eachother.
}}

= {{Name for ICT practice with dtgw}} =

As in the last session, use the robot/traffic lights resource to assess your progress as a group whilst doing the ICT activities. This will alert the facilitator to which groups need assistance. Enabling participants to ask for help without fear of judgment helps with the creation of a supportive workshop environment.

{{activity|dtgw| with ICT on various topics.|20}} Review the notes made in Etherpad. Does everybody understand how Etherpad works? Some participants may want to edit and tidy up the notes from this session.

Continue to try out Geogebra. How did the Geogebra exploration go? How can you use Geogebra in a lesson? Use the [[OER4Schools/activity template|activity template]] to develop an activity as you continue exploring Geogebra.

By now, you should aim to develop some familiarity with the ICT tools that we have introduced so far, namely Geogebra and Open Office Impress (for images), and also make progress with your typing practice. You can refer back to the
[[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]],
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
OpenOffice]], and
[[OER4Schools/Typing practice with students|typing practice with students]].
{{ednote|text=
Learning about Geogebra, Open Office Impress, and attaining reasonable typing skills are key goals for this programme. As participants practice these skills, go round the room and see whether you can identify problems.
}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} '''Trialling of your activity and peer observation.''' Try out your new questioning activity in a lesson and ask your buddy to observe you for just that section of the lesson. They should use your modified observation checklist to see if your questioning meets your own goals but can also add their own comments below the table. In turn, observe your buddy using their checklist.

{{fup|B}} '''Trying our different strategies.''' You might like to try out other strategies in other lessons, for example those you ticked No to or added your own ideas to in the [[OER4Schools/Questioning checklist|questioning checklist]], or other strategies for improving the quality of responses or participation in answering questions.

{{fup|C}} '''Geogebra and netbooks.''' Do the Geogebra-based activity. As you do the activity in the classroom, try to see how familiar your students are with using the netbooks.

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/More on questioning

2013-01-24T15:52:02Z

Bryony: /* Planning your questioning activity */

{{OER4S
|title=More on questioning
|session=2.3
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* further techniques for questioning and '''handling responses'''
* common mistakes made when asking questions in the classroom
* how to increase pupil participation for answering questions

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* practise effective questioning and handling responses
* role-play a question and answer session with '''common questioning mistakes''' to highlight how ineffective some commonly employed questioning strategies can be
* recognise and plan to use a range of '''effective strategies to increase pupil participation for answering questions'''

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Using Etherpad to make shared notes
* Planning a lesson with Geogebra
{{ OER4SchoolsWSInfo/ICT intro students}}
* try another lesson with Geogebra.

|resources=
Prepare for this activity by printing out from the file the list of [[OER4Schools/Strategies for increasing participation in answering questions|Strategies for increasing participation]] and cut it up so each strategy is on a separate small piece of paper. You can also write them if printing is not possible. Fold each piece separately and keep them in a basket, box, tray or plastic bag.

}}

= Making notes with Etherpad =

Appoint two scribes, who make notes where appropriate in Etherpad. Occasionally change who the scribes are.

= {{name for review of follow up}} =

{{review of follow up}}

= Last week, what was your practice like? =

{{ednote|text=
Dialogue involves building on pupils’ responses so that chains of thinking lead to effective learning.

Ask participants to refer to page 7 in the VVOB handout from last week; it is available at [[OER4Schools/VVOB Questioning the Questions|Questioning the questions]]. Also distribute the TESSA handout entitled [[OER4Schools/Using questioning to promote thinking|Using questioning to promote thinking]]. The document can be found at [[File:TESSA_Using_questioning_to _promote_thinking.doc|here]].

Participants can briefly read through the rest of the VVOB handout (we will do an activity on Blooms' Taxonomy in a later session in preparation for the enquiry unit) and then proceed to the TESSA handout work. Ask them to be swift yet thorough in reading.

Present yourself as available if they need to clarify something from the handouts.
}}

{{activity|Writing|: Self assessment of questioning techniques using a checklist.|5}} Look at the [[OER4Schools/Questioning checklist]] (taken from the green box on page 7 of last week’s VVOB handout on questioning) and see how the statements might have applied to your practice during the past week (i.e. since the last session on questioning). Tick Yes or No.

= Reading for further questioning and handling responses =

{{activity|Reading| for further questioning and handling responses|10}} Read pages 2 and 3 of the TESSA handout with the headings ‘Improving the quality of responses’ and ‘Common mistakes in questioning’. Which 2 of these 5 strategies for effective questioning and handling responses would you like to try out in the next week?

# Prompting
# Probing
# Refocusing
# Sequencing
# Listening

{{activity| Role play in pairs| common questioning mistakes.|5}} Have fun role-playing a teacher-student question and answer session where the teacher tries to include as many of the common questioning mistakes as possible. You'll need to be creative to get the most from this activity.

{{ednote|text=

Ask participants to keep these answers safely. They will be required for further activities.

The role play activity is supposed to be light-hearted and fun allowing the participants to laugh at themselves. We are all guilty of making questioning mistakes from time to time.

Before proceeding to the next activity, confirm that everything mentioned in the handouts is clear to the participants. If anything is not clear, have a discussion about it and involve everybody.

}}

= Increasing participation in answering questions =

{{ednote|text=
Prepare for this activity by printing out from the file the list of [[OER4Schools/Strategies for increasing participation in answering questions|Strategies for increasing participation]] and cut it up so each strategy is on a separate small piece of paper. You can also write them if printing is not possible. Fold each piece separately and keep them in a basket, box, tray or plastic bag.
}}
[[Image:mini-whiteboards.jpg|350px|alt=pupils holding up mini-whiteboards in a classroom]]<br />
Here is a list of ''' [[OER4Schools/Strategies for increasing participation in answering questions|strategies for increasing participation in answering questions]]''', also available as a separate file.

{{oinc|OER4Schools/Strategies for increasing participation in answering questions}}

{{activity|Game and discussion| on strategies for increasing participation in answering questions|10}} Ten volunteers each pick up one folded paper from the basket. They read the strategy on it and then they explain it to other participants through demonstration and/or thinking of practical examples.

{{ednote|text=
Encourage volunteers to suggest practical examples. Ask other participants to ask the volunteers questions if any strategy is not clear.

Alternative activity: ask groups to discuss the different possibilities listed – which ones they think would work, and why?
}}

{{activity|stgw| in pairs on using these strategies.|10}} Working in pairs, start a new activity template, and make some notes on which strategies you want to try.

= Video: Questioning Styles and Strategies =
{{todo|videos needs to be put onto youtube and linked properly}}
[[File:Diane_L1_photo.jpg|thumb|300px]]
[[File:Diane_L2_photo.jpg|thumb|300px]]

In this activity, we will watch two videos. Here are some '''suggested questions for reflection on both videos:'''
* What were the different types of questions you identified in the clips? Which types do you think were more effective?
* Which questions or statements seemed effective in extending pupils’ responses and getting them to build on each others’ ideas? Give examples.
* How can you adopt or adapt the strategies for increasing pupil participation in your classroom? What would you like to add or change about the practice in the clips?

{{activity|otr|: Watching a video on questioning styles and strategies.|10}}

{{video
|name=Questioning Styles and Strategies.mp4
|src=5uKqs3D0Z0M
}}

In this 8-min. sequence, Dr. Harvey Silver guides you through a learning session that may help you develop a wider repertoire of effective questioning practices for your classroom. A larger variety can help you engage learners working at different levels.

{{activity|otr|: Watching a video on choosing, annotating and discussing images related to personal safety|10}}

{{: Video/Unit_2_session_3---Diane Lesson 2 D2.5.m4v }}

This 10-min. clip illustrates how groups of children aged 10 revisited a collection of images that Diane, a UK primary teacher, had collated during the previous lesson, pertaining to personal safety issues.

{{Ednote|text=
In the second video, a student from each group comes up in turn to the whiteboard to annotate their chosen images, sharing with the class the advice they had previously generated during group discussions (“as a team working for Childline”, the child abuse phoneline) and recorded on large sheets of paper, or in one case, on the board. Note that an interactive whiteboard was used but a data projector could have been used alone.

The teacher prompted students with open-ended, probing questions such as “What do you think about that?” “Why did Mehmet write “be assertive”? "Why are you [suggesting she calls the] police?” She thereby helped children to be responsive and build on each other’s ideas, make reasoned arguments and develop insights into the characters’ mindsets. Children drew on their own experiences in exploring some complex issues and ethical dilemmas (e.g. the worry that a family would be split up if a domestic violence situation was reported).
}}

{{activity|wcd| on these videos, and adding useful question types to your activity template.|10}} We asked you to reflect on the following:
* What were the different types of questions you identified in the clips? Which types do you think were more effective?
* Which questions or statements seemed effective in extending pupils’ responses and getting them to build on each others’ ideas? Give examples.
* How can you adopt or adapt the strategies for increasing pupil participation in your classroom? What would you like to add or change about the practice in the clips?
Share and discuss your observations. Add notes to your activity template as to what you can try in class.

= Planning your questioning activity =

Write down any further points emerging about questioning and handling responses in the table that you filled in during the first activity in this session.

{{activity|stgw|: Planning in pairs for a questioning activity|10}} Prepare a 10-minute activity for an impending lesson that focuses specifically on questioning and handling responses related to the lesson topic. Work with a same-grade buddy if available. Use the same [[OER4Schools/activity template|activity template]] that you have already started. Include some of the new ideas that have emerged in this session; be sure to include
* one of the strategies for improving the quality of responses (TESSA)
* one of the strategies for increasing participation in answering questions

In your pair, discuss which other points about questioning and handling responses should be included in the [[OER4Schools/Questioning checklist|Questioning checklist]]? Edit the table using the copy in the checklist file and add your own statements at the bottom.

Notes:
* You may or may not want to trial the same activity: This is up to you. Both of you can plan the same activity, or a different activity.
* Think whether you can include ICT in some way: Can you support the questioning activity with some images? You could use your previously made slideshows. If you run your questioning activity before the Geogebra activity (see below) then you can use the netbooks for both!

{{Ednote|text=
Note answers to these points on the flipchart or blackboard. Remember to demonstrate good questioning and handling responses yourself.

Remind participants to think about their own practice and to suggest specific points that can be observed by anybody. Some questions that you can raise which will encourage participants to think are:
* What do your questions generally start with – What, Who, When, Why, Where, Did, Can etc? Does this need any improvement?
* Do you tend to answer your own questions?
* Do you look for specific answers after posing a question?
* How long do you wait for before asking the next question or making the next statement?
* How do you encourage shy pupils to answer?
* How do you manage the same pupils answering most questions?
* When a pupil responds to your question, do you give feedback immediately or follow it up with another question?

Ideally these activities will result in a modified observation checklist related to questioning and handling responses.
Encourage participants to include as many points in this table or ‘observation checklist’ as possible.
}}

{{activity|Agreeing| a time for peer observation|5}} At the end of this activity, briefly agree with your partner, when you can observe each other. When you do this observation, make sure you take your (amended) [[OER4Schools/Questioning checklist|Questioning checklist]] along.

{{ednote|text=
Make sure that everybody agrees when they will observe eachother.
}}

= {{Name for ICT practice with dtgw}} =

As in the last session, use the robot/traffic lights resource to assess your progress as a group whilst doing the ICT activities. This will alert the facilitator to which groups need assistance. Enabling participants to ask for help without fear of judgment helps with the creation of a supportive workshop environment.

{{activity|dtgw| with ICT on various topics.|20}} Review the notes made in Etherpad. Does everybody understand how Etherpad works? Some participants may want to edit and tidy up the notes from this session.

Continue to try out Geogebra. How did the Geogebra exploration go? How can you use Geogebra in a lesson? Use the [[OER4Schools/activity template|activity template]] to develop an activity as you continue exploring Geogebra.

By now, you should aim to develop some familiarity with the ICT tools that we have introduced so far, namely Geogebra and Open Office Impress (for images), and also make progress your typing practice. You can refer back to the
[[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]],
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
OpenOffice]], and
[[OER4Schools/Typing practice with students|typing practice with students]].
{{ednote|text=
Learning about Geogebra, Open Office Impress, and attaining reasonable typing skills are key goals for this programme. As participants practice these skills, go round the room and see whether you can identify problems.
}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} '''Trialling of your activity and peer observation.''' Try out your new questioning activity in a lesson and ask your buddy to observe you for just that section of the lesson. They should use your modified observation checklist to see if your questioning meets your own goals but can also add their own comments below the table. In turn, observe your buddy using their checklist.

{{fup|B}} '''Trying our different strategies.''' You might like to try out other strategies in other lessons, for example those you ticked No to or added your own ideas to in the [[OER4Schools/Questioning checklist|questioning checklist]], or other strategies for improving the quality of responses or participation in answering questions.

{{fup|C}} '''Geogebra and netbooks.''' Do the Geogebra-based activity. As you do the activity in the classroom, try to see how familiar your students are with using the netbooks.

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/More on questioning

2013-01-24T15:47:53Z

Bryony: /* Video: Questioning Styles and Strategies */

{{OER4S
|title=More on questioning
|session=2.3
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* further techniques for questioning and '''handling responses'''
* common mistakes made when asking questions in the classroom
* how to increase pupil participation for answering questions

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* practise effective questioning and handling responses
* role-play a question and answer session with '''common questioning mistakes''' to highlight how ineffective some commonly employed questioning strategies can be
* recognise and plan to use a range of '''effective strategies to increase pupil participation for answering questions'''

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Using Etherpad to make shared notes
* Planning a lesson with Geogebra
{{ OER4SchoolsWSInfo/ICT intro students}}
* try another lesson with Geogebra.

|resources=
Prepare for this activity by printing out from the file the list of [[OER4Schools/Strategies for increasing participation in answering questions|Strategies for increasing participation]] and cut it up so each strategy is on a separate small piece of paper. You can also write them if printing is not possible. Fold each piece separately and keep them in a basket, box, tray or plastic bag.

}}

= Making notes with Etherpad =

Appoint two scribes, who make notes where appropriate in Etherpad. Occasionally change who the scribes are.

= {{name for review of follow up}} =

{{review of follow up}}

= Last week, what was your practice like? =

{{ednote|text=
Dialogue involves building on pupils’ responses so that chains of thinking lead to effective learning.

Ask participants to refer to page 7 in the VVOB handout from last week; it is available at [[OER4Schools/VVOB Questioning the Questions|Questioning the questions]]. Also distribute the TESSA handout entitled [[OER4Schools/Using questioning to promote thinking|Using questioning to promote thinking]]. The document can be found at [[File:TESSA_Using_questioning_to _promote_thinking.doc|here]].

Participants can briefly read through the rest of the VVOB handout (we will do an activity on Blooms' Taxonomy in a later session in preparation for the enquiry unit) and then proceed to the TESSA handout work. Ask them to be swift yet thorough in reading.

Present yourself as available if they need to clarify something from the handouts.
}}

{{activity|Writing|: Self assessment of questioning techniques using a checklist.|5}} Look at the [[OER4Schools/Questioning checklist]] (taken from the green box on page 7 of last week’s VVOB handout on questioning) and see how the statements might have applied to your practice during the past week (i.e. since the last session on questioning). Tick Yes or No.

= Reading for further questioning and handling responses =

{{activity|Reading| for further questioning and handling responses|10}} Read pages 2 and 3 of the TESSA handout with the headings ‘Improving the quality of responses’ and ‘Common mistakes in questioning’. Which 2 of these 5 strategies for effective questioning and handling responses would you like to try out in the next week?

# Prompting
# Probing
# Refocusing
# Sequencing
# Listening

{{activity| Role play in pairs| common questioning mistakes.|5}} Have fun role-playing a teacher-student question and answer session where the teacher tries to include as many of the common questioning mistakes as possible. You'll need to be creative to get the most from this activity.

{{ednote|text=

Ask participants to keep these answers safely. They will be required for further activities.

The role play activity is supposed to be light-hearted and fun allowing the participants to laugh at themselves. We are all guilty of making questioning mistakes from time to time.

Before proceeding to the next activity, confirm that everything mentioned in the handouts is clear to the participants. If anything is not clear, have a discussion about it and involve everybody.

}}

= Increasing participation in answering questions =

{{ednote|text=
Prepare for this activity by printing out from the file the list of [[OER4Schools/Strategies for increasing participation in answering questions|Strategies for increasing participation]] and cut it up so each strategy is on a separate small piece of paper. You can also write them if printing is not possible. Fold each piece separately and keep them in a basket, box, tray or plastic bag.
}}
[[Image:mini-whiteboards.jpg|350px|alt=pupils holding up mini-whiteboards in a classroom]]<br />
Here is a list of ''' [[OER4Schools/Strategies for increasing participation in answering questions|strategies for increasing participation in answering questions]]''', also available as a separate file.

{{oinc|OER4Schools/Strategies for increasing participation in answering questions}}

{{activity|Game and discussion| on strategies for increasing participation in answering questions|10}} Ten volunteers each pick up one folded paper from the basket. They read the strategy on it and then they explain it to other participants through demonstration and/or thinking of practical examples.

{{ednote|text=
Encourage volunteers to suggest practical examples. Ask other participants to ask the volunteers questions if any strategy is not clear.

Alternative activity: ask groups to discuss the different possibilities listed – which ones they think would work, and why?
}}

{{activity|stgw| in pairs on using these strategies.|10}} Working in pairs, start a new activity template, and make some notes on which strategies you want to try.

= Video: Questioning Styles and Strategies =
{{todo|videos needs to be put onto youtube and linked properly}}
[[File:Diane_L1_photo.jpg|thumb|300px]]
[[File:Diane_L2_photo.jpg|thumb|300px]]

In this activity, we will watch two videos. Here are some '''suggested questions for reflection on both videos:'''
* What were the different types of questions you identified in the clips? Which types do you think were more effective?
* Which questions or statements seemed effective in extending pupils’ responses and getting them to build on each others’ ideas? Give examples.
* How can you adopt or adapt the strategies for increasing pupil participation in your classroom? What would you like to add or change about the practice in the clips?

{{activity|otr|: Watching a video on questioning styles and strategies.|10}}

{{video
|name=Questioning Styles and Strategies.mp4
|src=5uKqs3D0Z0M
}}

In this 8-min. sequence, Dr. Harvey Silver guides you through a learning session that may help you develop a wider repertoire of effective questioning practices for your classroom. A larger variety can help you engage learners working at different levels.

{{activity|otr|: Watching a video on choosing, annotating and discussing images related to personal safety|10}}

{{: Video/Unit_2_session_3---Diane Lesson 2 D2.5.m4v }}

This 10-min. clip illustrates how groups of children aged 10 revisited a collection of images that Diane, a UK primary teacher, had collated during the previous lesson, pertaining to personal safety issues.

{{Ednote|text=
In the second video, a student from each group comes up in turn to the whiteboard to annotate their chosen images, sharing with the class the advice they had previously generated during group discussions (“as a team working for Childline”, the child abuse phoneline) and recorded on large sheets of paper, or in one case, on the board. Note that an interactive whiteboard was used but a data projector could have been used alone.

The teacher prompted students with open-ended, probing questions such as “What do you think about that?” “Why did Mehmet write “be assertive”? "Why are you [suggesting she calls the] police?” She thereby helped children to be responsive and build on each other’s ideas, make reasoned arguments and develop insights into the characters’ mindsets. Children drew on their own experiences in exploring some complex issues and ethical dilemmas (e.g. the worry that a family would be split up if a domestic violence situation was reported).
}}

{{activity|wcd| on these videos, and adding useful question types to your activity template.|10}} We asked you to reflect on the following:
* What were the different types of questions you identified in the clips? Which types do you think were more effective?
* Which questions or statements seemed effective in extending pupils’ responses and getting them to build on each others’ ideas? Give examples.
* How can you adopt or adapt the strategies for increasing pupil participation in your classroom? What would you like to add or change about the practice in the clips?
Share and discuss your observations. Add notes to your activity template as to what you can try in class.

= Planning your questioning activity =

Write down any further points emerging about questioning and handling responses in the table that you filled in during the first activity in this session.

{{activity|stgw|: Planning in pairs for a questioning activity|10}} Prepare a 10-minute activity for an impending lesson that focuses specifically on questioning and handling responses related to the lesson topic. Work with a same-grade buddy if available. Use the same [[OER4Schools/activity template|activity template]] that you have already started. Include some of the new ideas that have emerged in this session; be sure to include
* one of the strategies for improving the quality of responses (TESSA)
* one of the strategies for increasing participation in answering questions

In your pair, discuss which other points about questioning and handling responses should be included in the [[OER4Schools/Questioning checklist|Questioning checklist]]? Edit the table using the copy in the checklist file and add your own statements at the bottom.

Notes:
* You may or may not want to trial the same activity: This is up to you. Both of you can plan the same activity, or a different activity.
* Think whether you can include ICT in some way: Can you support the questioning activity with some images? You could use your previously made slideshows. If you run your questioning activity before the Geogebra activity (see below) then you can use the netbooks for both!

{{Ednote|text=
Note answers to these points on the flipchart or blackboard. Remember to demonstrate good questioning and handling responses yourself.

Remind participants to think about their own practice and to suggest specific points that can be observed by anybody. Some questions that you can raise which will encourage participants to think are:
* What do your questions generally start with – What, Who, When, Why, Where, Did, Can etc? Does this need any improvement?
* Do you tend to answer your own questions?
* Do you look for specific answers after posing a question?
* How long do you wait for before asking the next question or making the next statement?
* How do you encourage shy pupils to answer?
* How do you manage same pupils answering most questions?
* When a pupil responds to your question, do you give feedback immediately or follow it up with another question?

Ideally these activities will result in a modified observation checklist related to questioning and handling responses.
Encourage participants to include as many points in this table or ‘observation checklist’ as possible.
}}

{{activity|Agreeing| a time for peer observation|5}} At the end of this activity, briefly agree with your partner, when you can observe each other. When you do this observation, make sure you take your (amended) [[OER4Schools/Questioning checklist|Questioning checklist]] along.

{{ednote|text=
Make sure that everybody agrees when they will observe eachother.
}}

= {{Name for ICT practice with dtgw}} =

As in the last session, use the robot/traffic lights resource to assess your progress as a group whilst doing the ICT activities. This will alert the facilitator to which groups need assistance. Enabling participants to ask for help without fear of judgment helps with the creation of a supportive workshop environment.

{{activity|dtgw| with ICT on various topics.|20}} Review the notes made in Etherpad. Does everybody understand how Etherpad works? Some participants may want to edit and tidy up the notes from this session.

Continue to try out Geogebra. How did the Geogebra exploration go? How can you use Geogebra in a lesson? Use the [[OER4Schools/activity template|activity template]] to develop an activity as you continue exploring Geogebra.

By now, you should aim to develop some familiarity with the ICT tools that we have introduced so far, namely Geogebra and Open Office Impress (for images), and also make progress your typing practice. You can refer back to the
[[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]],
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
OpenOffice]], and
[[OER4Schools/Typing practice with students|typing practice with students]].
{{ednote|text=
Learning about Geogebra, Open Office Impress, and attaining reasonable typing skills are key goals for this programme. As participants practice these skills, go round the room and see whether you can identify problems.
}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} '''Trialling of your activity and peer observation.''' Try out your new questioning activity in a lesson and ask your buddy to observe you for just that section of the lesson. They should use your modified observation checklist to see if your questioning meets your own goals but can also add their own comments below the table. In turn, observe your buddy using their checklist.

{{fup|B}} '''Trying our different strategies.''' You might like to try out other strategies in other lessons, for example those you ticked No to or added your own ideas to in the [[OER4Schools/Questioning checklist|questioning checklist]], or other strategies for improving the quality of responses or participation in answering questions.

{{fup|C}} '''Geogebra and netbooks.''' Do the Geogebra-based activity. As you do the activity in the classroom, try to see how familiar your students are with using the netbooks.

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/More on questioning

2013-01-24T15:43:23Z

Bryony: /* Increasing participation in answering questions */

{{OER4S
|title=More on questioning
|session=2.3
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* further techniques for questioning and '''handling responses'''
* common mistakes made when asking questions in the classroom
* how to increase pupil participation for answering questions

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* practise effective questioning and handling responses
* role-play a question and answer session with '''common questioning mistakes''' to highlight how ineffective some commonly employed questioning strategies can be
* recognise and plan to use a range of '''effective strategies to increase pupil participation for answering questions'''

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Using Etherpad to make shared notes
* Planning a lesson with Geogebra
{{ OER4SchoolsWSInfo/ICT intro students}}
* try another lesson with Geogebra.

|resources=
Prepare for this activity by printing out from the file the list of [[OER4Schools/Strategies for increasing participation in answering questions|Strategies for increasing participation]] and cut it up so each strategy is on a separate small piece of paper. You can also write them if printing is not possible. Fold each piece separately and keep them in a basket, box, tray or plastic bag.

}}

= Making notes with Etherpad =

Appoint two scribes, who make notes where appropriate in Etherpad. Occasionally change who the scribes are.

= {{name for review of follow up}} =

{{review of follow up}}

= Last week, what was your practice like? =

{{ednote|text=
Dialogue involves building on pupils’ responses so that chains of thinking lead to effective learning.

Ask participants to refer to page 7 in the VVOB handout from last week; it is available at [[OER4Schools/VVOB Questioning the Questions|Questioning the questions]]. Also distribute the TESSA handout entitled [[OER4Schools/Using questioning to promote thinking|Using questioning to promote thinking]]. The document can be found at [[File:TESSA_Using_questioning_to _promote_thinking.doc|here]].

Participants can briefly read through the rest of the VVOB handout (we will do an activity on Blooms' Taxonomy in a later session in preparation for the enquiry unit) and then proceed to the TESSA handout work. Ask them to be swift yet thorough in reading.

Present yourself as available if they need to clarify something from the handouts.
}}

{{activity|Writing|: Self assessment of questioning techniques using a checklist.|5}} Look at the [[OER4Schools/Questioning checklist]] (taken from the green box on page 7 of last week’s VVOB handout on questioning) and see how the statements might have applied to your practice during the past week (i.e. since the last session on questioning). Tick Yes or No.

= Reading for further questioning and handling responses =

{{activity|Reading| for further questioning and handling responses|10}} Read pages 2 and 3 of the TESSA handout with the headings ‘Improving the quality of responses’ and ‘Common mistakes in questioning’. Which 2 of these 5 strategies for effective questioning and handling responses would you like to try out in the next week?

# Prompting
# Probing
# Refocusing
# Sequencing
# Listening

{{activity| Role play in pairs| common questioning mistakes.|5}} Have fun role-playing a teacher-student question and answer session where the teacher tries to include as many of the common questioning mistakes as possible. You'll need to be creative to get the most from this activity.

{{ednote|text=

Ask participants to keep these answers safely. They will be required for further activities.

The role play activity is supposed to be light-hearted and fun allowing the participants to laugh at themselves. We are all guilty of making questioning mistakes from time to time.

Before proceeding to the next activity, confirm that everything mentioned in the handouts is clear to the participants. If anything is not clear, have a discussion about it and involve everybody.

}}

= Increasing participation in answering questions =

{{ednote|text=
Prepare for this activity by printing out from the file the list of [[OER4Schools/Strategies for increasing participation in answering questions|Strategies for increasing participation]] and cut it up so each strategy is on a separate small piece of paper. You can also write them if printing is not possible. Fold each piece separately and keep them in a basket, box, tray or plastic bag.
}}
[[Image:mini-whiteboards.jpg|350px|alt=pupils holding up mini-whiteboards in a classroom]]<br />
Here is a list of ''' [[OER4Schools/Strategies for increasing participation in answering questions|strategies for increasing participation in answering questions]]''', also available as a separate file.

{{oinc|OER4Schools/Strategies for increasing participation in answering questions}}

{{activity|Game and discussion| on strategies for increasing participation in answering questions|10}} Ten volunteers each pick up one folded paper from the basket. They read the strategy on it and then they explain it to other participants through demonstration and/or thinking of practical examples.

{{ednote|text=
Encourage volunteers to suggest practical examples. Ask other participants to ask the volunteers questions if any strategy is not clear.

Alternative activity: ask groups to discuss the different possibilities listed – which ones they think would work, and why?
}}

{{activity|stgw| in pairs on using these strategies.|10}} Working in pairs, start a new activity template, and make some notes on which strategies you want to try.

= Video: Questioning Styles and Strategies =
{{todo|videos needs to be put onto youtube and linked properly}}
[[File:Diane_L1_photo.jpg|thumb|300px]]
[[File:Diane_L2_photo.jpg|thumb|300px]]

In this activity, we will watch two videos. Here are some '''suggested questions for reflection on both videos:'''
* What were the different types of questions you identified in the clips? Which types do you think were more effective?
* Which questions or statements seemed effective in extending pupils’responses and getting them to build on each others’ ideas? Give examples.
* How can you adapt or adopt the strategies for increasing pupil participation in your classroom? What would you like to add or change about the practice in the clips?

{{activity|otr|: Watching a video on questioning styles and strategies.|10}}

{{video
|name=Questioning Styles and Strategies.mp4
|src=5uKqs3D0Z0M
}}

In this 8-min. sequence, Dr. Harvey Silver guides you through a learning session that may help you develop a wider repertoire of effective questioning practices for your classroom. A larger variety can help you engage learners working at different levels.

{{activity|otr|: Watching a video on choosing, annotating and discussing images related to personal safety|10}}

{{: Video/Unit_2_session_3---Diane Lesson 2 D2.5.m4v }}

This 10-min. clip illustrates how groups of children aged 10 revisited a collection of images that Diane, a UK primary teacher, had collated during the previous lesson, pertaining to personal safety issues.

{{Ednote|text=
In the second video, a student from each group comes up in turn to the whiteboard to annotate their chosen images, sharing with the class the advice they had previously generated during group discussions (“as a team working for Childline”, the child abuse phoneline) and recorded on large sheets of paper, or in one case, on the board. Note that an interactive whiteboard was used but a data projector could have been used alone.

The teacher prompted students with open-ended, probing questions such as “What do you think about that?” “Why did Mehmet write “be assertive”? "Why are you [suggesting she calls the] police?” She thereby helped children to be responsive and build on each other’s ideas, make reasoned arguments and develop insights into the characters’ mindsets. Children drew on their own experiences in exploring some complex issues and ethical dilemmas (e.g. the worry that a family would be split up if a domestic violence situation was reported).
}}

{{activity|wcd| on these videos, and adding useful question types to your activity template.|10}} We asked you to reflect on the following:
* What were the different types of questions you identified in the clips? Which types do you think were more effective?
* Which questions or statements seemed effective in extending pupils’responses and getting them to build on each others’ ideas? Give examples.
* How can you adapt or adopt the strategies for increasing pupilparticipation in your classroom? What would you like to add or change about the practice in the clips?
Share and discuss your observations. Add notes to your activity template as to what you can try in class.

= Planning your questioning activity =

Write down any further points emerging about questioning and handling responses in the table that you filled in during the first activity in this session.

{{activity|stgw|: Planning in pairs for a questioning activity|10}} Prepare a 10-minute activity for an impending lesson that focuses specifically on questioning and handling responses related to the lesson topic. Work with a same-grade buddy if available. Use the same [[OER4Schools/activity template|activity template]] that you have already started. Include some of the new ideas that have emerged in this session; be sure to include
* one of the strategies for improving the quality of responses (TESSA)
* one of the strategies for increasing participation in answering questions

In your pair, discuss which other points about questioning and handling responses should be included in the [[OER4Schools/Questioning checklist|Questioning checklist]]? Edit the table using the copy in the checklist file and add your own statements at the bottom.

Notes:
* You may or may not want to trial the same activity: This is up to you. Both of you can plan the same activity, or a different activity.
* Think whether you can include ICT in some way: Can you support the questioning activity with some images? You could use your previously made slideshows. If you run your questioning activity before the Geogebra activity (see below) then you can use the netbooks for both!

{{Ednote|text=
Note answers to these points on the flipchart or blackboard. Remember to demonstrate good questioning and handling responses yourself.

Remind participants to think about their own practice and to suggest specific points that can be observed by anybody. Some questions that you can raise which will encourage participants to think are:
* What do your questions generally start with – What, Who, When, Why, Where, Did, Can etc? Does this need any improvement?
* Do you tend to answer your own questions?
* Do you look for specific answers after posing a question?
* How long do you wait for before asking the next question or making the next statement?
* How do you encourage shy pupils to answer?
* How do you manage same pupils answering most questions?
* When a pupil responds to your question, do you give feedback immediately or follow it up with another question?

Ideally these activities will result in a modified observation checklist related to questioning and handling responses.
Encourage participants to include as many points in this table or ‘observation checklist’ as possible.
}}

{{activity|Agreeing| a time for peer observation|5}} At the end of this activity, briefly agree with your partner, when you can observe each other. When you do this observation, make sure you take your (amended) [[OER4Schools/Questioning checklist|Questioning checklist]] along.

{{ednote|text=
Make sure that everybody agrees when they will observe eachother.
}}

= {{Name for ICT practice with dtgw}} =

As in the last session, use the robot/traffic lights resource to assess your progress as a group whilst doing the ICT activities. This will alert the facilitator to which groups need assistance. Enabling participants to ask for help without fear of judgment helps with the creation of a supportive workshop environment.

{{activity|dtgw| with ICT on various topics.|20}} Review the notes made in Etherpad. Does everybody understand how Etherpad works? Some participants may want to edit and tidy up the notes from this session.

Continue to try out Geogebra. How did the Geogebra exploration go? How can you use Geogebra in a lesson? Use the [[OER4Schools/activity template|activity template]] to develop an activity as you continue exploring Geogebra.

By now, you should aim to develop some familiarity with the ICT tools that we have introduced so far, namely Geogebra and Open Office Impress (for images), and also make progress your typing practice. You can refer back to the
[[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]],
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
OpenOffice]], and
[[OER4Schools/Typing practice with students|typing practice with students]].
{{ednote|text=
Learning about Geogebra, Open Office Impress, and attaining reasonable typing skills are key goals for this programme. As participants practice these skills, go round the room and see whether you can identify problems.
}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} '''Trialling of your activity and peer observation.''' Try out your new questioning activity in a lesson and ask your buddy to observe you for just that section of the lesson. They should use your modified observation checklist to see if your questioning meets your own goals but can also add their own comments below the table. In turn, observe your buddy using their checklist.

{{fup|B}} '''Trying our different strategies.''' You might like to try out other strategies in other lessons, for example those you ticked No to or added your own ideas to in the [[OER4Schools/Questioning checklist|questioning checklist]], or other strategies for improving the quality of responses or participation in answering questions.

{{fup|C}} '''Geogebra and netbooks.''' Do the Geogebra-based activity. As you do the activity in the classroom, try to see how familiar your students are with using the netbooks.

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Strategies for increasing participation in answering questions

2013-01-24T15:40:07Z

Bryony:

<noinclude>{{OER4SchoolsRinfo
|related resources= [[OER4Schools/VVOB Questioning the Questions]], [[OER4Schools/2.2_Questioning]], [[OER4Schools/Questions you can ask]]. [[OER4Schools/Questioning checklist]], [[OER4Schools/Strategies for increasing participation in answering questions]]
|topic = Questioning
}}</noinclude>
* '''Selecting volunteers''' – a common method. Ask pupils who know the answer to raise their hands and select one of them to answer.
* '''Random selection''' – Write name of every pupil on a piece of paper or an ice lolly stick and put them into a container. Pull out a name (without looking) to select a pupil to answer.
* '''Teacher nominations - or “no hands up”'''. Choose specific pupils to answer your question. Select pupils who generally volunteer as well as pupils who avoid volunteering.
* '''Pupil nominations''' – Ask the pupil who has just answered to nominate the next speaker (change strategy if same pupils are getting the chance to speak).
* '''Talking tokens''' – Cut tokens out of thick paper. Give 2-5 tokens per child depending on the duration of the lesson. Every pupil has to use their tokens by answering questions. (Define use of tokens depending on your lesson, for example, pupils can use tokens by asking questions, volunteering to write on blackboard etc).
* '''Mini-blackboard display''' – Every pupil should write their answer on a mini-blackboard and hold up to show the answer. Then select five pupils who have different answers to stand in the front and further question them about their answer.
* '''Advance selection''' – Tell pupils who are shy and have fear of giving wrong answers some of the questions that you intend to ask, before the lesson. Ask them to think of an answer and select them for answering.
* '''Eye contact''' – Avoid eye contact with dominant speakers. Have a deliberate eye contact with shy pupils indicating that you are expecting them to answer.
* '''Talk about participation''' – Plan a lesson that explains usefulness of participation and eliminates fear of wrong answers. Ask pupils to suggest ideas that will help them to participate yet be responsible for discipline.
* '''Criteria based''' – If the topic for the day is not serious, set a criterion to select pupils for answering. For example, come forward to answer this question if, ‘you have red shoes, or ‘your name ends with s’, or ‘you are the first child in the family’, or ‘you have one younger sister’, etc

OER4Schools/More on questioning

2013-01-24T15:34:53Z

Bryony: /* Last week, what was your practice like? */

{{OER4S
|title=More on questioning
|session=2.3
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* further techniques for questioning and '''handling responses'''
* common mistakes made when asking questions in the classroom
* how to increase pupil participation for answering questions

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* practise effective questioning and handling responses
* role-play a question and answer session with '''common questioning mistakes''' to highlight how ineffective some commonly employed questioning strategies can be
* recognise and plan to use a range of '''effective strategies to increase pupil participation for answering questions'''

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Using Etherpad to make shared notes
* Planning a lesson with Geogebra
{{ OER4SchoolsWSInfo/ICT intro students}}
* try another lesson with Geogebra.

|resources=
Prepare for this activity by printing out from the file the list of [[OER4Schools/Strategies for increasing participation in answering questions|Strategies for increasing participation]] and cut it up so each strategy is on a separate small piece of paper. You can also write them if printing is not possible. Fold each piece separately and keep them in a basket, box, tray or plastic bag.

}}

= Making notes with Etherpad =

Appoint two scribes, who make notes where appropriate in Etherpad. Occasionally change who the scribes are.

= {{name for review of follow up}} =

{{review of follow up}}

= Last week, what was your practice like? =

{{ednote|text=
Dialogue involves building on pupils’ responses so that chains of thinking lead to effective learning.

Ask participants to refer to page 7 in the VVOB handout from last week; it is available at [[OER4Schools/VVOB Questioning the Questions|Questioning the questions]]. Also distribute the TESSA handout entitled [[OER4Schools/Using questioning to promote thinking|Using questioning to promote thinking]]. The document can be found at [[File:TESSA_Using_questioning_to _promote_thinking.doc|here]].

Participants can briefly read through the rest of the VVOB handout (we will do an activity on Blooms' Taxonomy in a later session in preparation for the enquiry unit) and then proceed to the TESSA handout work. Ask them to be swift yet thorough in reading.

Present yourself as available if they need to clarify something from the handouts.
}}

{{activity|Writing|: Self assessment of questioning techniques using a checklist.|5}} Look at the [[OER4Schools/Questioning checklist]] (taken from the green box on page 7 of last week’s VVOB handout on questioning) and see how the statements might have applied to your practice during the past week (i.e. since the last session on questioning). Tick Yes or No.

= Reading for further questioning and handling responses =

{{activity|Reading| for further questioning and handling responses|10}} Read pages 2 and 3 of the TESSA handout with the headings ‘Improving the quality of responses’ and ‘Common mistakes in questioning’. Which 2 of these 5 strategies for effective questioning and handling responses would you like to try out in the next week?

# Prompting
# Probing
# Refocusing
# Sequencing
# Listening

{{activity| Role play in pairs| common questioning mistakes.|5}} Have fun role-playing a teacher-student question and answer session where the teacher tries to include as many of the common questioning mistakes as possible. You'll need to be creative to get the most from this activity.

{{ednote|text=

Ask participants to keep these answers safely. They will be required for further activities.

The role play activity is supposed to be light-hearted and fun allowing the participants to laugh at themselves. We are all guilty of making questioning mistakes from time to time.

Before proceeding to the next activity, confirm that everything mentioned in the handouts is clear to the participants. If anything is not clear, have a discussion about it and involve everybody.

}}

= Increasing participation in answering questions =

{{ednote|text=
Prepare for this activity by printing out from the file the list of [[OER4Schools/Strategies for increasing participation in answering questions|Strategies for increasing participation]] and cut it up so each strategy is on a separate small piece of paper. You can also write them if printing is not possible. Fold each piece separately and keep them in a basket, box, tray or plastic bag.
}}
[[Image:mini-whiteboards.jpg|350px|alt=pupils holding up mini-whiteboards in a classroom]]<br />
Here is a list of ''' [[OER4Schools/Strategies for increasing participation in answering questions|strategies for increasing participation in answering questions]]''', also available as a separate file.

{{oinc|OER4Schools/Strategies for increasing participation in answering questions}}

{{activity|Game and discussion| on strategies for increasing participation in answering questions|10}} Ten volunteers each pick up one folded paper from the basket. They read the strategy on it and then they explain it to other participants through demonstration and/or thinking of practical examples.

{{ednote|text=
Encourage volunteers to suggest practical examples. Ask other participants to ask the volunteers questions if any strategy is not clear.

Alternative activity: ask groups to discuss the different possibilities listed –whichones they think would work and why.
}}

{{activity|stgw| in pairs on using these strategies.|10}} Working in pairs, start a new activity template, and make some notes on which strategies you want to try.

= Video: Questioning Styles and Strategies =
{{todo|videos needs to be put onto youtube and linked properly}}
[[File:Diane_L1_photo.jpg|thumb|300px]]
[[File:Diane_L2_photo.jpg|thumb|300px]]

In this activity, we will watch two videos. Here are some '''suggested questions for reflection on both videos:'''
* What were the different types of questions you identified in the clips? Which types do you think were more effective?
* Which questions or statements seemed effective in extending pupils’responses and getting them to build on each others’ ideas? Give examples.
* How can you adapt or adopt the strategies for increasing pupil participation in your classroom? What would you like to add or change about the practice in the clips?

{{activity|otr|: Watching a video on questioning styles and strategies.|10}}

{{video
|name=Questioning Styles and Strategies.mp4
|src=5uKqs3D0Z0M
}}

In this 8-min. sequence, Dr. Harvey Silver guides you through a learning session that may help you develop a wider repertoire of effective questioning practices for your classroom. A larger variety can help you engage learners working at different levels.

{{activity|otr|: Watching a video on choosing, annotating and discussing images related to personal safety|10}}

{{: Video/Unit_2_session_3---Diane Lesson 2 D2.5.m4v }}

This 10-min. clip illustrates how groups of children aged 10 revisited a collection of images that Diane, a UK primary teacher, had collated during the previous lesson, pertaining to personal safety issues.

{{Ednote|text=
In the second video, a student from each group comes up in turn to the whiteboard to annotate their chosen images, sharing with the class the advice they had previously generated during group discussions (“as a team working for Childline”, the child abuse phoneline) and recorded on large sheets of paper, or in one case, on the board. Note that an interactive whiteboard was used but a data projector could have been used alone.

The teacher prompted students with open-ended, probing questions such as “What do you think about that?” “Why did Mehmet write “be assertive”? "Why are you [suggesting she calls the] police?” She thereby helped children to be responsive and build on each other’s ideas, make reasoned arguments and develop insights into the characters’ mindsets. Children drew on their own experiences in exploring some complex issues and ethical dilemmas (e.g. the worry that a family would be split up if a domestic violence situation was reported).
}}

{{activity|wcd| on these videos, and adding useful question types to your activity template.|10}} We asked you to reflect on the following:
* What were the different types of questions you identified in the clips? Which types do you think were more effective?
* Which questions or statements seemed effective in extending pupils’responses and getting them to build on each others’ ideas? Give examples.
* How can you adapt or adopt the strategies for increasing pupilparticipation in your classroom? What would you like to add or change about the practice in the clips?
Share and discuss your observations. Add notes to your activity template as to what you can try in class.

= Planning your questioning activity =

Write down any further points emerging about questioning and handling responses in the table that you filled in during the first activity in this session.

{{activity|stgw|: Planning in pairs for a questioning activity|10}} Prepare a 10-minute activity for an impending lesson that focuses specifically on questioning and handling responses related to the lesson topic. Work with a same-grade buddy if available. Use the same [[OER4Schools/activity template|activity template]] that you have already started. Include some of the new ideas that have emerged in this session; be sure to include
* one of the strategies for improving the quality of responses (TESSA)
* one of the strategies for increasing participation in answering questions

In your pair, discuss which other points about questioning and handling responses should be included in the [[OER4Schools/Questioning checklist|Questioning checklist]]? Edit the table using the copy in the checklist file and add your own statements at the bottom.

Notes:
* You may or may not want to trial the same activity: This is up to you. Both of you can plan the same activity, or a different activity.
* Think whether you can include ICT in some way: Can you support the questioning activity with some images? You could use your previously made slideshows. If you run your questioning activity before the Geogebra activity (see below) then you can use the netbooks for both!

{{Ednote|text=
Note answers to these points on the flipchart or blackboard. Remember to demonstrate good questioning and handling responses yourself.

Remind participants to think about their own practice and to suggest specific points that can be observed by anybody. Some questions that you can raise which will encourage participants to think are:
* What do your questions generally start with – What, Who, When, Why, Where, Did, Can etc? Does this need any improvement?
* Do you tend to answer your own questions?
* Do you look for specific answers after posing a question?
* How long do you wait for before asking the next question or making the next statement?
* How do you encourage shy pupils to answer?
* How do you manage same pupils answering most questions?
* When a pupil responds to your question, do you give feedback immediately or follow it up with another question?

Ideally these activities will result in a modified observation checklist related to questioning and handling responses.
Encourage participants to include as many points in this table or ‘observation checklist’ as possible.
}}

{{activity|Agreeing| a time for peer observation|5}} At the end of this activity, briefly agree with your partner, when you can observe each other. When you do this observation, make sure you take your (amended) [[OER4Schools/Questioning checklist|Questioning checklist]] along.

{{ednote|text=
Make sure that everybody agrees when they will observe eachother.
}}

= {{Name for ICT practice with dtgw}} =

As in the last session, use the robot/traffic lights resource to assess your progress as a group whilst doing the ICT activities. This will alert the facilitator to which groups need assistance. Enabling participants to ask for help without fear of judgment helps with the creation of a supportive workshop environment.

{{activity|dtgw| with ICT on various topics.|20}} Review the notes made in Etherpad. Does everybody understand how Etherpad works? Some participants may want to edit and tidy up the notes from this session.

Continue to try out Geogebra. How did the Geogebra exploration go? How can you use Geogebra in a lesson? Use the [[OER4Schools/activity template|activity template]] to develop an activity as you continue exploring Geogebra.

By now, you should aim to develop some familiarity with the ICT tools that we have introduced so far, namely Geogebra and Open Office Impress (for images), and also make progress your typing practice. You can refer back to the
[[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]],
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
OpenOffice]], and
[[OER4Schools/Typing practice with students|typing practice with students]].
{{ednote|text=
Learning about Geogebra, Open Office Impress, and attaining reasonable typing skills are key goals for this programme. As participants practice these skills, go round the room and see whether you can identify problems.
}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} '''Trialling of your activity and peer observation.''' Try out your new questioning activity in a lesson and ask your buddy to observe you for just that section of the lesson. They should use your modified observation checklist to see if your questioning meets your own goals but can also add their own comments below the table. In turn, observe your buddy using their checklist.

{{fup|B}} '''Trying our different strategies.''' You might like to try out other strategies in other lessons, for example those you ticked No to or added your own ideas to in the [[OER4Schools/Questioning checklist|questioning checklist]], or other strategies for improving the quality of responses or participation in answering questions.

{{fup|C}} '''Geogebra and netbooks.''' Do the Geogebra-based activity. As you do the activity in the classroom, try to see how familiar your students are with using the netbooks.

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Open and closed questions

2013-01-24T15:28:12Z

Bryony:

<noinclude>{{OER4SchoolsRinfo
|related resources= [[OER4Schools/VVOB Questioning the Questions]], [[OER4Schools/2.2_Questioning]], [[OER4Schools/Questions you can ask]]. [[OER4Schools/Questioning checklist]], [[OER4Schools/Strategies for increasing participation in answering questions]]
|topic = Questioning
}}</noinclude>

How do you find out whether your question is open or closed? How do you find out whether your question is surface or deep? Let's first look at some examples:

{{background|text=
'''Closed versus Open questions:'''

* Closed questions are factual and focus on a correct response. ''Some examples are: Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.''
* Open questions have many answers. ''Some examples are: What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers from plants? Suggest ways to prevent the spread of malaria in your community?''

'''Surface versus Deep questions:'''

* Surface questions elicit one idea or some ideas. ''For example, What is the difference between organic and inorganic fertilizers? What is the use of carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?''
* Deep questions elicit relations between ideas and extended ideas. ''For example: What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between the climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking.

}}

Here are some questions you can use about your questions!
* Does this question have one correct answer?
* Is there more than one answer to this question?
* Are you using this question to get a student to give you a particular answer?
* Could a student come up with the answer through their own thinking, or is it something that they either know or don't know?
* If the question is answered by somebody, would it be possible for somebody to object to the answer, and come up with a different answer (that can be justified, or one that at least isn't easy to dismiss).

{{todo|Need to refer to productive questions here as well.}}
Also try to answer the question yourself: Is it a productive question? You could also test your question on a colleague: Again, how do they answer the question?

Also see [[OER4Schools/Questions you can ask]].

OER4Schools/Questions you can ask

2013-01-24T15:23:01Z

Bryony:

<noinclude>{{OER4SchoolsRinfo
|related resources= [[OER4Schools/VVOB Questioning the Questions]], [[OER4Schools/2.2_Questioning]], [[OER4Schools/Questions you can ask]]. [[OER4Schools/Questioning checklist]], [[OER4Schools/Strategies for increasing participation in answering questions]]
|topic = Questioning
}}</noinclude>

Questions you can ask in class

* Can you guess what will happen?
* Can you give me an example? Can you find an (another) example?
* How does (cause) relate to (event)? or How does this explain ...?
* Is this the same as …? Is this different from ...?
* Tell me something that is true about ...
* What connections can you see between ...?
* What always seems to happen?
* What other ways are there to …?
* What do you think is happening?
* What would happen if ...?
* What could be changed if we want...? What would you change so that ...?
* What is wrong with ...?
* What happens when ...?
* What did you observe?
* What do you think about ...?
* What do you think about what X said? Why?
* Why do you think that ...?
* Can you explain that to your partner?
* Can you group these?

Here are some questions classified using Bloom's taxonomy, in order of increasing demand:

'''Remembering'''
* What do you remember about ...?
* How would you define ...?
* How would you recognise ...?
* What would you choose ...?
* Describe what happens when ...?
* How is ...?
* Which one ...?
* Why did ...?
'''Understanding'''
* How would you clarify the meaning ...?
* How would you differentiate between ...?
* What did you observe ...?
* How would you identify ...?
* What would happen if ...?
* Can you give an example of ...?
'''Applying'''
* How would you develop... to present ...?
* What would be the result if ...?
* How would you present ...?
* How would you change ...?
* Why does ... work?
* Can you develop a set of instructions about ...?
* What factors would you change if ...?
'''Analysing'''
* How can you classify ... according to ...?
* How can you compare the different parts ...?
* What explanation do you have for ...?
* Discuss the pros and cons of ...?
* What is the analysis of ...?
* How is ... similar to ...?
'''Evaluating'''
* What criteria could you use to assess ...?
* What data was used to evaluate ...?
* What choice would you have made ...?
* What is the most important...?
* How could you verify ...?
* Is there a better solution to ...?
* What do you think about ...?
* Do you think this is a bad or a good thing?
'''Creating'''
* What alternative would you suggest for ...?
* What changes would you make to revise ...?
* Predict the outcome if ...?
* What could you invent ...?
* How would you compile the facts for ...?
* If you had access to all resources how would you deal with ...?
* Compose a song about ...
* Design a ... to ...

OER4Schools/Questions you can ask

2013-01-24T15:21:57Z

Bryony:

<noinclude>{{OER4SchoolsRinfo
|related resources= [[OER4Schools/VVOB Questioning the Questions]], [[OER4Schools/2.2_Questioning]], [[OER4Schools/Questions you can ask]]. [[OER4Schools/Questioning checklist]], [[OER4Schools/Strategies for increasing participation in answering questions]]
|topic = Questioning
}}</noinclude>

Questions you can ask in class

* Can you guess what will happen?
* Can you give me an example? Can you find an (another) example?
* How does (cause) relate to (event)? or How does this explain...?
* Is this the same as …? Is this different from ...?
* Tell me something that is true about ...
* What connections can you see between ...?
* What always seems to happen?
* What other ways are there to …?
* What do you think is happening?
* What would happen if ...?
* What could be changed if we want...? What would you change so that ...?
* What is wrong with ...?
* What happens when ...?
* What did you observe?
* What do you think about ...?
* What do you think about what X said? Why?
* Why do you think that ...?
* Can you explain that to your partner?
* Can you group these?

Here are some questions classified using Bloom's taxonomy, in order of increasing demand:

'''Remembering'''
* What do you remember about ...?
* How would you define ...?
* How would you recognise ...?
* What would you choose ...?
* Describe what happens when ...?
* How is ...?
* Which one ...?
* Why did ...?
'''Understanding'''
* How would you clarify the meaning ...?
* How would you differentiate between ...?
* What did you observe ...?
* How would you identify ...?
* What would happen if ...?
* Can you give an example of ...?
'''Applying'''
* How would you develop... to present ...?
* What would be the result if ...?
* How would you present ...?
* How would you change ...?
* Why does ... work?
* Can you develop a set of instructions about ...?
* What factors would you change if ...?
'''Analysing'''
* How can you classify ... according to ...?
* How can you compare the different parts ...?
* What explanation do you have for ...?
* Discuss the pros and cons of ...?
* What is the analysis of ...?
* How is ... similar to ...?
'''Evaluating'''
* What criteria could you use to assess ...?
* What data was used to evaluate ...?
* What choice would you have made ...?
* What is the most important...?
* How could you verify ...?
* Is there a better solution to ...?
* What do you think about ...?
* Do you think this is a bad or a good thing?
'''Creating'''
* What alternative would you suggest for ...?
* What changes would you make to revise ...?
* Predict the outcome if ...?
* What could you invent ...?
* How would you compile the facts for ...?
* If you had access to all resources how would you deal with ...?
* Compose a song about ...
* Design a ... to ...

OER4Schools/Leadership for Learning/review of follow up

2013-01-24T15:15:12Z

Bryony:

Last time, we asked you to practice using the LfL lenses when you are back in your own classroom settings, or even when you are watching others in the act of teaching and learning.

{{activity|wcd| about the LfL framework.|10}} We asked you to take time to use the LfL framework to think about the OER4Schools programme, your own learning and how you contributed to and were supported in your learning. Go round the group, and give an example of your own teaching, or teaching you have witnessed, or other ideas about learning through the framework of the 5 LfL lenses. Once everybody has contributed something, spend some time discussing your observations.

{{activity|wcd|: Reflection on peer observation.|10}} We asked you to undertake a 30-minute observation of student learning in a colleague’s classroom using the LfL lenses. Using the notes you made, go round, saying in turn how it went, and which lens you chose to observe. Remember to try and report what you saw, through the particular lens chosen. As an example of how the reporting can take place, you may like to quickly report in this format:

# I have chosen to look at student learning through the ‘conditions of learning’ lens.
# We agreed that I will look out for whether the students have opportunities to pose questions (or whether they feel safe to ask questions) in the lesson.
# I notice that students are generally quite quiet throughout the lesson. Teacher X did ask several times whether they have any questions they want to ask. Students did not respond.
# My inference from this is that students are not used to posing questions. Perhaps they feel embarrassed to ask questions? Or perhaps they don’t know what to ask?

By reporting what was seen and heard, and then making an inference based on the practice observed, the discussion can avoid problems of possible unhelpful critique of peer professional practices.

{{ednote|text=
As we continue to discuss LfL in this session, it may be helpful to have a large sheet of paper with the five LfL principles in front of everybody, or perhaps get participants to have the LfL principles in front of them. You could also draw on the expanded list of LfL principles (with questions) from the last session.
}}

OER4Schools/Questioning

2013-01-24T12:36:33Z

Bryony: /* Follow-up activities */

{{OER4S
|title=Questioning
|session=2.2
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}

* differentiating between types of questions: '''closed questions''' versus '''open questions'''; and '''surface questions''' versus '''deep questions'''
* generating open and deep questions
* other types of questions that you can ask students (e.g. '''questions for remembering/understanding/applying/analysing/evaluating/creating''')
* handling multiple responses

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* play a game to classify questions as open or closed
* further classify questions during discussion using an information sheet for reference
* watch a video and identify techniques for '''handling multiple responses'''

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* planning a lesson with Geogebra
* using Etherpad to make shared notes
{{ OER4SchoolsWSInfo/ICT intro students}}
* do a lesson with Geogebra

|resources=
You will need to have Etherpad or another collaborative writing application available and some red/yellow/green cards for '''robots/traffic lights''' resource.

}}

= {{name for review of follow up}} =

{{review of follow up}}
= Introduction =
Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine
* what learners understand,
* what they misunderstand, and
* what they are actually learning.

= Reflecting on current questioning practice =
[[Image:Question marks.jpg|thumb|200px]]
{{ednote|text=
The idea behind this activity is to make the need for this session explicit.

You will need mini-blackboards and something for display (blackboard/flipchart).

Choose some topics that participants are teaching this week (from the curriculum), and display the topics (on blackboard or flipchart). Some examples are:
* the importance of water{{indinc|C1.2}},
* living together{{indinc|C1.13}},
* transport{{indinc|C1.5}},
* types of fertilizers (organic and inorganic) and their advantages or disadvantages{{indinc|C1.1}}, e.g.
* uses of different parts of a plant{{indinc|C1.8}}, and
* health{{indinc|C1.6}}.
}}

{{activity|stgw| in pairs: Coming up with some questions.|5}} Choose a topic from the board. Write a list of up to five questions on mini-blackboards or paper that you normally ask/would ask the pupils in class?

{{ednote|text=
Allow only about 3-5 minutes for this activity so that spontaneous questions are recorded.

After 3-5 minutes, explain what open and closed questions are (see background reading below) and ask the whole group for a couple of example questions of each type for illustration. Write these examples (no more than two of each question type) on the blackboard or flipchart for reference during the game, or ask a volunteer participant to do so. When you are sure that participants have got the idea of the differences between the question types proceed with the game.

During the game, ensure that participants do not feel less motivated if their questions are more closed or surface type. To ensure this:

* Refrain from judging questions. Record/discuss questions factually without expressing any emotion.
* Mention that all types of questions have value and can be used for different purposes. Closed and surface questions are also important to some extent.
* Maintain positive body language by listening attentively.

Before the session, prepare the workshop room by marking OPEN on one side of the room and CLOSED on the other side. To keep it simple, draw a line on the floor with chalk and write OPEN and CLOSED!

To start the game, ask participants to look at the first question (on their respective lists), work out whether it is open or closed and move to the corresponding side of the room. When participants have categorised their first question, take a few examples from each side of the room for clarification that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way.

Continue to play the game for five minutes, clarifying that questions have been correctly categorised after each new move, taking examples from different participants each time.
}}

{{activity|otr| Facilitator talk on open and close questions.|5}}

{{activity|Game| on open and closed questions.|5}} The facilitator will ask you to categorise the questions on your list, one at a time, as open or closed and to move to the corresponding side of the room. Work through your questions one at a time and categorise them as closed or open when asked to do so. For each question, move to the side of the room marked OPEN if that question is open or to the side marked CLOSED if that question is closed. Be prepared to explain your rationale to the rest of the group.

{{ednote|text=

Make this activity interesting by asking participants to run to the appropriate side of the room (OPEN or CLOSED) at the sound of a clap and ask the participant who gets there first to clap when it is time to move again after considering the second question, and so on.

}}

{{activity|wcd|: Reflecting on current practice.|5}} Where do you stand? Is your current practice of generating questions more open or more closed?

= Reading about open and closed questions =

{{activity|otr|: Reading about open and closed questions.|5}}
{{background|text=
'''Closed versus Open questions:'''

* Closed questions are factual and focus on a correct response. ''Some examples are: Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating the perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.''
* Open questions have many answers. ''Some examples are: What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent the spread of malaria in your community?''

'''Surface versus Deep questions:'''

* Surface questions elicit one idea or some ideas. ''For example, What is the difference between organic and inorganic fertilizers? What is the use of carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?''
* Deep questions elicit relations between ideas and extended ideas. ''For example, What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between the climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking.

}}

= Collecting open questions with Etherpad =

{{activity|ICT activity|: Introduction to Etherpad.|15}} You have been doing your typing practice for a while, and this will help you now. We are going to use a collaborative writing activity to make note of the open questions defined in the previous activity. The facilitator will now introduce you to Etherpad. Work in small groups (one group per computer), and enter your open questions only (from your mini whiteboard/black board) into Etherpad.

{{ednote|text=
Introduce participants to Etherpad (or another collaborative writing application), and get participants to write open questions from the previous activity.

Throughout this session, make a note of open questions: We will use those later when planning an activity.

To introduce Etherpad, you can use ideas from here: [[OER4Schools/Group chat with messenger or collaborative writing|Group chat with messenger or collaborative writing]]. Let participants observe how words appear on all screens simultaneously. Perhaps you have some participants writing, while others go round and observe. Then swap who writes and who observes. Make sure that all participants get the idea.
}}

= Questioning our questions =

{{activity|wcd|: Discussion of the questions collected on Etherpad.|10}} Now look at the questions we have collected. What makes these questions open rather than closed? What other ways can we classify them?
[[Image:oer4s Abel unit 3 IMG_0488.jpg|thumb|300px]]

{{ednote|text=
Draw attention to or hand out [[OER4Schools/Questions you can ask|questions you can ask]] and incorporate these into the discussion (see end of this session).

Encourage participants to use this resource for planning their activity (see below) and as ready reference during teaching (by printing them on cards).
}}

Refer to [[OER4Schools/Open and closed questions|open and closed questions]] if you get stuck.

{{activity|Reading| questioning the questions.|20}} Read pages 2 and 3 of the "Questioning the Questions" handout ({{File|VVOB_-_Questioning_the_Questions.pdf|Questioning the Questions}}).

Discuss:

# What was your most important learning from the handout?
# Which points from page 3 are you already practising during your lessons?
# Which points can you immediately carry out?
# Which points might need some more preparation?
# What other points would you like to include in this document?

{{ednote|text=
Allow at least 15-20 minutes for the reading. Proceed from reading to discussion only if most participants are ready. This will show that you are respecting the participants’ pace, something that they could follow in their classroom. Participants who have read sooner than others can be asked to think of other points about "questioning and handling responses" that they would want to include in this handout.

Reinforce some learning from previous sessions during the discussion, such as use of props and use of rules. What about ‘no hands up’ (point 8 on p.3); is it a useful technique?

Discuss points 1 and 3 only if you think there is less time. It is important that participants cover the material on pages 2 and 3 of the document during the workshop. You may wish to use the following activity as an alternative to individual reading:

'''Alternative activity for covering the information on page 3''':

There are 12 (not 14 as it appears) short points for participants to get their head around. These could be divided up amongst the group, so one point each or one between two depending on the group size. Participants should read and understand their point, perhaps coming up with an example to help clarify it to the rest of the group. After allowing participants a few minutes to understand their point, ask them in turn to stand up and explain it to the rest of the group. They should present their point in their own words and not just read from the document. By the end of this activity the participants will have verbally presented the contents of page 3 of the document in a way that makes the material easily accessible and may make it easier to remember.
}}

= Video on crime writing =
[[Image:Caroline1.1.jpg|300px|thumb]]

{{activity|otr|: Video on crime writing.|10}} Watch the video in which an English teacher is introducing the crime-writing genre to 12- to 13-year-old pupils in a UK classroom. The lesson prepares them for writing their own crime story.
The situation mentioned on the board is “An abandoned briefcase has been handed in to police. What could the content reveal about the owner?”. The clip illustrates teacher questioning and handling responses for encouraging pupils to consider alternatives.

Suggested questions for reflection:
* What did you notice about the teacher’s questions in this clip?
* Which questions elicited multiple responses or could have done?
* How did the teacher handle multiple responses?
* How would you improve the teacher’s questions?
* What would you do differently while handling multiple responses?

{{: video/Unit_2_session_2---Caroline_briefcase_clip.m4v }}

= Planning a questioning activity =
{{todo|This needs adapting. There needs to be time here to plan something, but we need to decide exactly what it is! {I think this is OK now. JB}
}}

{{activity|dtgw|: Planning in pairs for an activity with open ended questions.|15}} In the [[OER4Schools/activity template|activity template]], plan for questioning as part of a lesson that you will teach in the coming week. Find some relevant images that you can use to base your questions around and list some open and deep questions to ask in the class in order to challenge students and get them thinking. Try out some of the points mentioned in page 3 of the handout. '''Record specific questions on the template.'''

{{ednote|text=

Ask participants to focus on the questioning part of the activity. Therefore ask participants to record on the template:

* What images they will use - What will they be used for? What is/are the purpose(s)?
* Questions to start the lesson?
* Questions while pupils are looking at the pictures? Clear explanation of task.
* Questions after looking at the pictures?
* Questions about pupils' thoughts that relate to objectives of the lesson?
* Questions that summarize pupils' learning?

For example, if the topic is clean water, participants can record:

* Images that they will use e.g. sources of water that show clean and unclean water.
* Questions to start such as, look at the pictures and identify sources that are safe for drinking.
* Questions while pupils are looking at pictures such as, why is water from this source safe? How does the water get contaminated?
* Questions at the end such as, what can we do in our homes to ensure that the water we drink is clean? What are the effects of drinking unclean water?

They can complete the remaining plan later.

}}

= {{Name for ICT practice with dtgw}} =

{{ednote|text=
Facilitator distributes robots/traffic lights.
}}

{{activity|Introduction| to {{activitytag|Robots (Traffic lights)}}.|5}}
Robots/traffic lights have three lights - red, orange and green. These lights signal to drivers what action they should take on the road with each coloured light having a different meaning associated with it: Red means STOP; Orange means GET READY TO GO and Green means GO. Their meanings for classroom application are:
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
* GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”

While you do practical work in groups, make a stack of your three cards near your groups. Place the colour on top which shows how you are progressing as a group. The facilitator will see the colour and help you appropriately.

{{activity|dtgw| with ICT on various topics.|20}} You now have 20 minutes to do ICT practice. You might want to use this time to find digital images for your questioning activity or to familiarise yourself further with either
* Etherpad or
* Geogebra.
As you work with the applications, occasionally think about how you would use them in the classroom.
You may now feel ready to plan an activity with Geogebra in your classroom. Refer back to the Geogebra work we did in previous sessions. Have a look at the [[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]] here, you might want to base your lesson on something similar.

You might also want to refer back to
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
Open Office]], and
[[OER4Schools/Typing practice with students|typing practice with students]].

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} Use your questioning activity. Teach a lesson with this activity and try out the questions that you have planned. Record any questions that you generated without planning (as best you can!)

{{fup|B}} Try out Geogebra with your class. Also see whether you can continue carousel-style groupwork for typing practice.

{{fup|C}} Reading. Read p. 6 of the VVOB handout, section on “handling answers”. Think about how you will handle/respond to the multiple answers to your questions (that you just planned). Record your ideas on the activity template sheet.

{{ednote|text=

Remind participants to bring the VVOB handout for the next session.

}}

{{setting of follow up}}

= Handouts =

{{oinc|OER4Schools/Questions you can ask}}

{{oinc|OER4Schools/Open and closed questions}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Questioning

2013-01-24T12:17:23Z

Bryony: /* Planning a questioning activity */

{{OER4S
|title=Questioning
|session=2.2
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}

* differentiating between types of questions: '''closed questions''' versus '''open questions'''; and '''surface questions''' versus '''deep questions'''
* generating open and deep questions
* other types of questions that you can ask students (e.g. '''questions for remembering/understanding/applying/analysing/evaluating/creating''')
* handling multiple responses

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* play a game to classify questions as open or closed
* further classify questions during discussion using an information sheet for reference
* watch a video and identify techniques for '''handling multiple responses'''

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* planning a lesson with Geogebra
* using Etherpad to make shared notes
{{ OER4SchoolsWSInfo/ICT intro students}}
* do a lesson with Geogebra

|resources=
You will need to have Etherpad or another collaborative writing application available and some red/yellow/green cards for '''robots/traffic lights''' resource.

}}

= {{name for review of follow up}} =

{{review of follow up}}
= Introduction =
Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine
* what learners understand,
* what they misunderstand, and
* what they are actually learning.

= Reflecting on current questioning practice =
[[Image:Question marks.jpg|thumb|200px]]
{{ednote|text=
The idea behind this activity is to make the need for this session explicit.

You will need mini-blackboards and something for display (blackboard/flipchart).

Choose some topics that participants are teaching this week (from the curriculum), and display the topics (on blackboard or flipchart). Some examples are:
* the importance of water{{indinc|C1.2}},
* living together{{indinc|C1.13}},
* transport{{indinc|C1.5}},
* types of fertilizers (organic and inorganic) and their advantages or disadvantages{{indinc|C1.1}}, e.g.
* uses of different parts of a plant{{indinc|C1.8}}, and
* health{{indinc|C1.6}}.
}}

{{activity|stgw| in pairs: Coming up with some questions.|5}} Choose a topic from the board. Write a list of up to five questions on mini-blackboards or paper that you normally ask/would ask the pupils in class?

{{ednote|text=
Allow only about 3-5 minutes for this activity so that spontaneous questions are recorded.

After 3-5 minutes, explain what open and closed questions are (see background reading below) and ask the whole group for a couple of example questions of each type for illustration. Write these examples (no more than two of each question type) on the blackboard or flipchart for reference during the game, or ask a volunteer participant to do so. When you are sure that participants have got the idea of the differences between the question types proceed with the game.

During the game, ensure that participants do not feel less motivated if their questions are more closed or surface type. To ensure this:

* Refrain from judging questions. Record/discuss questions factually without expressing any emotion.
* Mention that all types of questions have value and can be used for different purposes. Closed and surface questions are also important to some extent.
* Maintain positive body language by listening attentively.

Before the session, prepare the workshop room by marking OPEN on one side of the room and CLOSED on the other side. To keep it simple, draw a line on the floor with chalk and write OPEN and CLOSED!

To start the game, ask participants to look at the first question (on their respective lists), work out whether it is open or closed and move to the corresponding side of the room. When participants have categorised their first question, take a few examples from each side of the room for clarification that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way.

Continue to play the game for five minutes, clarifying that questions have been correctly categorised after each new move, taking examples from different participants each time.
}}

{{activity|otr| Facilitator talk on open and close questions.|5}}

{{activity|Game| on open and closed questions.|5}} The facilitator will ask you to categorise the questions on your list, one at a time, as open or closed and to move to the corresponding side of the room. Work through your questions one at a time and categorise them as closed or open when asked to do so. For each question, move to the side of the room marked OPEN if that question is open or to the side marked CLOSED if that question is closed. Be prepared to explain your rationale to the rest of the group.

{{ednote|text=

Make this activity interesting by asking participants to run to the appropriate side of the room (OPEN or CLOSED) at the sound of a clap and ask the participant who gets there first to clap when it is time to move again after considering the second question, and so on.

}}

{{activity|wcd|: Reflecting on current practice.|5}} Where do you stand? Is your current practice of generating questions more open or more closed?

= Reading about open and closed questions =

{{activity|otr|: Reading about open and closed questions.|5}}
{{background|text=
'''Closed versus Open questions:'''

* Closed questions are factual and focus on a correct response. ''Some examples are: Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating the perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.''
* Open questions have many answers. ''Some examples are: What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent the spread of malaria in your community?''

'''Surface versus Deep questions:'''

* Surface questions elicit one idea or some ideas. ''For example, What is the difference between organic and inorganic fertilizers? What is the use of carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?''
* Deep questions elicit relations between ideas and extended ideas. ''For example, What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between the climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking.

}}

= Collecting open questions with Etherpad =

{{activity|ICT activity|: Introduction to Etherpad.|15}} You have been doing your typing practice for a while, and this will help you now. We are going to use a collaborative writing activity to make note of the open questions defined in the previous activity. The facilitator will now introduce you to Etherpad. Work in small groups (one group per computer), and enter your open questions only (from your mini whiteboard/black board) into Etherpad.

{{ednote|text=
Introduce participants to Etherpad (or another collaborative writing application), and get participants to write open questions from the previous activity.

Throughout this session, make a note of open questions: We will use those later when planning an activity.

To introduce Etherpad, you can use ideas from here: [[OER4Schools/Group chat with messenger or collaborative writing|Group chat with messenger or collaborative writing]]. Let participants observe how words appear on all screens simultaneously. Perhaps you have some participants writing, while others go round and observe. Then swap who writes and who observes. Make sure that all participants get the idea.
}}

= Questioning our questions =

{{activity|wcd|: Discussion of the questions collected on Etherpad.|10}} Now look at the questions we have collected. What makes these questions open rather than closed? What other ways can we classify them?
[[Image:oer4s Abel unit 3 IMG_0488.jpg|thumb|300px]]

{{ednote|text=
Draw attention to or hand out [[OER4Schools/Questions you can ask|questions you can ask]] and incorporate these into the discussion (see end of this session).

Encourage participants to use this resource for planning their activity (see below) and as ready reference during teaching (by printing them on cards).
}}

Refer to [[OER4Schools/Open and closed questions|open and closed questions]] if you get stuck.

{{activity|Reading| questioning the questions.|20}} Read pages 2 and 3 of the "Questioning the Questions" handout ({{File|VVOB_-_Questioning_the_Questions.pdf|Questioning the Questions}}).

Discuss:

# What was your most important learning from the handout?
# Which points from page 3 are you already practising during your lessons?
# Which points can you immediately carry out?
# Which points might need some more preparation?
# What other points would you like to include in this document?

{{ednote|text=
Allow at least 15-20 minutes for the reading. Proceed from reading to discussion only if most participants are ready. This will show that you are respecting the participants’ pace, something that they could follow in their classroom. Participants who have read sooner than others can be asked to think of other points about "questioning and handling responses" that they would want to include in this handout.

Reinforce some learning from previous sessions during the discussion, such as use of props and use of rules. What about ‘no hands up’ (point 8 on p.3); is it a useful technique?

Discuss points 1 and 3 only if you think there is less time. It is important that participants cover the material on pages 2 and 3 of the document during the workshop. You may wish to use the following activity as an alternative to individual reading:

'''Alternative activity for covering the information on page 3''':

There are 12 (not 14 as it appears) short points for participants to get their head around. These could be divided up amongst the group, so one point each or one between two depending on the group size. Participants should read and understand their point, perhaps coming up with an example to help clarify it to the rest of the group. After allowing participants a few minutes to understand their point, ask them in turn to stand up and explain it to the rest of the group. They should present their point in their own words and not just read from the document. By the end of this activity the participants will have verbally presented the contents of page 3 of the document in a way that makes the material easily accessible and may make it easier to remember.
}}

= Video on crime writing =
[[Image:Caroline1.1.jpg|300px|thumb]]

{{activity|otr|: Video on crime writing.|10}} Watch the video in which an English teacher is introducing the crime-writing genre to 12- to 13-year-old pupils in a UK classroom. The lesson prepares them for writing their own crime story.
The situation mentioned on the board is “An abandoned briefcase has been handed in to police. What could the content reveal about the owner?”. The clip illustrates teacher questioning and handling responses for encouraging pupils to consider alternatives.

Suggested questions for reflection:
* What did you notice about the teacher’s questions in this clip?
* Which questions elicited multiple responses or could have done?
* How did the teacher handle multiple responses?
* How would you improve the teacher’s questions?
* What would you do differently while handling multiple responses?

{{: video/Unit_2_session_2---Caroline_briefcase_clip.m4v }}

= Planning a questioning activity =
{{todo|This needs adapting. There needs to be time here to plan something, but we need to decide exactly what it is! {I think this is OK now. JB}
}}

{{activity|dtgw|: Planning in pairs for an activity with open ended questions.|15}} In the [[OER4Schools/activity template|activity template]], plan for questioning as part of a lesson that you will teach in the coming week. Find some relevant images that you can use to base your questions around and list some open and deep questions to ask in the class in order to challenge students and get them thinking. Try out some of the points mentioned in page 3 of the handout. '''Record specific questions on the template.'''

{{ednote|text=

Ask participants to focus on the questioning part of the activity. Therefore ask participants to record on the template:

* What images they will use - What will they be used for? What is/are the purpose(s)?
* Questions to start the lesson?
* Questions while pupils are looking at the pictures? Clear explanation of task.
* Questions after looking at the pictures?
* Questions about pupils' thoughts that relate to objectives of the lesson?
* Questions that summarize pupils' learning?

For example, if the topic is clean water, participants can record:

* Images that they will use e.g. sources of water that show clean and unclean water.
* Questions to start such as, look at the pictures and identify sources that are safe for drinking.
* Questions while pupils are looking at pictures such as, why is water from this source safe? How does the water get contaminated?
* Questions at the end such as, what can we do in our homes to ensure that the water we drink is clean? What are the effects of drinking unclean water?

They can complete the remaining plan later.

}}

= {{Name for ICT practice with dtgw}} =

{{ednote|text=
Facilitator distributes robots/traffic lights.
}}

{{activity|Introduction| to {{activitytag|Robots (Traffic lights)}}.|5}}
Robots/traffic lights have three lights - red, orange and green. These lights signal to drivers what action they should take on the road with each coloured light having a different meaning associated with it: Red means STOP; Orange means GET READY TO GO and Green means GO. Their meanings for classroom application are:
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
* GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”

While you do practical work in groups, make a stack of your three cards near your groups. Place the colour on top which shows how you are progressing as a group. The facilitator will see the colour and help you appropriately.

{{activity|dtgw| with ICT on various topics.|20}} You now have 20 minutes to do ICT practice. You might want to use this time to find digital images for your questioning activity or to familiarise yourself further with either
* Etherpad or
* Geogebra.
As you work with the applications, occasionally think about how you would use them in the classroom.
You may now feel ready to plan an activity with Geogebra in your classroom. Refer back to the Geogebra work we did in previous sessions. Have a look at the [[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]] here, you might want to base your lesson on something similar.

You might also want to refer back to
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
Open Office]], and
[[OER4Schools/Typing practice with students|typing practice with students]].

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} Use your questioning activity. Teach a lesson with this activity and try out the questions that you have planned. Record any questions that you generated without planning (as best as you can!)

{{fup|B}} Try out Geogebra with your class. Also see whether you can continue carousel-style groupwork for typing practice.

{{fup|C}} Reading. Read p. 6 of the VVOB handout, section on “handling answers”. Think about how you will handle/respond to the multiple answers to your questions (that you just planned). Record your ideas on the activity template sheet.

{{ednote|text=

Remind participants to bring the VVOB handout for the next session.

}}

{{setting of follow up}}

= Handouts =

{{oinc|OER4Schools/Questions you can ask}}

{{oinc|OER4Schools/Open and closed questions}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Questioning

2013-01-24T12:02:01Z

Bryony: /* Collecting open questions with Etherpad */

{{OER4S
|title=Questioning
|session=2.2
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}

* differentiating between types of questions: '''closed questions''' versus '''open questions'''; and '''surface questions''' versus '''deep questions'''
* generating open and deep questions
* other types of questions that you can ask students (e.g. '''questions for remembering/understanding/applying/analysing/evaluating/creating''')
* handling multiple responses

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* play a game to classify questions as open or closed
* further classify questions during discussion using an information sheet for reference
* watch a video and identify techniques for '''handling multiple responses'''

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* planning a lesson with Geogebra
* using Etherpad to make shared notes
{{ OER4SchoolsWSInfo/ICT intro students}}
* do a lesson with Geogebra

|resources=
You will need to have Etherpad or another collaborative writing application available and some red/yellow/green cards for '''robots/traffic lights''' resource.

}}

= {{name for review of follow up}} =

{{review of follow up}}
= Introduction =
Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine
* what learners understand,
* what they misunderstand, and
* what they are actually learning.

= Reflecting on current questioning practice =
[[Image:Question marks.jpg|thumb|200px]]
{{ednote|text=
The idea behind this activity is to make the need for this session explicit.

You will need mini-blackboards and something for display (blackboard/flipchart).

Choose some topics that participants are teaching this week (from the curriculum), and display the topics (on blackboard or flipchart). Some examples are:
* the importance of water{{indinc|C1.2}},
* living together{{indinc|C1.13}},
* transport{{indinc|C1.5}},
* types of fertilizers (organic and inorganic) and their advantages or disadvantages{{indinc|C1.1}}, e.g.
* uses of different parts of a plant{{indinc|C1.8}}, and
* health{{indinc|C1.6}}.
}}

{{activity|stgw| in pairs: Coming up with some questions.|5}} Choose a topic from the board. Write a list of up to five questions on mini-blackboards or paper that you normally ask/would ask the pupils in class?

{{ednote|text=
Allow only about 3-5 minutes for this activity so that spontaneous questions are recorded.

After 3-5 minutes, explain what open and closed questions are (see background reading below) and ask the whole group for a couple of example questions of each type for illustration. Write these examples (no more than two of each question type) on the blackboard or flipchart for reference during the game, or ask a volunteer participant to do so. When you are sure that participants have got the idea of the differences between the question types proceed with the game.

During the game, ensure that participants do not feel less motivated if their questions are more closed or surface type. To ensure this:

* Refrain from judging questions. Record/discuss questions factually without expressing any emotion.
* Mention that all types of questions have value and can be used for different purposes. Closed and surface questions are also important to some extent.
* Maintain positive body language by listening attentively.

Before the session, prepare the workshop room by marking OPEN on one side of the room and CLOSED on the other side. To keep it simple, draw a line on the floor with chalk and write OPEN and CLOSED!

To start the game, ask participants to look at the first question (on their respective lists), work out whether it is open or closed and move to the corresponding side of the room. When participants have categorised their first question, take a few examples from each side of the room for clarification that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way.

Continue to play the game for five minutes, clarifying that questions have been correctly categorised after each new move, taking examples from different participants each time.
}}

{{activity|otr| Facilitator talk on open and close questions.|5}}

{{activity|Game| on open and closed questions.|5}} The facilitator will ask you to categorise the questions on your list, one at a time, as open or closed and to move to the corresponding side of the room. Work through your questions one at a time and categorise them as closed or open when asked to do so. For each question, move to the side of the room marked OPEN if that question is open or to the side marked CLOSED if that question is closed. Be prepared to explain your rationale to the rest of the group.

{{ednote|text=

Make this activity interesting by asking participants to run to the appropriate side of the room (OPEN or CLOSED) at the sound of a clap and ask the participant who gets there first to clap when it is time to move again after considering the second question, and so on.

}}

{{activity|wcd|: Reflecting on current practice.|5}} Where do you stand? Is your current practice of generating questions more open or more closed?

= Reading about open and closed questions =

{{activity|otr|: Reading about open and closed questions.|5}}
{{background|text=
'''Closed versus Open questions:'''

* Closed questions are factual and focus on a correct response. ''Some examples are: Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating the perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.''
* Open questions have many answers. ''Some examples are: What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent the spread of malaria in your community?''

'''Surface versus Deep questions:'''

* Surface questions elicit one idea or some ideas. ''For example, What is the difference between organic and inorganic fertilizers? What is the use of carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?''
* Deep questions elicit relations between ideas and extended ideas. ''For example, What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between the climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking.

}}

= Collecting open questions with Etherpad =

{{activity|ICT activity|: Introduction to Etherpad.|15}} You have been doing your typing practice for a while, and this will help you now. We are going to use a collaborative writing activity to make note of the open questions defined in the previous activity. The facilitator will now introduce you to Etherpad. Work in small groups (one group per computer), and enter your open questions only (from your mini whiteboard/black board) into Etherpad.

{{ednote|text=
Introduce participants to Etherpad (or another collaborative writing application), and get participants to write open questions from the previous activity.

Throughout this session, make a note of open questions: We will use those later when planning an activity.

To introduce Etherpad, you can use ideas from here: [[OER4Schools/Group chat with messenger or collaborative writing|Group chat with messenger or collaborative writing]]. Let participants observe how words appear on all screens simultaneously. Perhaps you have some participants writing, while others go round and observe. Then swap who writes and who observes. Make sure that all participants get the idea.
}}

= Questioning our questions =

{{activity|wcd|: Discussion of the questions collected on Etherpad.|10}} Now look at the questions we have collected. What makes these questions open rather than closed? What other ways can we classify them?
[[Image:oer4s Abel unit 3 IMG_0488.jpg|thumb|300px]]

{{ednote|text=
Draw attention to or hand out [[OER4Schools/Questions you can ask|questions you can ask]] and incorporate these into the discussion (see end of this session).

Encourage participants to use this resource for planning their activity (see below) and as ready reference during teaching (by printing them on cards).
}}

Refer to [[OER4Schools/Open and closed questions|open and closed questions]] if you get stuck.

{{activity|Reading| questioning the questions.|20}} Read pages 2 and 3 of the "Questioning the Questions" handout ({{File|VVOB_-_Questioning_the_Questions.pdf|Questioning the Questions}}).

Discuss:

# What was your most important learning from the handout?
# Which points from page 3 are you already practising during your lessons?
# Which points can you immediately carry out?
# Which points might need some more preparation?
# What other points would you like to include in this document?

{{ednote|text=
Allow at least 15-20 minutes for the reading. Proceed from reading to discussion only if most participants are ready. This will show that you are respecting the participants’ pace, something that they could follow in their classroom. Participants who have read sooner than others can be asked to think of other points about "questioning and handling responses" that they would want to include in this handout.

Reinforce some learning from previous sessions during the discussion, such as use of props and use of rules. What about ‘no hands up’ (point 8 on p.3); is it a useful technique?

Discuss points 1 and 3 only if you think there is less time. It is important that participants cover the material on pages 2 and 3 of the document during the workshop. You may wish to use the following activity as an alternative to individual reading:

'''Alternative activity for covering the information on page 3''':

There are 12 (not 14 as it appears) short points for participants to get their head around. These could be divided up amongst the group, so one point each or one between two depending on the group size. Participants should read and understand their point, perhaps coming up with an example to help clarify it to the rest of the group. After allowing participants a few minutes to understand their point, ask them in turn to stand up and explain it to the rest of the group. They should present their point in their own words and not just read from the document. By the end of this activity the participants will have verbally presented the contents of page 3 of the document in a way that makes the material easily accessible and may make it easier to remember.
}}

= Video on crime writing =
[[Image:Caroline1.1.jpg|300px|thumb]]

{{activity|otr|: Video on crime writing.|10}} Watch the video in which an English teacher is introducing the crime-writing genre to 12- to 13-year-old pupils in a UK classroom. The lesson prepares them for writing their own crime story.
The situation mentioned on the board is “An abandoned briefcase has been handed in to police. What could the content reveal about the owner?”. The clip illustrates teacher questioning and handling responses for encouraging pupils to consider alternatives.

Suggested questions for reflection:
* What did you notice about the teacher’s questions in this clip?
* Which questions elicited multiple responses or could have done?
* How did the teacher handle multiple responses?
* How would you improve the teacher’s questions?
* What would you do differently while handling multiple responses?

{{: video/Unit_2_session_2---Caroline_briefcase_clip.m4v }}

= Planning a questioning activity =
{{todo|This needs adapting. There needs to be time here to plan something, but we need to decide exactly what it is! {I think this is OK now. JB}
}}

{{activity|dtgw|: Planning in pairs for an activity with open ended questions.|15}} In the [[OER4Schools/activity template|activity template]], plan for questioning as part of a lesson that you will teach in the coming week. Find some relevant images that you can use to base your questions around and list some open and deep questions to ask in the class in order to challenge students and get them thinking. Try out some of the points mentioned in page 3 of the handout. '''Record specific questions on the template.'''

{{ednote|text=

Ask participants to focus on the questioning part of the activity. Therefore ask participants to record on the template:

* What images they will use - What will they be used for? What is/are the purpose(s)?
* Questions to start the lesson?
* Questions while pupils are looking at the pictures? Clear explanation of task.
* Questions after looking at the pictures? Questions about pupils' thoughts that relate to objectives of the lesson? Questions that summarize pupils' learning?

For example, if the topic is clean water, participants can record:

* Images that they will use e.g. sources of water that show clean and unclean water.
* Questions to start such as, look at the pictures and identify sources that are safe for drinking.
* Questions while pupils are looking at pictures such as, why is water from this source safe? how does the water get contaminated?
* Questions at the end such as, what can we do in our homes to ensure that the water we drink is clean? What are the effects of drinking unclean water?

They can complete the remaining plan later.

}}

= {{Name for ICT practice with dtgw}} =

{{ednote|text=
Facilitator distributes robots/traffic lights.
}}

{{activity|Introduction| to {{activitytag|Robots (Traffic lights)}}.|5}}
Robots/traffic lights have three lights - red, orange and green. These lights signal to drivers what action they should take on the road with each coloured light having a different meaning associated with it: Red means STOP; Orange means GET READY TO GO and Green means GO. Their meanings for classroom application are:
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
* GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”

While you do practical work in groups, make a stack of your three cards near your groups. Place the colour on top which shows how you are progressing as a group. The facilitator will see the colour and help you appropriately.

{{activity|dtgw| with ICT on various topics.|20}} You now have 20 minutes to do ICT practice. You might want to use this time to find digital images for your questioning activity or to familiarise yourself further with either
* Etherpad or
* Geogebra.
As you work with the applications, occasionally think about how you would use them in the classroom.
You may now feel ready to plan an activity with Geogebra in your classroom. Refer back to the Geogebra work we did in previous sessions. Have a look at the [[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]] here, you might want to base your lesson on something similar.

You might also want to refer back to
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
Open Office]], and
[[OER4Schools/Typing practice with students|typing practice with students]].

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} Use your questioning activity. Teach a lesson with this activity and try out the questions that you have planned. Record any questions that you generated without planning (as best as you can!)

{{fup|B}} Try out Geogebra with your class. Also see whether you can continue carousel-style groupwork for typing practice.

{{fup|C}} Reading. Read p. 6 of the VVOB handout, section on “handling answers”. Think about how you will handle/respond to the multiple answers to your questions (that you just planned). Record your ideas on the activity template sheet.

{{ednote|text=

Remind participants to bring the VVOB handout for the next session.

}}

{{setting of follow up}}

= Handouts =

{{oinc|OER4Schools/Questions you can ask}}

{{oinc|OER4Schools/Open and closed questions}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Questioning

2013-01-24T11:59:42Z

Bryony: /* Reading about open and closed questions */

{{OER4S
|title=Questioning
|session=2.2
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}

* differentiating between types of questions: '''closed questions''' versus '''open questions'''; and '''surface questions''' versus '''deep questions'''
* generating open and deep questions
* other types of questions that you can ask students (e.g. '''questions for remembering/understanding/applying/analysing/evaluating/creating''')
* handling multiple responses

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* play a game to classify questions as open or closed
* further classify questions during discussion using an information sheet for reference
* watch a video and identify techniques for '''handling multiple responses'''

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* planning a lesson with Geogebra
* using Etherpad to make shared notes
{{ OER4SchoolsWSInfo/ICT intro students}}
* do a lesson with Geogebra

|resources=
You will need to have Etherpad or another collaborative writing application available and some red/yellow/green cards for '''robots/traffic lights''' resource.

}}

= {{name for review of follow up}} =

{{review of follow up}}
= Introduction =
Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine
* what learners understand,
* what they misunderstand, and
* what they are actually learning.

= Reflecting on current questioning practice =
[[Image:Question marks.jpg|thumb|200px]]
{{ednote|text=
The idea behind this activity is to make the need for this session explicit.

You will need mini-blackboards and something for display (blackboard/flipchart).

Choose some topics that participants are teaching this week (from the curriculum), and display the topics (on blackboard or flipchart). Some examples are:
* the importance of water{{indinc|C1.2}},
* living together{{indinc|C1.13}},
* transport{{indinc|C1.5}},
* types of fertilizers (organic and inorganic) and their advantages or disadvantages{{indinc|C1.1}}, e.g.
* uses of different parts of a plant{{indinc|C1.8}}, and
* health{{indinc|C1.6}}.
}}

{{activity|stgw| in pairs: Coming up with some questions.|5}} Choose a topic from the board. Write a list of up to five questions on mini-blackboards or paper that you normally ask/would ask the pupils in class?

{{ednote|text=
Allow only about 3-5 minutes for this activity so that spontaneous questions are recorded.

After 3-5 minutes, explain what open and closed questions are (see background reading below) and ask the whole group for a couple of example questions of each type for illustration. Write these examples (no more than two of each question type) on the blackboard or flipchart for reference during the game, or ask a volunteer participant to do so. When you are sure that participants have got the idea of the differences between the question types proceed with the game.

During the game, ensure that participants do not feel less motivated if their questions are more closed or surface type. To ensure this:

* Refrain from judging questions. Record/discuss questions factually without expressing any emotion.
* Mention that all types of questions have value and can be used for different purposes. Closed and surface questions are also important to some extent.
* Maintain positive body language by listening attentively.

Before the session, prepare the workshop room by marking OPEN on one side of the room and CLOSED on the other side. To keep it simple, draw a line on the floor with chalk and write OPEN and CLOSED!

To start the game, ask participants to look at the first question (on their respective lists), work out whether it is open or closed and move to the corresponding side of the room. When participants have categorised their first question, take a few examples from each side of the room for clarification that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way.

Continue to play the game for five minutes, clarifying that questions have been correctly categorised after each new move, taking examples from different participants each time.
}}

{{activity|otr| Facilitator talk on open and close questions.|5}}

{{activity|Game| on open and closed questions.|5}} The facilitator will ask you to categorise the questions on your list, one at a time, as open or closed and to move to the corresponding side of the room. Work through your questions one at a time and categorise them as closed or open when asked to do so. For each question, move to the side of the room marked OPEN if that question is open or to the side marked CLOSED if that question is closed. Be prepared to explain your rationale to the rest of the group.

{{ednote|text=

Make this activity interesting by asking participants to run to the appropriate side of the room (OPEN or CLOSED) at the sound of a clap and ask the participant who gets there first to clap when it is time to move again after considering the second question, and so on.

}}

{{activity|wcd|: Reflecting on current practice.|5}} Where do you stand? Is your current practice of generating questions more open or more closed?

= Reading about open and closed questions =

{{activity|otr|: Reading about open and closed questions.|5}}
{{background|text=
'''Closed versus Open questions:'''

* Closed questions are factual and focus on a correct response. ''Some examples are: Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating the perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.''
* Open questions have many answers. ''Some examples are: What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent the spread of malaria in your community?''

'''Surface versus Deep questions:'''

* Surface questions elicit one idea or some ideas. ''For example, What is the difference between organic and inorganic fertilizers? What is the use of carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?''
* Deep questions elicit relations between ideas and extended ideas. ''For example, What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between the climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking.

}}

= Collecting open questions with Etherpad =

{{activity|ICT activity|: Introduction to Etherpad.|15}} You have been doing your typing practice for a while, and this will help you now. We are going to use a collaborative writing activity to make note of the open questions defined in the previous activity. The facilitator will now introduce you to Etherpad. Work in small groups (one group per computer), and enter your open questions only (from your mini whiteboard/black board) into Etherpad.

{{ednote|text=
Introduce participants to Etherpad (or another collaborative writing application), and get participants to write open questions from the previous activity.

Throughout this session, make a note of open questions: We will use those later when planning an activity.

To introduce Etherpad, you can use ideas from here: [[OER4Schools/Group chat with messenger or collaborative writing|Group chat with messenger or collaborative writing]]. Let participants observe how words appear on all screens simultaneously. Perhaps you have some participants writing, while others go round and observe. Then swap who writes and who observed. Make sure that all participants get the idea.
}}

= Questioning our questions =

{{activity|wcd|: Discussion of the questions collected on Etherpad.|10}} Now look at the questions we have collected. What makes these questions open rather than closed? What other ways can we classify them?
[[Image:oer4s Abel unit 3 IMG_0488.jpg|thumb|300px]]

{{ednote|text=
Draw attention to or hand out [[OER4Schools/Questions you can ask|questions you can ask]] and incorporate these into the discussion (see end of this session).

Encourage participants to use this resource for planning their activity (see below) and as ready reference during teaching (by printing them on cards).
}}

Refer to [[OER4Schools/Open and closed questions|open and closed questions]] if you get stuck.

{{activity|Reading| questioning the questions.|20}} Read pages 2 and 3 of the "Questioning the Questions" handout ({{File|VVOB_-_Questioning_the_Questions.pdf|Questioning the Questions}}).

Discuss:

# What was your most important learning from the handout?
# Which points from page 3 are you already practising during your lessons?
# Which points can you immediately carry out?
# Which points might need some more preparation?
# What other points would you like to include in this document?

{{ednote|text=
Allow at least 15-20 minutes for the reading. Proceed from reading to discussion only if most participants are ready. This will show that you are respecting the participants’ pace, something that they could follow in their classroom. Participants who have read sooner than others can be asked to think of other points about "questioning and handling responses" that they would want to include in this handout.

Reinforce some learning from previous sessions during the discussion, such as use of props and use of rules. What about ‘no hands up’ (point 8 on p.3); is it a useful technique?

Discuss points 1 and 3 only if you think there is less time. It is important that participants cover the material on pages 2 and 3 of the document during the workshop. You may wish to use the following activity as an alternative to individual reading:

'''Alternative activity for covering the information on page 3''':

There are 12 (not 14 as it appears) short points for participants to get their head around. These could be divided up amongst the group, so one point each or one between two depending on the group size. Participants should read and understand their point, perhaps coming up with an example to help clarify it to the rest of the group. After allowing participants a few minutes to understand their point, ask them in turn to stand up and explain it to the rest of the group. They should present their point in their own words and not just read from the document. By the end of this activity the participants will have verbally presented the contents of page 3 of the document in a way that makes the material easily accessible and may make it easier to remember.
}}

= Video on crime writing =
[[Image:Caroline1.1.jpg|300px|thumb]]

{{activity|otr|: Video on crime writing.|10}} Watch the video in which an English teacher is introducing the crime-writing genre to 12- to 13-year-old pupils in a UK classroom. The lesson prepares them for writing their own crime story.
The situation mentioned on the board is “An abandoned briefcase has been handed in to police. What could the content reveal about the owner?”. The clip illustrates teacher questioning and handling responses for encouraging pupils to consider alternatives.

Suggested questions for reflection:
* What did you notice about the teacher’s questions in this clip?
* Which questions elicited multiple responses or could have done?
* How did the teacher handle multiple responses?
* How would you improve the teacher’s questions?
* What would you do differently while handling multiple responses?

{{: video/Unit_2_session_2---Caroline_briefcase_clip.m4v }}

= Planning a questioning activity =
{{todo|This needs adapting. There needs to be time here to plan something, but we need to decide exactly what it is! {I think this is OK now. JB}
}}

{{activity|dtgw|: Planning in pairs for an activity with open ended questions.|15}} In the [[OER4Schools/activity template|activity template]], plan for questioning as part of a lesson that you will teach in the coming week. Find some relevant images that you can use to base your questions around and list some open and deep questions to ask in the class in order to challenge students and get them thinking. Try out some of the points mentioned in page 3 of the handout. '''Record specific questions on the template.'''

{{ednote|text=

Ask participants to focus on the questioning part of the activity. Therefore ask participants to record on the template:

* What images they will use - What will they be used for? What is/are the purpose(s)?
* Questions to start the lesson?
* Questions while pupils are looking at the pictures? Clear explanation of task.
* Questions after looking at the pictures? Questions about pupils' thoughts that relate to objectives of the lesson? Questions that summarize pupils' learning?

For example, if the topic is clean water, participants can record:

* Images that they will use e.g. sources of water that show clean and unclean water.
* Questions to start such as, look at the pictures and identify sources that are safe for drinking.
* Questions while pupils are looking at pictures such as, why is water from this source safe? how does the water get contaminated?
* Questions at the end such as, what can we do in our homes to ensure that the water we drink is clean? What are the effects of drinking unclean water?

They can complete the remaining plan later.

}}

= {{Name for ICT practice with dtgw}} =

{{ednote|text=
Facilitator distributes robots/traffic lights.
}}

{{activity|Introduction| to {{activitytag|Robots (Traffic lights)}}.|5}}
Robots/traffic lights have three lights - red, orange and green. These lights signal to drivers what action they should take on the road with each coloured light having a different meaning associated with it: Red means STOP; Orange means GET READY TO GO and Green means GO. Their meanings for classroom application are:
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
* GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”

While you do practical work in groups, make a stack of your three cards near your groups. Place the colour on top which shows how you are progressing as a group. The facilitator will see the colour and help you appropriately.

{{activity|dtgw| with ICT on various topics.|20}} You now have 20 minutes to do ICT practice. You might want to use this time to find digital images for your questioning activity or to familiarise yourself further with either
* Etherpad or
* Geogebra.
As you work with the applications, occasionally think about how you would use them in the classroom.
You may now feel ready to plan an activity with Geogebra in your classroom. Refer back to the Geogebra work we did in previous sessions. Have a look at the [[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]] here, you might want to base your lesson on something similar.

You might also want to refer back to
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
Open Office]], and
[[OER4Schools/Typing practice with students|typing practice with students]].

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} Use your questioning activity. Teach a lesson with this activity and try out the questions that you have planned. Record any questions that you generated without planning (as best as you can!)

{{fup|B}} Try out Geogebra with your class. Also see whether you can continue carousel-style groupwork for typing practice.

{{fup|C}} Reading. Read p. 6 of the VVOB handout, section on “handling answers”. Think about how you will handle/respond to the multiple answers to your questions (that you just planned). Record your ideas on the activity template sheet.

{{ednote|text=

Remind participants to bring the VVOB handout for the next session.

}}

{{setting of follow up}}

= Handouts =

{{oinc|OER4Schools/Questions you can ask}}

{{oinc|OER4Schools/Open and closed questions}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Questioning

2013-01-24T11:56:23Z

Bryony: /* Reflecting on current questioning practice */

{{OER4S
|title=Questioning
|session=2.2
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}

* differentiating between types of questions: '''closed questions''' versus '''open questions'''; and '''surface questions''' versus '''deep questions'''
* generating open and deep questions
* other types of questions that you can ask students (e.g. '''questions for remembering/understanding/applying/analysing/evaluating/creating''')
* handling multiple responses

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* play a game to classify questions as open or closed
* further classify questions during discussion using an information sheet for reference
* watch a video and identify techniques for '''handling multiple responses'''

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* planning a lesson with Geogebra
* using Etherpad to make shared notes
{{ OER4SchoolsWSInfo/ICT intro students}}
* do a lesson with Geogebra

|resources=
You will need to have Etherpad or another collaborative writing application available and some red/yellow/green cards for '''robots/traffic lights''' resource.

}}

= {{name for review of follow up}} =

{{review of follow up}}
= Introduction =
Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine
* what learners understand,
* what they misunderstand, and
* what they are actually learning.

= Reflecting on current questioning practice =
[[Image:Question marks.jpg|thumb|200px]]
{{ednote|text=
The idea behind this activity is to make the need for this session explicit.

You will need mini-blackboards and something for display (blackboard/flipchart).

Choose some topics that participants are teaching this week (from the curriculum), and display the topics (on blackboard or flipchart). Some examples are:
* the importance of water{{indinc|C1.2}},
* living together{{indinc|C1.13}},
* transport{{indinc|C1.5}},
* types of fertilizers (organic and inorganic) and their advantages or disadvantages{{indinc|C1.1}}, e.g.
* uses of different parts of a plant{{indinc|C1.8}}, and
* health{{indinc|C1.6}}.
}}

{{activity|stgw| in pairs: Coming up with some questions.|5}} Choose a topic from the board. Write a list of up to five questions on mini-blackboards or paper that you normally ask/would ask the pupils in class?

{{ednote|text=
Allow only about 3-5 minutes for this activity so that spontaneous questions are recorded.

After 3-5 minutes, explain what open and closed questions are (see background reading below) and ask the whole group for a couple of example questions of each type for illustration. Write these examples (no more than two of each question type) on the blackboard or flipchart for reference during the game, or ask a volunteer participant to do so. When you are sure that participants have got the idea of the differences between the question types proceed with the game.

During the game, ensure that participants do not feel less motivated if their questions are more closed or surface type. To ensure this:

* Refrain from judging questions. Record/discuss questions factually without expressing any emotion.
* Mention that all types of questions have value and can be used for different purposes. Closed and surface questions are also important to some extent.
* Maintain positive body language by listening attentively.

Before the session, prepare the workshop room by marking OPEN on one side of the room and CLOSED on the other side. To keep it simple, draw a line on the floor with chalk and write OPEN and CLOSED!

To start the game, ask participants to look at the first question (on their respective lists), work out whether it is open or closed and move to the corresponding side of the room. When participants have categorised their first question, take a few examples from each side of the room for clarification that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way.

Continue to play the game for five minutes, clarifying that questions have been correctly categorised after each new move, taking examples from different participants each time.
}}

{{activity|otr| Facilitator talk on open and close questions.|5}}

{{activity|Game| on open and closed questions.|5}} The facilitator will ask you to categorise the questions on your list, one at a time, as open or closed and to move to the corresponding side of the room. Work through your questions one at a time and categorise them as closed or open when asked to do so. For each question, move to the side of the room marked OPEN if that question is open or to the side marked CLOSED if that question is closed. Be prepared to explain your rationale to the rest of the group.

{{ednote|text=

Make this activity interesting by asking participants to run to the appropriate side of the room (OPEN or CLOSED) at the sound of a clap and ask the participant who gets there first to clap when it is time to move again after considering the second question, and so on.

}}

{{activity|wcd|: Reflecting on current practice.|5}} Where do you stand? Is your current practice of generating questions more open or more closed?

= Reading about open and closed questions =

{{activity|otr|: Reading about open and closed questions.|5}}
{{background|text=
'''Closed versus Open questions:'''

* Closed questions are factual and focus on a correct response. ''Some examples are: Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.''
* Open questions have many answers. ''Some examples are: What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?''

'''Surface versus Deep questions:'''

* Surface questions elicit one idea or some ideas. ''For example, What is the difference between organic and inorganic fertilizers? What is the use if carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?''
* Deep questions elicit relations between ideas and extended ideas. ''For example, What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking.

}}

= Collecting open questions with Etherpad =

{{activity|ICT activity|: Introduction to Etherpad.|15}} You have been doing your typing practice for a while, and this will help you now. We are going to use a collaborative writing activity to make note of the open questions defined in the previous activity. The facilitator will now introduce you to Etherpad. Work in small groups (one group per computer), and enter your open questions only (from your mini whiteboard/black board) into Etherpad.

{{ednote|text=
Introduce participants to Etherpad (or another collaborative writing application), and get participants to write open questions from the previous activity.

Throughout this session, make a note of open questions: We will use those later when planning an activity.

To introduce Etherpad, you can use ideas from here: [[OER4Schools/Group chat with messenger or collaborative writing|Group chat with messenger or collaborative writing]]. Let participants observe how words appear on all screens simultaneously. Perhaps you have some participants writing, while others go round and observe. Then swap who writes and who observed. Make sure that all participants get the idea.
}}

= Questioning our questions =

{{activity|wcd|: Discussion of the questions collected on Etherpad.|10}} Now look at the questions we have collected. What makes these questions open rather than closed? What other ways can we classify them?
[[Image:oer4s Abel unit 3 IMG_0488.jpg|thumb|300px]]

{{ednote|text=
Draw attention to or hand out [[OER4Schools/Questions you can ask|questions you can ask]] and incorporate these into the discussion (see end of this session).

Encourage participants to use this resource for planning their activity (see below) and as ready reference during teaching (by printing them on cards).
}}

Refer to [[OER4Schools/Open and closed questions|open and closed questions]] if you get stuck.

{{activity|Reading| questioning the questions.|20}} Read pages 2 and 3 of the "Questioning the Questions" handout ({{File|VVOB_-_Questioning_the_Questions.pdf|Questioning the Questions}}).

Discuss:

# What was your most important learning from the handout?
# Which points from page 3 are you already practising during your lessons?
# Which points can you immediately carry out?
# Which points might need some more preparation?
# What other points would you like to include in this document?

{{ednote|text=
Allow at least 15-20 minutes for the reading. Proceed from reading to discussion only if most participants are ready. This will show that you are respecting the participants’ pace, something that they could follow in their classroom. Participants who have read sooner than others can be asked to think of other points about "questioning and handling responses" that they would want to include in this handout.

Reinforce some learning from previous sessions during the discussion, such as use of props and use of rules. What about ‘no hands up’ (point 8 on p.3); is it a useful technique?

Discuss points 1 and 3 only if you think there is less time. It is important that participants cover the material on pages 2 and 3 of the document during the workshop. You may wish to use the following activity as an alternative to individual reading:

'''Alternative activity for covering the information on page 3''':

There are 12 (not 14 as it appears) short points for participants to get their head around. These could be divided up amongst the group, so one point each or one between two depending on the group size. Participants should read and understand their point, perhaps coming up with an example to help clarify it to the rest of the group. After allowing participants a few minutes to understand their point, ask them in turn to stand up and explain it to the rest of the group. They should present their point in their own words and not just read from the document. By the end of this activity the participants will have verbally presented the contents of page 3 of the document in a way that makes the material easily accessible and may make it easier to remember.
}}

= Video on crime writing =
[[Image:Caroline1.1.jpg|300px|thumb]]

{{activity|otr|: Video on crime writing.|10}} Watch the video in which an English teacher is introducing the crime-writing genre to 12- to 13-year-old pupils in a UK classroom. The lesson prepares them for writing their own crime story.
The situation mentioned on the board is “An abandoned briefcase has been handed in to police. What could the content reveal about the owner?”. The clip illustrates teacher questioning and handling responses for encouraging pupils to consider alternatives.

Suggested questions for reflection:
* What did you notice about the teacher’s questions in this clip?
* Which questions elicited multiple responses or could have done?
* How did the teacher handle multiple responses?
* How would you improve the teacher’s questions?
* What would you do differently while handling multiple responses?

{{: video/Unit_2_session_2---Caroline_briefcase_clip.m4v }}

= Planning a questioning activity =
{{todo|This needs adapting. There needs to be time here to plan something, but we need to decide exactly what it is! {I think this is OK now. JB}
}}

{{activity|dtgw|: Planning in pairs for an activity with open ended questions.|15}} In the [[OER4Schools/activity template|activity template]], plan for questioning as part of a lesson that you will teach in the coming week. Find some relevant images that you can use to base your questions around and list some open and deep questions to ask in the class in order to challenge students and get them thinking. Try out some of the points mentioned in page 3 of the handout. '''Record specific questions on the template.'''

{{ednote|text=

Ask participants to focus on the questioning part of the activity. Therefore ask participants to record on the template:

* What images they will use - What will they be used for? What is/are the purpose(s)?
* Questions to start the lesson?
* Questions while pupils are looking at the pictures? Clear explanation of task.
* Questions after looking at the pictures? Questions about pupils' thoughts that relate to objectives of the lesson? Questions that summarize pupils' learning?

For example, if the topic is clean water, participants can record:

* Images that they will use e.g. sources of water that show clean and unclean water.
* Questions to start such as, look at the pictures and identify sources that are safe for drinking.
* Questions while pupils are looking at pictures such as, why is water from this source safe? how does the water get contaminated?
* Questions at the end such as, what can we do in our homes to ensure that the water we drink is clean? What are the effects of drinking unclean water?

They can complete the remaining plan later.

}}

= {{Name for ICT practice with dtgw}} =

{{ednote|text=
Facilitator distributes robots/traffic lights.
}}

{{activity|Introduction| to {{activitytag|Robots (Traffic lights)}}.|5}}
Robots/traffic lights have three lights - red, orange and green. These lights signal to drivers what action they should take on the road with each coloured light having a different meaning associated with it: Red means STOP; Orange means GET READY TO GO and Green means GO. Their meanings for classroom application are:
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
* GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”

While you do practical work in groups, make a stack of your three cards near your groups. Place the colour on top which shows how you are progressing as a group. The facilitator will see the colour and help you appropriately.

{{activity|dtgw| with ICT on various topics.|20}} You now have 20 minutes to do ICT practice. You might want to use this time to find digital images for your questioning activity or to familiarise yourself further with either
* Etherpad or
* Geogebra.
As you work with the applications, occasionally think about how you would use them in the classroom.
You may now feel ready to plan an activity with Geogebra in your classroom. Refer back to the Geogebra work we did in previous sessions. Have a look at the [[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]] here, you might want to base your lesson on something similar.

You might also want to refer back to
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
Open Office]], and
[[OER4Schools/Typing practice with students|typing practice with students]].

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} Use your questioning activity. Teach a lesson with this activity and try out the questions that you have planned. Record any questions that you generated without planning (as best as you can!)

{{fup|B}} Try out Geogebra with your class. Also see whether you can continue carousel-style groupwork for typing practice.

{{fup|C}} Reading. Read p. 6 of the VVOB handout, section on “handling answers”. Think about how you will handle/respond to the multiple answers to your questions (that you just planned). Record your ideas on the activity template sheet.

{{ednote|text=

Remind participants to bring the VVOB handout for the next session.

}}

{{setting of follow up}}

= Handouts =

{{oinc|OER4Schools/Questions you can ask}}

{{oinc|OER4Schools/Open and closed questions}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Questioning

2013-01-24T11:54:19Z

Bryony: /* Reflecting on current questioning practice */

{{OER4S
|title=Questioning
|session=2.2
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}

* differentiating between types of questions: '''closed questions''' versus '''open questions'''; and '''surface questions''' versus '''deep questions'''
* generating open and deep questions
* other types of questions that you can ask students (e.g. '''questions for remembering/understanding/applying/analysing/evaluating/creating''')
* handling multiple responses

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* play a game to classify questions as open or closed
* further classify questions during discussion using an information sheet for reference
* watch a video and identify techniques for '''handling multiple responses'''

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* planning a lesson with Geogebra
* using Etherpad to make shared notes
{{ OER4SchoolsWSInfo/ICT intro students}}
* do a lesson with Geogebra

|resources=
You will need to have Etherpad or another collaborative writing application available and some red/yellow/green cards for '''robots/traffic lights''' resource.

}}

= {{name for review of follow up}} =

{{review of follow up}}
= Introduction =
Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine
* what learners understand,
* what they misunderstand, and
* what they are actually learning.

= Reflecting on current questioning practice =
[[Image:Question marks.jpg|thumb|200px]]
{{ednote|text=
The idea behind this activity is to make the need for this session explicit.

You will need mini-blackboards and something for display (blackboard/flipchart).

Choose some topics that participants are teaching this week (from the curriculum), and display the topics (on blackboard or flipchart). Some examples are:
* the importance of water{{indinc|C1.2}},
* living together{{indinc|C1.13}},
* transport{{indinc|C1.5}},
* types of fertilizers (organic and inorganic) and their advantages or disadvantages{{indinc|C1.1}}, e.g.
* uses of different parts of a plant{{indinc|C1.8}}, and
* health{{indinc|C1.6}}.
}}

{{activity|stgw| in pairs: Coming up with some questions.|5}} Choose a topic from the board. Write a list of up to five questions on mini-blackboards or paper that you normally ask/would ask the pupils in class?

{{ednote|text=
Allow only about 3-5 minutes for this activity so that spontaneous questions are recorded.

After 3-5 minutes, explain what open and closed questions are (see background reading below) and ask the whole group for a couple of example questions of each type for illustration. Write these examples (no more than two of each question type) on the blackboard or flipchart for reference during the game, or ask a volunteer participant to do so. When you are sure that participants have got the idea of the differences between the question types proceed with the game.

During the game, ensure that participants do not feel less motivated if their questions are more closed or surface type. To ensure this:

* Refrain from judging questions. Record/discuss questions factually without expressing any emotion.
* Mention that all types of questions have value and can be used for different purposes. Closed and surface questions are also important to some extent.
* Maintain positive body language by listening attentively.

Before the session, prepare the workshop room by marking OPEN on one side of the room and CLOSED on the other side. To keep it simple, draw a line on the floor with chalk and write OPEN and CLOSED!

To start the game, ask participants to look at the first question (on their respective lists), work out whether it is open or closed and move to the corresponding side of the room. When participants have categorised their first question, take a few examples from each side of the room for clarification that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way.

Continue to play the game for five minutes, clarifying that questions have been correctly categorised after each new move, taking examples from different participants each time.
}}

{{activity|otr| Facilitator talk on open and close questions.|5}}

{{activity|Game| on open and closed questions.|5}} The facilitator will ask you to categorise the questions on your list, one at a time, as open or closed and to move to the corresponding side of the room. Work through your questions one at a time and categorise them as closed or open when asked to do so. For each question, move to the side of the room marked OPEN if that question is open or to the side marked CLOSED if that question is closed. Be prepared to explain your rationale to the rest of the group.

{{ednote|text=

Make this activity interesting by asking participants to run to the appropriate side of the room (OPEN or CLOSED) at the sound of a clap and ask the participant who gets there first to clap when it is time to move again after considering the second question, and so on.

}}

{{activity|wcd|: Reflecting on current practice.|5}} Where are you standing? Is your current practice of generating questions more open or more closed?

= Reading about open and closed questions =

{{activity|otr|: Reading about open and closed questions.|5}}
{{background|text=
'''Closed versus Open questions:'''

* Closed questions are factual and focus on a correct response. ''Some examples are: Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.''
* Open questions have many answers. ''Some examples are: What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?''

'''Surface versus Deep questions:'''

* Surface questions elicit one idea or some ideas. ''For example, What is the difference between organic and inorganic fertilizers? What is the use if carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?''
* Deep questions elicit relations between ideas and extended ideas. ''For example, What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking.

}}

= Collecting open questions with Etherpad =

{{activity|ICT activity|: Introduction to Etherpad.|15}} You have been doing your typing practice for a while, and this will help you now. We are going to use a collaborative writing activity to make note of the open questions defined in the previous activity. The facilitator will now introduce you to Etherpad. Work in small groups (one group per computer), and enter your open questions only (from your mini whiteboard/black board) into Etherpad.

{{ednote|text=
Introduce participants to Etherpad (or another collaborative writing application), and get participants to write open questions from the previous activity.

Throughout this session, make a note of open questions: We will use those later when planning an activity.

To introduce Etherpad, you can use ideas from here: [[OER4Schools/Group chat with messenger or collaborative writing|Group chat with messenger or collaborative writing]]. Let participants observe how words appear on all screens simultaneously. Perhaps you have some participants writing, while others go round and observe. Then swap who writes and who observed. Make sure that all participants get the idea.
}}

= Questioning our questions =

{{activity|wcd|: Discussion of the questions collected on Etherpad.|10}} Now look at the questions we have collected. What makes these questions open rather than closed? What other ways can we classify them?
[[Image:oer4s Abel unit 3 IMG_0488.jpg|thumb|300px]]

{{ednote|text=
Draw attention to or hand out [[OER4Schools/Questions you can ask|questions you can ask]] and incorporate these into the discussion (see end of this session).

Encourage participants to use this resource for planning their activity (see below) and as ready reference during teaching (by printing them on cards).
}}

Refer to [[OER4Schools/Open and closed questions|open and closed questions]] if you get stuck.

{{activity|Reading| questioning the questions.|20}} Read pages 2 and 3 of the "Questioning the Questions" handout ({{File|VVOB_-_Questioning_the_Questions.pdf|Questioning the Questions}}).

Discuss:

# What was your most important learning from the handout?
# Which points from page 3 are you already practising during your lessons?
# Which points can you immediately carry out?
# Which points might need some more preparation?
# What other points would you like to include in this document?

{{ednote|text=
Allow at least 15-20 minutes for the reading. Proceed from reading to discussion only if most participants are ready. This will show that you are respecting the participants’ pace, something that they could follow in their classroom. Participants who have read sooner than others can be asked to think of other points about "questioning and handling responses" that they would want to include in this handout.

Reinforce some learning from previous sessions during the discussion, such as use of props and use of rules. What about ‘no hands up’ (point 8 on p.3); is it a useful technique?

Discuss points 1 and 3 only if you think there is less time. It is important that participants cover the material on pages 2 and 3 of the document during the workshop. You may wish to use the following activity as an alternative to individual reading:

'''Alternative activity for covering the information on page 3''':

There are 12 (not 14 as it appears) short points for participants to get their head around. These could be divided up amongst the group, so one point each or one between two depending on the group size. Participants should read and understand their point, perhaps coming up with an example to help clarify it to the rest of the group. After allowing participants a few minutes to understand their point, ask them in turn to stand up and explain it to the rest of the group. They should present their point in their own words and not just read from the document. By the end of this activity the participants will have verbally presented the contents of page 3 of the document in a way that makes the material easily accessible and may make it easier to remember.
}}

= Video on crime writing =
[[Image:Caroline1.1.jpg|300px|thumb]]

{{activity|otr|: Video on crime writing.|10}} Watch the video in which an English teacher is introducing the crime-writing genre to 12- to 13-year-old pupils in a UK classroom. The lesson prepares them for writing their own crime story.
The situation mentioned on the board is “An abandoned briefcase has been handed in to police. What could the content reveal about the owner?”. The clip illustrates teacher questioning and handling responses for encouraging pupils to consider alternatives.

Suggested questions for reflection:
* What did you notice about the teacher’s questions in this clip?
* Which questions elicited multiple responses or could have done?
* How did the teacher handle multiple responses?
* How would you improve the teacher’s questions?
* What would you do differently while handling multiple responses?

{{: video/Unit_2_session_2---Caroline_briefcase_clip.m4v }}

= Planning a questioning activity =
{{todo|This needs adapting. There needs to be time here to plan something, but we need to decide exactly what it is! {I think this is OK now. JB}
}}

{{activity|dtgw|: Planning in pairs for an activity with open ended questions.|15}} In the [[OER4Schools/activity template|activity template]], plan for questioning as part of a lesson that you will teach in the coming week. Find some relevant images that you can use to base your questions around and list some open and deep questions to ask in the class in order to challenge students and get them thinking. Try out some of the points mentioned in page 3 of the handout. '''Record specific questions on the template.'''

{{ednote|text=

Ask participants to focus on the questioning part of the activity. Therefore ask participants to record on the template:

* What images they will use - What will they be used for? What is/are the purpose(s)?
* Questions to start the lesson?
* Questions while pupils are looking at the pictures? Clear explanation of task.
* Questions after looking at the pictures? Questions about pupils' thoughts that relate to objectives of the lesson? Questions that summarize pupils' learning?

For example, if the topic is clean water, participants can record:

* Images that they will use e.g. sources of water that show clean and unclean water.
* Questions to start such as, look at the pictures and identify sources that are safe for drinking.
* Questions while pupils are looking at pictures such as, why is water from this source safe? how does the water get contaminated?
* Questions at the end such as, what can we do in our homes to ensure that the water we drink is clean? What are the effects of drinking unclean water?

They can complete the remaining plan later.

}}

= {{Name for ICT practice with dtgw}} =

{{ednote|text=
Facilitator distributes robots/traffic lights.
}}

{{activity|Introduction| to {{activitytag|Robots (Traffic lights)}}.|5}}
Robots/traffic lights have three lights - red, orange and green. These lights signal to drivers what action they should take on the road with each coloured light having a different meaning associated with it: Red means STOP; Orange means GET READY TO GO and Green means GO. Their meanings for classroom application are:
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
* GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”

While you do practical work in groups, make a stack of your three cards near your groups. Place the colour on top which shows how you are progressing as a group. The facilitator will see the colour and help you appropriately.

{{activity|dtgw| with ICT on various topics.|20}} You now have 20 minutes to do ICT practice. You might want to use this time to find digital images for your questioning activity or to familiarise yourself further with either
* Etherpad or
* Geogebra.
As you work with the applications, occasionally think about how you would use them in the classroom.
You may now feel ready to plan an activity with Geogebra in your classroom. Refer back to the Geogebra work we did in previous sessions. Have a look at the [[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]] here, you might want to base your lesson on something similar.

You might also want to refer back to
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
Open Office]], and
[[OER4Schools/Typing practice with students|typing practice with students]].

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} Use your questioning activity. Teach a lesson with this activity and try out the questions that you have planned. Record any questions that you generated without planning (as best as you can!)

{{fup|B}} Try out Geogebra with your class. Also see whether you can continue carousel-style groupwork for typing practice.

{{fup|C}} Reading. Read p. 6 of the VVOB handout, section on “handling answers”. Think about how you will handle/respond to the multiple answers to your questions (that you just planned). Record your ideas on the activity template sheet.

{{ednote|text=

Remind participants to bring the VVOB handout for the next session.

}}

{{setting of follow up}}

= Handouts =

{{oinc|OER4Schools/Questions you can ask}}

{{oinc|OER4Schools/Open and closed questions}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Questioning

2013-01-23T16:47:10Z

Bryony: /* Introduction */

{{OER4S
|title={{Get session title}}
|session=2.2
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}

* differentiating between types of questions: '''closed questions''' versus '''open questions'''; and '''surface questions''' versus '''deep questions'''
* generating open and deep questions
* other types of questions that you can ask students (e.g. '''questions for remembering/understanding/applying/analysing/evaluating/creating''')
* handling multiple responses

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* play a game to classify questions as open or closed
* further classify questions during discussion using an information sheet for reference
* watch a video and identify techniques for '''handling multiple responses'''

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* planning a lesson with Geogebra
* using Etherpad to make shared notes
{{ OER4SchoolsWSInfo/ICT intro students}}
* do a lesson with Geogebra

|resources=
You will need to have Etherpad or another collaborative writing application available and some red/yellow/green cards for '''robots/traffic lights''' resource.

}}

= {{name for review of follow up}} =

{{review of follow up}}
= Introduction =
Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine
* what learners understand,
* what they misunderstand, and
* what they are actually learning.

= Reflecting on current questioning practice =
[[Image:Question marks.jpg|thumb|200px]]
{{ednote|text=
The idea behind this activity is to make the need for this session explicit.

You will need mini-blackboards and something for display (blackboard/flipchart).

Choose some topics that participants are teaching this week (from the curriculum), and display the topics (on blackboard or flipchart). Some examples are:
* the importance of water{{indinc|C1.2}},
* living together{{indinc|C1.13}},
* transport{{indinc|C1.5}},
* types of fertilizers (organic and inorganic) and their advantages or disadvantages{{indinc|C1.1}}, e.g.
* uses of different parts of a plant{{indinc|C1.8}}, and
* health{{indinc|C1.6}}.
}}

{{activity|stgw| in pairs: Coming up with some questions.|5}} Choose a topic from the board. Write a list of up to five questions on mini-blackboards or paper that you normally ask/would ask the pupils in class?

{{ednote|text=
Allow only about 3-5 minutes for this activity so that spontaneous questions are recorded.

After 3-5 minutes, explain what open and closed questions are (see background reading below) and ask for a couple of questions for each example from the whole group to illustrate. Write these examples (no more than two of each question type) on the blackboard or flipchart or ask a volunteer participant to do so, for reference during the game. When you are sure that participants have got the idea of the differences between the question types proceed with the game.

During the game, ensure that participants do not feel less motivated if their questions are more closed or surface type. To ensure this:

* Refrain from judging questions. Record/discuss questions factually without expressing any emotion.
* Mention that all types of questions have value and can be used for different purposes. Closed and surface questions are also important to some extent.
* Maintain positive body language by listening attentively.

Before the session, prepare the workshop room by marking OPEN on one side of the room and CLOSED on the other side. To keep it simple, draw a line on the floor with a chalk and write OPEN and CLOSED!

To start the game, ask participants to look at the first question (on their respective lists), work out whether it is open or closed and move to the corresponding side of the room. When participants have categorised their first question, take a few examples from each side of the room for clarification that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way.

Continue to play the game for five minutes, clarifying that questions have been correctly categorised after each new move, taking examples from different participants each time.
}}

{{activity|otr| Facilitator talk on open and close questions.|5}}

{{activity|Game| on open and closed questions.|5}} The facilitator will ask you to categorise the questions on your list, one at a time, as open or closed and to move to the corresponding side of the room. Work through your questions one at a time and categorise them as closed or open when asked to do so. For each question, move to the side of the room marked OPEN if that question is open or to the side marked CLOSED if that question is closed. Be prepared to explain your rationale to the rest of the group.

{{ednote|text=

Make this activity interesting by asking participants to run to their side (OPEN or CLOSED) at the sound of clap and ask the participant who gets there first to clap when it is time to move again after considering the second question, and so on.

}}

{{activity|wcd|: Reflecting on current practice.|5}} Where are you standing? Is your current practice of generating questions more open or more closed?

= Reading about open and closed questions =

{{activity|otr|: Reading about open and closed questions.|5}}
{{background|text=
'''Closed versus Open questions:'''

* Closed questions are factual and focus on a correct response. ''Some examples are: Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.''
* Open questions have many answers. ''Some examples are: What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?''

'''Surface versus Deep questions:'''

* Surface questions elicit one idea or some ideas. ''For example, What is the difference between organic and inorganic fertilizers? What is the use if carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?''
* Deep questions elicit relations between ideas and extended ideas. ''For example, What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking.

}}

= Collecting open questions with Etherpad =

{{activity|ICT activity|: Introduction to Etherpad.|15}} You have been doing your typing practice for a while, and this will help you now. We are going to use a collaborative writing activity to make note of the open questions defined in the previous activity. The facilitator will now introduce you to Etherpad. Work in small groups (one group per computer), and enter your open questions only (from your mini whiteboard/black board) into Etherpad.

{{ednote|text=
Introduce participants to Etherpad (or another collaborative writing application), and get participants to write open questions from the previous activity.

Throughout this session, make a note of open questions: We will use those later when planning an activity.

To introduce Etherpad, you can use ideas from here: [[OER4Schools/Group chat with messenger or collaborative writing|Group chat with messenger or collaborative writing]]. Let participants observe how words appear on all screens simultaneously. Perhaps you have some participants writing, while others go round and observe. Then swap who writes and who observed. Make sure that all participants get the idea.
}}

= Questioning our questions =

{{activity|wcd|: Discussion of the questions collected on Etherpad.|10}} Now look at the questions we have collected. What makes these questions open rather than closed? What other ways can we classify them?
[[Image:oer4s Abel unit 3 IMG_0488.jpg|thumb|300px]]

{{ednote|text=
Draw attention to or hand out [[OER4Schools/Questions you can ask|questions you can ask]] and incorporate these into the discussion (see end of this session).

Encourage participants to use this resource for planning their activity (see below) and as ready reference during teaching (by printing them on cards).
}}

Refer to [[OER4Schools/Open and closed questions|open and closed questions]] if you get stuck.

{{activity|Reading| questioning the questions.|20}} Read pages 2 and 3 of the "Questioning the Questions" handout ({{File|VVOB_-_Questioning_the_Questions.pdf|Questioning the Questions}}).

Discuss:

# What was your most important learning from the handout?
# Which points from page 3 are you already practising during your lessons?
# Which points can you immediately carry out?
# Which points might need some more preparation?
# What other points would you like to include in this document?

{{ednote|text=
Allow at least 15-20 minutes for the reading. Proceed from reading to discussion only if most participants are ready. This will show that you are respecting the participants’ pace, something that they could follow in their classroom. Participants who have read sooner than others can be asked to think of other points about "questioning and handling responses" that they would want to include in this handout.

Reinforce some learning from previous sessions during the discussion, such as use of props and use of rules. What about ‘no hands up’ (point 8 on p.3); is it a useful technique?

Discuss points 1 and 3 only if you think there is less time. It is important that participants cover the material on pages 2 and 3 of the document during the workshop. You may wish to use the following activity as an alternative to individual reading:

'''Alternative activity for covering the information on page 3''':

There are 12 (not 14 as it appears) short points for participants to get their head around. These could be divided up amongst the group, so one point each or one between two depending on the group size. Participants should read and understand their point, perhaps coming up with an example to help clarify it to the rest of the group. After allowing participants a few minutes to understand their point, ask them in turn to stand up and explain it to the rest of the group. They should present their point in their own words and not just read from the document. By the end of this activity the participants will have verbally presented the contents of page 3 of the document in a way that makes the material easily accessible and may make it easier to remember.
}}

= Video on crime writing =
[[Image:Caroline1.1.jpg|300px|thumb]]

{{activity|otr|: Video on crime writing.|10}} Watch the video in which an English teacher is introducing the crime-writing genre to 12- to 13-year-old pupils in a UK classroom. The lesson prepares them for writing their own crime story.
The situation mentioned on the board is “An abandoned briefcase has been handed in to police. What could the content reveal about the owner?”. The clip illustrates teacher questioning and handling responses for encouraging pupils to consider alternatives.

Suggested questions for reflection:
* What did you notice about the teacher’s questions in this clip?
* Which questions elicited multiple responses or could have done?
* How did the teacher handle multiple responses?
* How would you improve the teacher’s questions?
* What would you do differently while handling multiple responses?

{{: video/Unit_2_session_2---Caroline_briefcase_clip.m4v }}

= Planning a questioning activity =
{{todo|This needs adapting. There needs to be time here to plan something, but we need to decide exactly what it is! {I think this is OK now. JB}
}}

{{activity|dtgw|: Planning in pairs for an activity with open ended questions.|15}} In the [[OER4Schools/activity template|activity template]], plan for questioning as part of a lesson that you will teach in the coming week. Find some relevant images that you can use to base your questions around and list some open and deep questions to ask in the class in order to challenge students and get them thinking. Try out some of the points mentioned in page 3 of the handout. '''Record specific questions on the template.'''

{{ednote|text=

Ask participants to focus on the questioning part of the activity. Therefore ask participants to record on the template:

* What images they will use - What will they be used for? What is/are the purpose(s)?
* Questions to start the lesson?
* Questions while pupils are looking at the pictures? Clear explanation of task.
* Questions after looking at the pictures? Questions about pupils' thoughts that relate to objectives of the lesson? Questions that summarize pupils' learning?

For example, if the topic is clean water, participants can record:

* Images that they will use e.g. sources of water that show clean and unclean water.
* Questions to start such as, look at the pictures and identify sources that are safe for drinking.
* Questions while pupils are looking at pictures such as, why is water from this source safe? how does the water get contaminated?
* Questions at the end such as, what can we do in our homes to ensure that the water we drink is clean? What are the effects of drinking unclean water?

They can complete the remaining plan later.

}}

= {{Name for ICT practice with dtgw}} =

{{ednote|text=
Facilitator distributes robots/traffic lights.
}}

{{activity|Introduction| to {{activitytag|Robots (Traffic lights)}}.|5}}
Robots/traffic lights have three lights - red, orange and green. These lights signal to drivers what action they should take on the road with each coloured light having a different meaning associated with it: Red means STOP; Orange means GET READY TO GO and Green means GO. Their meanings for classroom application are:
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
* GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”

While you do practical work in groups, make a stack of your three cards near your groups. Place the colour on top which shows how you are progressing as a group. The facilitator will see the colour and help you appropriately.

{{activity|dtgw| with ICT on various topics.|20}} You now have 20 minutes to do ICT practice. You might want to use this time to find digital images for your questioning activity or to familiarise yourself further with either
* Etherpad or
* Geogebra.
As you work with the applications, occasionally think about how you would use them in the classroom.
You may now feel ready to plan an activity with Geogebra in your classroom. Refer back to the Geogebra work we did in previous sessions. Have a look at the [[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]] here, you might want to base your lesson on something similar.

You might also want to refer back to
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
Open Office]], and
[[OER4Schools/Typing practice with students|typing practice with students]].

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

{{fup|A}} Use your questioning activity. Teach a lesson with this activity and try out the questions that you have planned. Record any questions that you generated without planning (as best as you can!)

{{fup|B}} Try out Geogebra with your class. Also see whether you can continue carousel-style groupwork for typing practice.

{{fup|C}} Reading. Read p. 6 of the VVOB handout, section on “handling answers”. Think about how you will handle/respond to the multiple answers to your questions (that you just planned). Record your ideas on the activity template sheet.

{{ednote|text=

Remind participants to bring the VVOB handout for the next session.

}}

{{setting of follow up}}

= Handouts =

{{oinc|OER4Schools/Questions you can ask}}

{{oinc|OER4Schools/Open and closed questions}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Leadership for Learning

2013-01-23T14:05:52Z

Bryony: /* Follow-up activities */

{{OER4S
|title={{Get session title}}
|session=1.5
}}[[Category:CCE]][[Category:Leadership]]__TOC__
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the lens metaphor for exploring the 5 LfL principles:
::# Focus on learning
::# Conditions for learning
::# Learning Dialogue
::# Shared Leadership
::# Shared Accountability
* leadership practices that support learning and which can be organized within the 5 LfL principles
* LfL in the classroom by watching a video of teachers in action to see if some or all of the 5 LfL principles can be identified.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* use the lens metaphor to identify LfL in the classroom and record your observations and reflections on a table mat
* identify the LfL practices employed in the OER4schools programme
* develop a personal and professional understanding of leadership practices that support learning and which can be organized within the 5 LfL principles

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* consolidate your skills with concept mapping, geogebra, images, and typing.
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.
|resources=You'll need large pieces of paper (one per group of two or three) to use as table mats for recording observations.
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.'''''<br>

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

In this session and throughout the programme you will reflect further on the five principles of LfL '''''with a view to contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.

'''''Leadership for learning is happening all around you'''''

If you know what to look for you will see elements of LfL in classrooms and schools, in your own community, and even in the setting in which you might be working through this unit!

You may be wondering, 'If Leadership for Learning is all around me already, why am I doing this unit?' Well … the short answer is that even though the LfL principles describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects.

= LfL: Seeing is believing =

[[Image:Critical_lense.jpg|150px|A critical lense]]

Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.

We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying what we mean by an LfL Lens.

{{activity|tpr| your ideas on what an LfL lens means.|10}} What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?

{{ednote|text=

'''Pedagogy:''' {{activitytag|tpr}}

THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 - 3 responses/contributions. Participants make a note of each (mentally, or preferably, written down to support recall and reference).

PAIR: In pairs, participants discuss and compare ideas.

SHARE: The whole group comes together, with each pair contributing one or two ideas from their discussion.

Sample responses: “It helps you see things differently”, “An LfL lens makes you focus on LfL”, “It’s a way of describing how we look at the world differently depending on our attention or interests.”
}}

= LfL: The five lenses =

[[Image:LfL_lenses.png|300px|The five lenses]]

Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:

{{oinc|OER4Schools/LfL/5 principles }}

'''Consider''' the 5 LfL Lenses and their usefulness for focusing on learning practices.

* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Conditions for Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Learning Dialogue’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Leadership''''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?

{{activity|Small group activity| on what to look out for in the classroom as evidence of LfL.|25 }}

Your facilitator will explain to you how to go about this group activity. Before that, you may like to take some time to refer to the background reading to help you understand all the 5 LfL principles.

{{ednote|text=
'''Pedagogy:''' Plenary session or Jigsaw

Extending the use of the lens metaphor from the previous think-pair-share exercise, the facilitator can suggest one of the following group activities to help the participants make further use of the LfL lens.

'''Plenary Activity'''

# Ensure that the participants are in five different groups.
# Assign each group to one particular lens to discuss what are the kind of things they may look out for in the classrooms using that one particular lens. This should take at least 10 minutes.
# One member from each group will share with everyone in a plenary format. (ie. each person to take a turn to share what they have discussed in the group)
# The rest of the participants can ask questions for clarification or raise comments on the overlaps and links across the 5 LfL principles. This should take another 15 minutes.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

'''Jigsaw Activity'''

# Ensure that the participants are in at least two groups of 5 participants each.
# Assign each member in each group to one particular lens to think about what kind of things he/she may look out for in the classroom using that one particular lens. This should take at least 5 minutes.
# The members who are assigned to the same lens from the different groups will meet together as a temporary ‘expert’ group to exchange ideas. This should take another 5 minutes or so.
# The participants return to their original groups and share their findings with the rest of the members. Each person will have about 2 minutes to share their findings.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

Use the following background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session as the participants may need your prompting to help them ‘see’ through each lens.
}}

{{activity|reading:| expanded LfL principles|10 }}

{{background|text=
{{: OER4Schools/LfL/5 principles expanded}}
}}

{{ednote|text=
This educator note is meant to be read in conjunction with the above background reading. It provides additional prompts for each of the points above.

{{: OER4Schools/LfL/5 principles with questions }}

}}

= Application of LfL lenses to a classroom situation =

{{activity|Small group activity:| Use 'table mats' to record observations and reflections on LfL in the classroom.|30 }} Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.

We are going to watch a short teaching/classroom video.

Before we do''', choose only 1 LfL lens that you will use''' as your ‘critical lens’ to ‘see’ the practices in this classroom. By choosing your 1 LfL lens, you should only ‘see’ and note down those things that your lens helps you to focus on. Decide as a group, what exactly you want to look out for based on the lens that you have chosen.

For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video.

{{ednote|text=
It is helpful if different participants choose different lenses so at least two, ideally more, are represented.

'''Pedagogy:''' ‘Table mats’ to record observation and reflection

Invite participants to work in pairs or groups of three, and prepare a ‘table mat’ for recording. Each group has a large piece of paper, in the middle of which they draw a quadrant (if pairs) or a triangle (if threes) big enough to record the outcomes of the group discussion. Divide the outside area of the paper into half or third (to match the group size).

Agree which LfL principle each group will adopt as their critical lens for watching the video.

As they watch the video, participants make notes in their outside area of the table mat.

After watching, participants share their observations and reflections, and together agree the salient points of the lesson from the perspective of their chosen LfL principle to record in the central area of the table mat.

Emphasise that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens.

'''Extension:''' The table mats could be collected and displayed for the whole group, firstly comparing any that focused on the same LfL principle, then comparing those that used differing lenses. Exploration of the similarities and differences is likely to reinforce the understanding that using a single lens brings specific aspects of a lesson into sharper focus, and that the five principles are interrelated and overlap.

}}

OK, watch the video now, wearing your chosen LfL spectacles!

This video clip shows the highlights of a lesson study (also known as research study) going on in an American primary school classroom. Lesson study is another form of ongoing professional development activity whereby teachers come together to decide on an area of teaching or learning that they would like to understand and improve on, in order to help students learn better. The teachers observe learners in a class being taught by one of their colleagues and collect specific, detailed data for discussion with the lesson study group later. In this video clip, the teachers want to find out whether the students are able to recall and retell the sequence of a story read to them by their teacher.

{{: Video/Lesson Study - Research Lesson and Debrief.mp4 }}

{{ ednote | text=

The facilitator could suggest these following prompts if the participants appear to be uncertain of what to look out for (but do not give them straight away!). Each should address only one lens and set of prompts of course, not all of them.

* Focus on learning - what aspect of teaching and learning did the teacher want to focus on understanding and improving? How did they go about collecting data on it? What did they learn from the data?

* Conditions for learning - did all the teachers have an opportunity to share what they have learnt? Did the teacher who was observed, appear to be nervous? Did all the teachers feel ‘safe’ to share their opinions and to listen to one another? How much time did they have to set aside for meeting together? Would it be easy to set aside time to observe their colleague teaching?

(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)

* Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they had chosen to focus on? Were they able to come to any conclusions about what were some of the problems they had identified and how they could be improved on? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?

* Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson?

* Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (Or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations?

}}

= LfL across the OER4schools programme =

LfL is not only an effective framework for exploring others’ teaching and learning, it is also very useful for reflecting upon your own learning pathways. Teachers, student teachers and other participants are autonomous thinkers and learners, doing their own learning both individually and collectively. We hope that the new (and familiar) ideas presented in the OER4schools programme and the supporting resources will feed into your understanding of learning, classroom conditions and your leadership role, impact on student learning and what you can do to enrich and enhance learning opportunities.

There are no "right ways" but lots of possibilities to explore; in this sense you always a "leader" – leading learning in your classroom. Hopefully you can also share the responsibility for leading learning within your school or institution. We will explore this in 6.2 and 6.3.

Adapted from "Creating Learning Without Limits", by Maddock, Peacock, Hart & Drummond, p.108-9. OUP, Maidenhead."

{{activity|Think-Pair-Share:| Does the OER4schools programme support LfL?|10 }}

Consider what you have learned in the sessions leading up to this point in the programme. Did your workshop facilitator and/or the materials ‘focus on learning’, create the ‘conditions for learning’, promote and enable ‘learning dialogue’, provide opportunities for ‘shared leadership’ and ‘mutual accountability’? Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity in the programme thus far for you and your colleagues? LfL is an effective way of thinking about your learning, the learning around you, and how you can go about improving learning capacity.

Think about these questions and pair up with one other colleague to share your ideas before feeding back any salient points to the rest of the group.

= ICT practice =

{{activity|ICT practice| on various topics.|20}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

We would like you to practice using the LfL lenses when you are back in your own classroom settings, or even when you are watching others in the act of teaching and learning.

1. Take time to think about the course, your own learning and how you contributed to and were supported in your learning. Use the LfL framework to organize your mental and audio reflections, enabling you to return to our next session ready to discuss your own teaching, teaching you have witnessed, and ideas about learning through the framework of the 5 LfL lenses. This will help us to focus our discussions and thinking about teaching and learning in a way that will help you develop your discussions with your peers.

2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer would need to pay more attention to due to various reasons (e.g. learning difficulties).

We suggest that if both of you agree to use more than one lens, then the observer can configure his/her notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way he/she can jot down elements he/she observes under each heading in the prepared framework. It is important for the observer to remember that he/she is observing '''practices''', not people.

If possible, conduct a quick post-lesson discussion as soon as possible. Try to ensure that the discussion focuses on observations about practices and contextualise comments by framing the observations as ‘ I noticed pupils...’ or ‘When you supported pupils to... I noticed...’. Remember, the observer is not reporting what he/she THINKS he/she should have seen in a lesson, but what he/she DID see. By doing this, the discussion can avoid problems of possibly unhelpful critique of peer professional practices.

We would not be surprised if both of you report back that certain LfL principles are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings.

{{setting of follow up}}

= Acknowledgement =

This page was authored primarily by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.

http://www.educ.cam.ac.uk/centres/cce/ccepeople/staff.html

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Leadership for Learning

2013-01-23T13:59:10Z

Bryony: /* LfL across the OER4schools programme */

{{OER4S
|title={{Get session title}}
|session=1.5
}}[[Category:CCE]][[Category:Leadership]]__TOC__
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the lens metaphor for exploring the 5 LfL principles:
::# Focus on learning
::# Conditions for learning
::# Learning Dialogue
::# Shared Leadership
::# Shared Accountability
* leadership practices that support learning and which can be organized within the 5 LfL principles
* LfL in the classroom by watching a video of teachers in action to see if some or all of the 5 LfL principles can be identified.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* use the lens metaphor to identify LfL in the classroom and record your observations and reflections on a table mat
* identify the LfL practices employed in the OER4schools programme
* develop a personal and professional understanding of leadership practices that support learning and which can be organized within the 5 LfL principles

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* consolidate your skills with concept mapping, geogebra, images, and typing.
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.
|resources=You'll need large pieces of paper (one per group of two or three) to use as table mats for recording observations.
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.'''''<br>

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

In this session and throughout the programme you will reflect further on the five principles of LfL '''''with a view to contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.

'''''Leadership for learning is happening all around you'''''

If you know what to look for you will see elements of LfL in classrooms and schools, in your own community, and even in the setting in which you might be working through this unit!

You may be wondering, 'If Leadership for Learning is all around me already, why am I doing this unit?' Well … the short answer is that even though the LfL principles describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects.

= LfL: Seeing is believing =

[[Image:Critical_lense.jpg|150px|A critical lense]]

Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.

We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying what we mean by an LfL Lens.

{{activity|tpr| your ideas on what an LfL lens means.|10}} What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?

{{ednote|text=

'''Pedagogy:''' {{activitytag|tpr}}

THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 - 3 responses/contributions. Participants make a note of each (mentally, or preferably, written down to support recall and reference).

PAIR: In pairs, participants discuss and compare ideas.

SHARE: The whole group comes together, with each pair contributing one or two ideas from their discussion.

Sample responses: “It helps you see things differently”, “An LfL lens makes you focus on LfL”, “It’s a way of describing how we look at the world differently depending on our attention or interests.”
}}

= LfL: The five lenses =

[[Image:LfL_lenses.png|300px|The five lenses]]

Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:

{{oinc|OER4Schools/LfL/5 principles }}

'''Consider''' the 5 LfL Lenses and their usefulness for focusing on learning practices.

* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Conditions for Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Learning Dialogue’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Leadership''''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?

{{activity|Small group activity| on what to look out for in the classroom as evidence of LfL.|25 }}

Your facilitator will explain to you how to go about this group activity. Before that, you may like to take some time to refer to the background reading to help you understand all the 5 LfL principles.

{{ednote|text=
'''Pedagogy:''' Plenary session or Jigsaw

Extending the use of the lens metaphor from the previous think-pair-share exercise, the facilitator can suggest one of the following group activities to help the participants make further use of the LfL lens.

'''Plenary Activity'''

# Ensure that the participants are in five different groups.
# Assign each group to one particular lens to discuss what are the kind of things they may look out for in the classrooms using that one particular lens. This should take at least 10 minutes.
# One member from each group will share with everyone in a plenary format. (ie. each person to take a turn to share what they have discussed in the group)
# The rest of the participants can ask questions for clarification or raise comments on the overlaps and links across the 5 LfL principles. This should take another 15 minutes.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

'''Jigsaw Activity'''

# Ensure that the participants are in at least two groups of 5 participants each.
# Assign each member in each group to one particular lens to think about what kind of things he/she may look out for in the classroom using that one particular lens. This should take at least 5 minutes.
# The members who are assigned to the same lens from the different groups will meet together as a temporary ‘expert’ group to exchange ideas. This should take another 5 minutes or so.
# The participants return to their original groups and share their findings with the rest of the members. Each person will have about 2 minutes to share their findings.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

Use the following background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session as the participants may need your prompting to help them ‘see’ through each lens.
}}

{{activity|reading:| expanded LfL principles|10 }}

{{background|text=
{{: OER4Schools/LfL/5 principles expanded}}
}}

{{ednote|text=
This educator note is meant to be read in conjunction with the above background reading. It provides additional prompts for each of the points above.

{{: OER4Schools/LfL/5 principles with questions }}

}}

= Application of LfL lenses to a classroom situation =

{{activity|Small group activity:| Use 'table mats' to record observations and reflections on LfL in the classroom.|30 }} Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.

We are going to watch a short teaching/classroom video.

Before we do''', choose only 1 LfL lens that you will use''' as your ‘critical lens’ to ‘see’ the practices in this classroom. By choosing your 1 LfL lens, you should only ‘see’ and note down those things that your lens helps you to focus on. Decide as a group, what exactly you want to look out for based on the lens that you have chosen.

For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video.

{{ednote|text=
It is helpful if different participants choose different lenses so at least two, ideally more, are represented.

'''Pedagogy:''' ‘Table mats’ to record observation and reflection

Invite participants to work in pairs or groups of three, and prepare a ‘table mat’ for recording. Each group has a large piece of paper, in the middle of which they draw a quadrant (if pairs) or a triangle (if threes) big enough to record the outcomes of the group discussion. Divide the outside area of the paper into half or third (to match the group size).

Agree which LfL principle each group will adopt as their critical lens for watching the video.

As they watch the video, participants make notes in their outside area of the table mat.

After watching, participants share their observations and reflections, and together agree the salient points of the lesson from the perspective of their chosen LfL principle to record in the central area of the table mat.

Emphasise that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens.

'''Extension:''' The table mats could be collected and displayed for the whole group, firstly comparing any that focused on the same LfL principle, then comparing those that used differing lenses. Exploration of the similarities and differences is likely to reinforce the understanding that using a single lens brings specific aspects of a lesson into sharper focus, and that the five principles are interrelated and overlap.

}}

OK, watch the video now, wearing your chosen LfL spectacles!

This video clip shows the highlights of a lesson study (also known as research study) going on in an American primary school classroom. Lesson study is another form of ongoing professional development activity whereby teachers come together to decide on an area of teaching or learning that they would like to understand and improve on, in order to help students learn better. The teachers observe learners in a class being taught by one of their colleagues and collect specific, detailed data for discussion with the lesson study group later. In this video clip, the teachers want to find out whether the students are able to recall and retell the sequence of a story read to them by their teacher.

{{: Video/Lesson Study - Research Lesson and Debrief.mp4 }}

{{ ednote | text=

The facilitator could suggest these following prompts if the participants appear to be uncertain of what to look out for (but do not give them straight away!). Each should address only one lens and set of prompts of course, not all of them.

* Focus on learning - what aspect of teaching and learning did the teacher want to focus on understanding and improving? How did they go about collecting data on it? What did they learn from the data?

* Conditions for learning - did all the teachers have an opportunity to share what they have learnt? Did the teacher who was observed, appear to be nervous? Did all the teachers feel ‘safe’ to share their opinions and to listen to one another? How much time did they have to set aside for meeting together? Would it be easy to set aside time to observe their colleague teaching?

(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)

* Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they had chosen to focus on? Were they able to come to any conclusions about what were some of the problems they had identified and how they could be improved on? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?

* Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson?

* Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (Or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations?

}}

= LfL across the OER4schools programme =

LfL is not only an effective framework for exploring others’ teaching and learning, it is also very useful for reflecting upon your own learning pathways. Teachers, student teachers and other participants are autonomous thinkers and learners, doing their own learning both individually and collectively. We hope that the new (and familiar) ideas presented in the OER4schools programme and the supporting resources will feed into your understanding of learning, classroom conditions and your leadership role, impact on student learning and what you can do to enrich and enhance learning opportunities.

There are no "right ways" but lots of possibilities to explore; in this sense you always a "leader" – leading learning in your classroom. Hopefully you can also share the responsibility for leading learning within your school or institution. We will explore this in 6.2 and 6.3.

Adapted from "Creating Learning Without Limits", by Maddock, Peacock, Hart & Drummond, p.108-9. OUP, Maidenhead."

{{activity|Think-Pair-Share:| Does the OER4schools programme support LfL?|10 }}

Consider what you have learned in the sessions leading up to this point in the programme. Did your workshop facilitator and/or the materials ‘focus on learning’, create the ‘conditions for learning’, promote and enable ‘learning dialogue’, provide opportunities for ‘shared leadership’ and ‘mutual accountability’? Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity in the programme thus far for you and your colleagues? LfL is an effective way of thinking about your learning, the learning around you, and how you can go about improving learning capacity.

Think about these questions and pair up with one other colleague to share your ideas before feeding back any salient points to the rest of the group.

= ICT practice =

{{activity|ICT practice| on various topics.|20}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

We would like you to practice using the LfL lenses when you are back in your own classroom settings, or even when you are watching others in the act of teaching and learning.

1. Take time to think about the course, your own learning and how you contributed to and were supported in your learning. Use the LfL framework to organize your mental and audio reflections, enabling you to return to our next session ready to discuss your own teaching, teaching you have witnessed, and ideas about learning through the framework of the 5 LfL lenses. This will help us to focus our discussions and thinking about teaching and learning in a way that will help you develop your discussions with your peers.

2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer would need to pay more attention to due to various reasons (e.g. learning difficulties).

We suggest that if both of you agree to use more than one lens, then the observer can configure his/her notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way he/she can jot down elements he/she observe under each heading in the prepared framework. It is important for the observer to remember that he/she is observing '''practices''', not people.

If possible, conduct a quick post-lesson discussion as soon as possible. Try to ensure that the discussion focuses on observations about practices and contextualise comments by framing the observations as ‘ I noticed pupils...’ or ‘When you supported pupils to... I noticed...’. Remember, the observer is not reporting what he/she THINKS he/she should have seen in a lesson, but what him/her DID see. By doing this, the discussion can avoid problems of possible unhelpful critique of peer professional practices.

We would not be surprised if both of you report back that certain LfL principles are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings.

{{setting of follow up}}

= Acknowledgement =

This page was authored primarily by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.

http://www.educ.cam.ac.uk/centres/cce/ccepeople/staff.html

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Leadership for Learning

2013-01-23T13:32:34Z

Bryony: /* Application of LfL lenses to a classroom situation */

{{OER4S
|title={{Get session title}}
|session=1.5
}}[[Category:CCE]][[Category:Leadership]]__TOC__
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the lens metaphor for exploring the 5 LfL principles:
::# Focus on learning
::# Conditions for learning
::# Learning Dialogue
::# Shared Leadership
::# Shared Accountability
* leadership practices that support learning and which can be organized within the 5 LfL principles
* LfL in the classroom by watching a video of teachers in action to see if some or all of the 5 LfL principles can be identified.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* use the lens metaphor to identify LfL in the classroom and record your observations and reflections on a table mat
* identify the LfL practices employed in the OER4schools programme
* develop a personal and professional understanding of leadership practices that support learning and which can be organized within the 5 LfL principles

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* consolidate your skills with concept mapping, geogebra, images, and typing.
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.
|resources=You'll need large pieces of paper (one per group of two or three) to use as table mats for recording observations.
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.'''''<br>

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

In this session and throughout the programme you will reflect further on the five principles of LfL '''''with a view to contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.

'''''Leadership for learning is happening all around you'''''

If you know what to look for you will see elements of LfL in classrooms and schools, in your own community, and even in the setting in which you might be working through this unit!

You may be wondering, 'If Leadership for Learning is all around me already, why am I doing this unit?' Well … the short answer is that even though the LfL principles describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects.

= LfL: Seeing is believing =

[[Image:Critical_lense.jpg|150px|A critical lense]]

Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.

We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying what we mean by an LfL Lens.

{{activity|tpr| your ideas on what an LfL lens means.|10}} What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?

{{ednote|text=

'''Pedagogy:''' {{activitytag|tpr}}

THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 - 3 responses/contributions. Participants make a note of each (mentally, or preferably, written down to support recall and reference).

PAIR: In pairs, participants discuss and compare ideas.

SHARE: The whole group comes together, with each pair contributing one or two ideas from their discussion.

Sample responses: “It helps you see things differently”, “An LfL lens makes you focus on LfL”, “It’s a way of describing how we look at the world differently depending on our attention or interests.”
}}

= LfL: The five lenses =

[[Image:LfL_lenses.png|300px|The five lenses]]

Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:

{{oinc|OER4Schools/LfL/5 principles }}

'''Consider''' the 5 LfL Lenses and their usefulness for focusing on learning practices.

* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Conditions for Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Learning Dialogue’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Leadership''''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?

{{activity|Small group activity| on what to look out for in the classroom as evidence of LfL.|25 }}

Your facilitator will explain to you how to go about this group activity. Before that, you may like to take some time to refer to the background reading to help you understand all the 5 LfL principles.

{{ednote|text=
'''Pedagogy:''' Plenary session or Jigsaw

Extending the use of the lens metaphor from the previous think-pair-share exercise, the facilitator can suggest one of the following group activities to help the participants make further use of the LfL lens.

'''Plenary Activity'''

# Ensure that the participants are in five different groups.
# Assign each group to one particular lens to discuss what are the kind of things they may look out for in the classrooms using that one particular lens. This should take at least 10 minutes.
# One member from each group will share with everyone in a plenary format. (ie. each person to take a turn to share what they have discussed in the group)
# The rest of the participants can ask questions for clarification or raise comments on the overlaps and links across the 5 LfL principles. This should take another 15 minutes.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

'''Jigsaw Activity'''

# Ensure that the participants are in at least two groups of 5 participants each.
# Assign each member in each group to one particular lens to think about what kind of things he/she may look out for in the classroom using that one particular lens. This should take at least 5 minutes.
# The members who are assigned to the same lens from the different groups will meet together as a temporary ‘expert’ group to exchange ideas. This should take another 5 minutes or so.
# The participants return to their original groups and share their findings with the rest of the members. Each person will have about 2 minutes to share their findings.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

Use the following background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session as the participants may need your prompting to help them ‘see’ through each lens.
}}

{{activity|reading:| expanded LfL principles|10 }}

{{background|text=
{{: OER4Schools/LfL/5 principles expanded}}
}}

{{ednote|text=
This educator note is meant to be read in conjunction with the above background reading. It provides additional prompts for each of the points above.

{{: OER4Schools/LfL/5 principles with questions }}

}}

= Application of LfL lenses to a classroom situation =

{{activity|Small group activity:| Use 'table mats' to record observations and reflections on LfL in the classroom.|30 }} Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.

We are going to watch a short teaching/classroom video.

Before we do''', choose only 1 LfL lens that you will use''' as your ‘critical lens’ to ‘see’ the practices in this classroom. By choosing your 1 LfL lens, you should only ‘see’ and note down those things that your lens helps you to focus on. Decide as a group, what exactly you want to look out for based on the lens that you have chosen.

For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video.

{{ednote|text=
It is helpful if different participants choose different lenses so at least two, ideally more, are represented.

'''Pedagogy:''' ‘Table mats’ to record observation and reflection

Invite participants to work in pairs or groups of three, and prepare a ‘table mat’ for recording. Each group has a large piece of paper, in the middle of which they draw a quadrant (if pairs) or a triangle (if threes) big enough to record the outcomes of the group discussion. Divide the outside area of the paper into half or third (to match the group size).

Agree which LfL principle each group will adopt as their critical lens for watching the video.

As they watch the video, participants make notes in their outside area of the table mat.

After watching, participants share their observations and reflections, and together agree the salient points of the lesson from the perspective of their chosen LfL principle to record in the central area of the table mat.

Emphasise that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens.

'''Extension:''' The table mats could be collected and displayed for the whole group, firstly comparing any that focused on the same LfL principle, then comparing those that used differing lenses. Exploration of the similarities and differences is likely to reinforce the understanding that using a single lens brings specific aspects of a lesson into sharper focus, and that the five principles are interrelated and overlap.

}}

OK, watch the video now, wearing your chosen LfL spectacles!

This video clip shows the highlights of a lesson study (also known as research study) going on in an American primary school classroom. Lesson study is another form of ongoing professional development activity whereby teachers come together to decide on an area of teaching or learning that they would like to understand and improve on, in order to help students learn better. The teachers observe learners in a class being taught by one of their colleagues and collect specific, detailed data for discussion with the lesson study group later. In this video clip, the teachers want to find out whether the students are able to recall and retell the sequence of a story read to them by their teacher.

{{: Video/Lesson Study - Research Lesson and Debrief.mp4 }}

{{ ednote | text=

The facilitator could suggest these following prompts if the participants appear to be uncertain of what to look out for (but do not give them straight away!). Each should address only one lens and set of prompts of course, not all of them.

* Focus on learning - what aspect of teaching and learning did the teacher want to focus on understanding and improving? How did they go about collecting data on it? What did they learn from the data?

* Conditions for learning - did all the teachers have an opportunity to share what they have learnt? Did the teacher who was observed, appear to be nervous? Did all the teachers feel ‘safe’ to share their opinions and to listen to one another? How much time did they have to set aside for meeting together? Would it be easy to set aside time to observe their colleague teaching?

(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)

* Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they had chosen to focus on? Were they able to come to any conclusions about what were some of the problems they had identified and how they could be improved on? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?

* Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson?

* Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (Or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations?

}}

= LfL across the OER4schools programme =

LfL is not only an effective framework for exploring others’ teaching and learning, it is also very useful for reflecting upon your own learning pathways. Teachers, student teachers and other participants are autonomous thinkers and learners, doing their own learning both individually and collectively. We hope that the new (and familiar) ideas presented in the OER4schools programme and the supporting resources will feed into your understanding of learning, classroom conditions and your leadership role, impact on student learning and what you can do to enrich and enhance learning opportunities.

There are no "right ways" but lots of possibilities to explore; in this sense you always a "leader" – leading learning in your classroom. Hopefully you can also share the responsibility for leading learning within your school or institution. We will explore this in 6.2 and 6.3.

Adapted from "Creating Learning Without Limits", by Maddock, Peacock, Hart & Drummond, p.108-9. OUP, Maidenhead."

{{activity|Think-Pair-Share:| Does the OER4schools programme support LfL?|10 }}

Consider what you have learned in the sessions leading up to this point in the programme. Did your workshop facilitator and/or the materials ‘focus on learning’, create the ‘conditions for learning’, promote and enable ‘learning dialogue’, provide opportunities for ‘shared leadership’ and ‘mutual accountability’? Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity in the programme thus far for you and your colleagues? LfL is an effective way thinking about your learning, the learning around you, and how you can go about improving learning capacity.

Think about these questions and pair up with one other colleague to share your ideas before feeding back any salient points to the rest of the group.

= ICT practice =

{{activity|ICT practice| on various topics.|20}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

We would like you to practice using the LfL lenses when you are back in your own classroom settings, or even when you are watching others in the act of teaching and learning.

1. Take time to think about the course, your own learning and how you contributed to and were supported in your learning. Use the LfL framework to organize your mental and audio reflections, enabling you to return to our next session ready to discuss your own teaching, teaching you have witnessed, and ideas about learning through the framework of the 5 LfL lenses. This will help us to focus our discussions and thinking about teaching and learning in a way that will help you develop your discussions with your peers.

2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer would need to pay more attention to due to various reasons (e.g. learning difficulties).

We suggest that if both of you agree to use more than one lens, then the observer can configure his/her notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way he/she can jot down elements he/she observe under each heading in the prepared framework. It is important for the observer to remember that he/she is observing '''practices''', not people.

If possible, conduct a quick post-lesson discussion as soon as possible. Try to ensure that the discussion focuses on observations about practices and contextualise comments by framing the observations as ‘ I noticed pupils...’ or ‘When you supported pupils to... I noticed...’. Remember, the observer is not reporting what he/she THINKS he/she should have seen in a lesson, but what him/her DID see. By doing this, the discussion can avoid problems of possible unhelpful critique of peer professional practices.

We would not be surprised if both of you report back that certain LfL principles are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings.

{{setting of follow up}}

= Acknowledgement =

This page was authored primarily by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.

http://www.educ.cam.ac.uk/centres/cce/ccepeople/staff.html

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Leadership for Learning

2013-01-23T13:29:06Z

Bryony: /* Application of LfL lenses to a classroom situation */

{{OER4S
|title={{Get session title}}
|session=1.5
}}[[Category:CCE]][[Category:Leadership]]__TOC__
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the lens metaphor for exploring the 5 LfL principles:
::# Focus on learning
::# Conditions for learning
::# Learning Dialogue
::# Shared Leadership
::# Shared Accountability
* leadership practices that support learning and which can be organized within the 5 LfL principles
* LfL in the classroom by watching a video of teachers in action to see if some or all of the 5 LfL principles can be identified.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* use the lens metaphor to identify LfL in the classroom and record your observations and reflections on a table mat
* identify the LfL practices employed in the OER4schools programme
* develop a personal and professional understanding of leadership practices that support learning and which can be organized within the 5 LfL principles

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* consolidate your skills with concept mapping, geogebra, images, and typing.
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.
|resources=You'll need large pieces of paper (one per group of two or three) to use as table mats for recording observations.
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.'''''<br>

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

In this session and throughout the programme you will reflect further on the five principles of LfL '''''with a view to contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.

'''''Leadership for learning is happening all around you'''''

If you know what to look for you will see elements of LfL in classrooms and schools, in your own community, and even in the setting in which you might be working through this unit!

You may be wondering, 'If Leadership for Learning is all around me already, why am I doing this unit?' Well … the short answer is that even though the LfL principles describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects.

= LfL: Seeing is believing =

[[Image:Critical_lense.jpg|150px|A critical lense]]

Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.

We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying what we mean by an LfL Lens.

{{activity|tpr| your ideas on what an LfL lens means.|10}} What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?

{{ednote|text=

'''Pedagogy:''' {{activitytag|tpr}}

THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 - 3 responses/contributions. Participants make a note of each (mentally, or preferably, written down to support recall and reference).

PAIR: In pairs, participants discuss and compare ideas.

SHARE: The whole group comes together, with each pair contributing one or two ideas from their discussion.

Sample responses: “It helps you see things differently”, “An LfL lens makes you focus on LfL”, “It’s a way of describing how we look at the world differently depending on our attention or interests.”
}}

= LfL: The five lenses =

[[Image:LfL_lenses.png|300px|The five lenses]]

Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:

{{oinc|OER4Schools/LfL/5 principles }}

'''Consider''' the 5 LfL Lenses and their usefulness for focusing on learning practices.

* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Conditions for Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Learning Dialogue’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Leadership''''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?

{{activity|Small group activity| on what to look out for in the classroom as evidence of LfL.|25 }}

Your facilitator will explain to you how to go about this group activity. Before that, you may like to take some time to refer to the background reading to help you understand all the 5 LfL principles.

{{ednote|text=
'''Pedagogy:''' Plenary session or Jigsaw

Extending the use of the lens metaphor from the previous think-pair-share exercise, the facilitator can suggest one of the following group activities to help the participants make further use of the LfL lens.

'''Plenary Activity'''

# Ensure that the participants are in five different groups.
# Assign each group to one particular lens to discuss what are the kind of things they may look out for in the classrooms using that one particular lens. This should take at least 10 minutes.
# One member from each group will share with everyone in a plenary format. (ie. each person to take a turn to share what they have discussed in the group)
# The rest of the participants can ask questions for clarification or raise comments on the overlaps and links across the 5 LfL principles. This should take another 15 minutes.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

'''Jigsaw Activity'''

# Ensure that the participants are in at least two groups of 5 participants each.
# Assign each member in each group to one particular lens to think about what kind of things he/she may look out for in the classroom using that one particular lens. This should take at least 5 minutes.
# The members who are assigned to the same lens from the different groups will meet together as a temporary ‘expert’ group to exchange ideas. This should take another 5 minutes or so.
# The participants return to their original groups and share their findings with the rest of the members. Each person will have about 2 minutes to share their findings.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

Use the following background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session as the participants may need your prompting to help them ‘see’ through each lens.
}}

{{activity|reading:| expanded LfL principles|10 }}

{{background|text=
{{: OER4Schools/LfL/5 principles expanded}}
}}

{{ednote|text=
This educator note is meant to be read in conjunction with the above background reading. It provides additional prompts for each of the points above.

{{: OER4Schools/LfL/5 principles with questions }}

}}

= Application of LfL lenses to a classroom situation =

{{activity|Small group activity:| Use 'table mats' to record observations and reflections on LfL in the classroom.|30 }} Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.

We are going to watch a short teaching/classroom video.

Before we do''', choose only 1 LfL lens that you will use''' as your ‘critical lens’ to ‘see’ the practices in this classroom. By choosing your 1 LfL lens, you should only ‘see’ and note down those things that your lens helps you to focus on. Decide as a group, what exactly you want to look out for based on the lens that you have chosen.

For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video.

{{ednote|text=
It is helpful if different participants choose different lenses so at least two, ideally more, are represented.

'''Pedagogy:''' ‘Table mats’ to record observation and reflection

Invite participants to work in pairs or groups of three, and prepare a ‘table mat’ for recording. Each group has a large piece of paper, in the middle of which they draw a quadrant (if pairs) or a triangle (if threes) big enough to record the outcomes of the group discussion. Divide the outside area of the paper into half or third (to match the group size).

Agree which LfL principle each group will adopt as their critical lens for watching the video.

As they watch the video, participants make notes in their outside area of the table mat.

After watching, participants share their observations and reflections, and together agree the salient points of the lesson from the perspective of their chosen LfL principle to record in the central area of the table mat.

Emphasise that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens.

'''Extension:''' The table mats could be collected and displayed for the whole group, firstly comparing any that focused on the same LfL principle, then comparing those that used differing lenses. Exploration of the similarities and differences is likely to reinforce the understanding that using a single lens brings specific aspects of a lesson into sharper focus, and that the five principles are interrelated and overlap.

}}

OK, watch the video now, wearing your chosen LfL spectacles!

This video clip shows the highlights of a lesson study (also known as research study) going on in an American primary school classroom. Lesson study is another form of ongoing professional development activity whereby teachers come together to decide on an area of teaching or learning that they would like to understand and improve on, in order to help students learn better. The teachers observe learners in a class being taught by one of their colleagues and collect specific, detailed data for discussion with the lesson study group later. In this video clip, the teachers want to find out whether the students are able to recall and retell the sequence of a story read to them by their teacher.

{{: Video/Lesson Study - Research Lesson and Debrief.mp4 }}

{{ ednote | text=

The facilitator could suggest these following prompts if the participants appear to be uncertain of what to look out for (but do not give them straight away!). Each should address only one lens and set of prompts of course, not all of them.

* Focus on learning - what aspect of teaching and learning did the teacher want to focus on understanding and improving? How did they go about collecting data on it? What did they learn from the data?

* Conditions for learning - did all the teachers have an opportunity to share what they have learnt? Did the teacher who was observed, appear to be nervous? Did all the teachers feel ‘safe’ to share their opinions and to listen to one another? How much time did they have to set aside for meeting together? Would it be easy to set aside time to observe their colleague teaching?

(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)

* Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they have chosen to focus on? Were they able to come to any conclusion about what were some of the problems they had identified and how they could improve it? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?

* Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson?

* Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (Or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations?

}}

= LfL across the OER4schools programme =

LfL is not only an effective framework for exploring others’ teaching and learning, it is also very useful for reflecting upon your own learning pathways. Teachers, student teachers and other participants are autonomous thinkers and learners, doing their own learning both individually and collectively. We hope that the new (and familiar) ideas presented in the OER4schools programme and the supporting resources will feed into your understanding of learning, classroom conditions and your leadership role, impact on student learning and what you can do to enrich and enhance learning opportunities.

There are no "right ways" but lots of possibilities to explore; in this sense you always a "leader" – leading learning in your classroom. Hopefully you can also share the responsibility for leading learning within your school or institution. We will explore this in 6.2 and 6.3.

Adapted from "Creating Learning Without Limits", by Maddock, Peacock, Hart & Drummond, p.108-9. OUP, Maidenhead."

{{activity|Think-Pair-Share:| Does the OER4schools programme support LfL?|10 }}

Consider what you have learned in the sessions leading up to this point in the programme. Did your workshop facilitator and/or the materials ‘focus on learning’, create the ‘conditions for learning’, promote and enable ‘learning dialogue’, provide opportunities for ‘shared leadership’ and ‘mutual accountability’? Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity in the programme thus far for you and your colleagues? LfL is an effective way thinking about your learning, the learning around you, and how you can go about improving learning capacity.

Think about these questions and pair up with one other colleague to share your ideas before feeding back any salient points to the rest of the group.

= ICT practice =

{{activity|ICT practice| on various topics.|20}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

We would like you to practice using the LfL lenses when you are back in your own classroom settings, or even when you are watching others in the act of teaching and learning.

1. Take time to think about the course, your own learning and how you contributed to and were supported in your learning. Use the LfL framework to organize your mental and audio reflections, enabling you to return to our next session ready to discuss your own teaching, teaching you have witnessed, and ideas about learning through the framework of the 5 LfL lenses. This will help us to focus our discussions and thinking about teaching and learning in a way that will help you develop your discussions with your peers.

2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer would need to pay more attention to due to various reasons (e.g. learning difficulties).

We suggest that if both of you agree to use more than one lens, then the observer can configure his/her notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way he/she can jot down elements he/she observe under each heading in the prepared framework. It is important for the observer to remember that he/she is observing '''practices''', not people.

If possible, conduct a quick post-lesson discussion as soon as possible. Try to ensure that the discussion focuses on observations about practices and contextualise comments by framing the observations as ‘ I noticed pupils...’ or ‘When you supported pupils to... I noticed...’. Remember, the observer is not reporting what he/she THINKS he/she should have seen in a lesson, but what him/her DID see. By doing this, the discussion can avoid problems of possible unhelpful critique of peer professional practices.

We would not be surprised if both of you report back that certain LfL principles are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings.

{{setting of follow up}}

= Acknowledgement =

This page was authored primarily by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.

http://www.educ.cam.ac.uk/centres/cce/ccepeople/staff.html

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/LfL/5 principles with questions

2013-01-23T13:10:24Z

Bryony:

<noinclude>{{OER4SchoolsRinfo
|related resources=[[OER4Schools/LfL/5 principles|The 5 LfL principles]], [[OER4Schools/LfL/5 principles expanded|The 5 LfL principles expanded]], [[OER4Schools/LfL/5 principles with questions|The 5 LfL principles expanded with questions]]
}}</noinclude>
1. '''Focus on Learning'''
# '''''Everyone is a learner.''' Are students the only learners in our school? How about the teachers? Parents? Headteachers?
# '''''Learning relies on the effective interplay of social, emotional and cognitive processes.''''' Do we think about what learning is about? Is it about memorising and applying certain facts? Managing emotions? Being able to make friends with one another? Making good decisions?
# '''''The efficacy of learning is highly sensitive to context and to the differing ways in which people learn.''''' Are we aware about the differences in ways which people learn and to what extent their background (e.g. family, age, interests) will influence the way they learn?
# '''''The capacity for leadership arises out of powerful learning experiences.''''' Who are some of the most influential teachers in our lives? When did we encounter such teachers and why did they create such powerful learning experiences for ourselves? How can we do the same for others?
# '''''Opportunities for leadership enhance learning.''''' Are we given the opportunities to make decisions on our learning?

2. '''Conditions for Learning'''
# '''''Cultures nurture the learning of everyone.''''' What kind of background (e.g. families, age, interests) would be most helpful to support learning?
# '''''Everyone has opportunities to reflect on the nature, skills and processes of learning.''''' Are there opportunities for everyone to reflect on the nature, skills and processes involved in learning? What are they?
# '''''Physical and social spaces stimulate and celebrate learning.''''' Are the physical facilities and other forms of support (e.g. community and family support) able to support learning? What are these facilities and forms of support?
# '''''Safe and secure environments enable everyone to take risks, cope with failure and respond positively to challenges.''''' Are we providing a safe environment for learners to take risks, cope with failure and respond positively to challenges? How are we doing that?
# '''''Tools and strategies are used to enhance thinking about learning and the practice of teaching.''''' Are we updating ourselves and reflecting on the various tools and strategies to enhance the way we teach and learn? How are we doing that?

3. '''Learning Dialogue'''
# '''''Practice made explicit, discussable and transferable.''''' Do we have the language to talk about learning so that we can discuss and reflect on it more fruitfully? How do we do that?
# '''''Active, collegial inquiry focussing on the link between learning and leadership.''''' Do we discuss and find out how we can take the lead to decide what learning should be like in our school (and not just be directed by the authority)? How can we go about doing that?
# '''''Coherence through sharing of values, understandings and practices.''''' Do we discuss and share the values and understanding of the ways we learn and teach? What are they?
# '''''Factors that inhibit and promote learning are examined and addressed.''''' Do we examine and address the factors that inhibit and promote learning? What are they?
# '''''Link between leadership and learning is a concern for everyone.''''' Do we prioritise the link between leadership and learning? What kind of concerns about learning do we raise and act upon?
# '''''Different perspectives explored through networking with researchers and practitioners.''''' Do we network with researchers and other practitioners to explore different perspectives of learning and leadership? How do we do that?

4. '''Shared Leadership'''
# '''''Structures support participation in developing learning communities.''''' Are there ways we can participate in learning or be involved in starting learning communities within the school?
# '''''Shared leadership symbolised in day-to-day flow of activities.''''' Can we see leadership being shared by various colleagues and students in the day-to-day flow of activities in the school? What is that like?
# '''''Everyone encouraged to take a lead as appropriate to task and context.''''' Do we take the initiative to take a lead in various learning or research projects in accordance with what we are interested in and capable of? What kind of projects or research can we embark on?
# '''''Everyone’s experience and expertise is valued and drawn upon as resources.''''' Do we draw on everyone’s experience and expertise and value all of them as important resources to support learning? How do we do that?
# '''''Collaborative activity across boundaries of subject, role and status are valued and promoted.''''' Do we value and promote collaborative activities across subject, levels and roles within the school?

5. '''Mutual Accountability'''
# '''''Systematic approach to self-evaluation embedded at every level.''''' Is there a systematic approach to self-evaluation that is evident in all aspects of our work?
# '''''Focus on evidence and its congruence with core values.''''' Is there a focus on documentation of teaching and learning that would be consistent with our beliefs on the values of education?
# '''''Shared approach to internal accountability is a precondition of external accountability.''''' Do we take the initiative to be accountable to ourselves in ensuring the quality of teaching and learning, rather than be dependent on an external authority?
# '''''National policies recast in accordance with school's core values.''''' Do we critically examine the national policies and how they are relevant with the school’s core values?
# '''''Choosing how to tell own story while taking account of political realities.''''' Do we maintain an individual stance of our own views of teaching and learning, while being very cognisant of the political realities that we are living in?
# '''''Continuing focus on sustainability, succession and leaving a legacy.''''' Do we try to look forward towards the future, on how we can sustain our current efforts and be able to leave a legacy for our future generations?

OER4Schools/LfL/5 principles with questions

2013-01-23T12:57:04Z

Bryony:

<noinclude>{{OER4SchoolsRinfo
|related resources=[[OER4Schools/LfL/5 principles|The 5 LfL principles]], [[OER4Schools/LfL/5 principles expanded|The 5 LfL principles expanded]], [[OER4Schools/LfL/5 principles with questions|The 5 LfL principles expanded with questions]]
}}</noinclude>
1. '''Focus on Learning'''
# '''''Everyone is a learner.''' Are students the only learners in our school? How about the teachers? Parents? Headteachers?
# '''''Learning relies on the effective interplay of social, emotional and cognitive processes.''''' Do we think about what learning is about? Is it about memorising and applying certain facts? Managing emotions? Being able to make friends with one another? Making good decisions?
# '''''The efficacy of learning is highly sensitive to context and to the differing ways in which people learn.''''' Are we aware about the differences in ways which people learn and to what extent their background (e.g. family, age, interests) will influence the way they learn?
# '''''The capacity for leadership arises out of powerful learning experiences.''''' Who are some of the most influential teachers in my life? When did we encounter such teachers and why did they create such powerful learning experiences for ourselves? How can we do the same for others?
# '''''Opportunities for leadership enhance learning.''''' Are we given the opportunities to make decisions on our learning?

2. '''Conditions for Learning'''
# '''''Cultures nurture the learning of everyone.''''' What kind of background (e.g. families, age, interests) would be most helpful to support learning?
# '''''Everyone has opportunities to reflect on the nature, skills and processes of learning.''''' Are there opportunities for everyone to reflect on the nature, skills and processes involve in learning? What are they?
# '''''Physical and social spaces stimulate and celebrate learning.''''' Are the physical facilities and other form of support (e.g. the community and family support) able to support learning? What are these facilities and support?
# '''''Safe and secure environments enable everyone to take risks, cope with failure and respond positively to challenges.''''' Are we providing a safe environment for learners to take risks, cope with failure and respond positively to challenges? How are we doing that?
# '''''Tools and strategies are used to enhance thinking about learning and the practice of teaching.''''' Are we updating ourselves and reflecting about the various tools and strategies to enhance the way we teach and learn? How are we doing that?

3. '''Learning Dialogue'''
# '''''Practice made explicit, discussable and transferable.''''' Do we have the language to talk about learning so that we can discuss and reflect about it more fruitfully? How do we do that?
# '''''Active, collegial inquiry focussing on the link between learning and leadership.''''' Do we discuss and find out how we can take the lead to decide what learning should be like in our school (and not just be directed by the authority?) How can we go about doing that?
# '''''Coherence through sharing of values, understandings and practices.''''' Do we discuss and share the values and understanding of the ways we learn and teach? What are they?
# '''''Factors that inhibit and promote learning are examined and addressed.''''' Do we examine and address the factors and inhibit and promote learning? What are they?
# '''''Link between leadership and learning is a concern for everyone.''''' Do we prioritise the link between leadership and learning? What kind of concerns on learning do we raise and act upon?
# '''''Different perspectives explored through networking with researchers and practitioners.''''' Do we network with researchers and other practitioners to explore different perspectives of learning and leadership? How do we do that?

4. '''Shared Leadership'''
# '''''Structures support participation in developing learning communities.''''' Are there ways we can participate in learning or be involved in starting learning communities within the school?
# '''''Shared leadership symbolised in day-to-day flow of activities.''''' Can we see leadership being shared by various colleagues and students in the day-to-day flow of activities in the school? How is that like?
# '''''Everyone encouraged to take a lead as appropriate to task and context.''''' Do we take the initiative to take a lead in various learning or research projects in accordance to what we are interested in and capable of? What kind or projects or research can we embark on?
# '''''Everyone’s experience and expertise is valued and drawn upon as resources.''''' Do we draw on everyone’s experience and expertise as we value all of them as important resources to support learning? How do we do that?
# '''''Collaborative activity across boundaries of subject, role and status are valued and promoted.''''' Do we value and promote collaborative activities across subject, levels and roles within the school?

5. '''Mutual Accountability'''
# '''''Systematic approach to self-evaluation embedded at every level.''''' Is there a systematic approach to self-evaluation that is evident at all aspects of our works?
# '''''Focus on evidence and its congruence with core values.''''' Is there a focus on documentation of teaching and learning that would be consistent with our beliefs on the values of education?
# '''''Shared approach to internal accountability is a precondition of external accountability.''''' Do we take the initiative to be accountable to ourselves in ensuring the quality of teaching and learning, rather than to be dependent on an external authority?
# '''''National policies recast in accordance with school's core values.''''' Do we critically examine the national policies and how they are relevant with the school’s core values?
# '''''Choosing how to tell own story while taking account of political realities.''''' Do we maintain an individual stance of our own views of teaching and learning, while being very cognisant of the political realities that we are living in?
# '''''Continuing focus on sustainability, succession and leaving a legacy.''''' Do we try to look forward towards the future, on how we can sustain our current efforts and to be able to leave a legacy for our future generations?

OER4Schools/Leadership for Learning

2013-01-23T12:43:33Z

Bryony: /* LfL: The five lenses */

{{OER4S
|title={{Get session title}}
|session=1.5
}}[[Category:CCE]][[Category:Leadership]]__TOC__
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the lens metaphor for exploring the 5 LfL principles:
::# Focus on learning
::# Conditions for learning
::# Learning Dialogue
::# Shared Leadership
::# Shared Accountability
* leadership practices that support learning and which can be organized within the 5 LfL principles
* LfL in the classroom by watching a video of teachers in action to see if some or all of the 5 LfL principles can be identified.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* use the lens metaphor to identify LfL in the classroom and record your observations and reflections on a table mat
* identify the LfL practices employed in the OER4schools programme
* develop a personal and professional understanding of leadership practices that support learning and which can be organized within the 5 LfL principles

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* consolidate your skills with concept mapping, geogebra, images, and typing.
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.
|resources=You'll need large pieces of paper (one per group of two or three) to use as table mats for recording observations.
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.'''''<br>

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

In this session and throughout the programme you will reflect further on the five principles of LfL '''''with a view to contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.

'''''Leadership for learning is happening all around you'''''

If you know what to look for you will see elements of LfL in classrooms and schools, in your own community, and even in the setting in which you might be working through this unit!

You may be wondering, 'If Leadership for Learning is all around me already, why am I doing this unit?' Well … the short answer is that even though the LfL principles describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects.

= LfL: Seeing is believing =

[[Image:Critical_lense.jpg|150px|A critical lense]]

Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.

We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying what we mean by an LfL Lens.

{{activity|tpr| your ideas on what an LfL lens means.|10}} What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?

{{ednote|text=

'''Pedagogy:''' {{activitytag|tpr}}

THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 - 3 responses/contributions. Participants make a note of each (mentally, or preferably, written down to support recall and reference).

PAIR: In pairs, participants discuss and compare ideas.

SHARE: The whole group comes together, with each pair contributing one or two ideas from their discussion.

Sample responses: “It helps you see things differently”, “An LfL lens makes you focus on LfL”, “It’s a way of describing how we look at the world differently depending on our attention or interests.”
}}

= LfL: The five lenses =

[[Image:LfL_lenses.png|300px|The five lenses]]

Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:

{{oinc|OER4Schools/LfL/5 principles }}

'''Consider''' the 5 LfL Lenses and their usefulness for focusing on learning practices.

* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Conditions for Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Learning Dialogue’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Leadership''''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?

{{activity|Small group activity| on what to look out for in the classroom as evidence of LfL.|25 }}

Your facilitator will explain to you how to go about this group activity. Before that, you may like to take some time to refer to the background reading to help you understand all the 5 LfL principles.

{{ednote|text=
'''Pedagogy:''' Plenary session or Jigsaw

Extending the use of the lens metaphor from the previous think-pair-share exercise, the facilitator can suggest one of the following group activities to help the participants make further use of the LfL lens.

'''Plenary Activity'''

# Ensure that the participants are in five different groups.
# Assign each group to one particular lens to discuss what are the kind of things they may look out for in the classrooms using that one particular lens. This should take at least 10 minutes.
# One member from each group will share with everyone in a plenary format. (ie. each person to take a turn to share what they have discussed in the group)
# The rest of the participants can ask questions for clarification or raise comments on the overlaps and links across the 5 LfL principles. This should take another 15 minutes.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

'''Jigsaw Activity'''

# Ensure that the participants are in at least two groups of 5 participants each.
# Assign each member in each group to one particular lens to think about what kind of things he/she may look out for in the classroom using that one particular lens. This should take at least 5 minutes.
# The members who are assigned to the same lens from the different groups will meet together as a temporary ‘expert’ group to exchange ideas. This should take another 5 minutes or so.
# The participants return to their original groups and share their findings with the rest of the members. Each person will have about 2 minutes to share their findings.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

Use the following background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session as the participants may need your prompting to help them ‘see’ through each lens.
}}

{{activity|reading:| expanded LfL principles|10 }}

{{background|text=
{{: OER4Schools/LfL/5 principles expanded}}
}}

{{ednote|text=
This educator note is meant to be read in conjunction with the above background reading. It provides additional prompts for each of the points above.

{{: OER4Schools/LfL/5 principles with questions }}

}}

= Application of LfL lenses to a classroom situation =

{{activity|Small group activity:| Use 'table mats' to record observations and reflections on LfL in the classroom.|30 }} Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.

We are going to watch a short teaching/classroom video.

Before we do''', choose only 1 LfL lens that you will use''' as your ‘critical lens’ to ‘see’ the practices in this classroom. By choosing your 1 LfL lens, you should only ‘see’ and note down those things that your lens helps you to focus on. Decide as a group, what exactly you want to look out for based on the lens that you have chosen.

For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video.

{{ednote|text=
It is helpful if different participants choose different lenses so at least two, ideally more, are represented.

'''Pedagogy:''' ‘Table mats’ to record observation and reflection

Invite participants to work in pairs or groups of three, and prepare a ‘table mat’ for recording. Each group has a large piece of paper, in the middle of which they draw a quadrant (if pairs) or a triangle (if threes) big enough to record the outcomes of the group discussion. Divide the outside area of the paper into half or third (to match the group size).

Agree which LfL principle each group will adopt as their critical lens for watching the video.

As they watch the video, participants make notes in their outside area of the table mat.

After watching, participants share their observations and reflections, and together agree the salient points of the lesson from the perspective of their chosen LfL principle to record in the central area of the table mat.

Emphasise that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens.

'''Extension:''' The table mats could be collected and displayed for whole group, firstly comparing any that focused on the same LfL principle, then comparing those that used differing lenses. Exploration of the similarities and differences is likely to reinforce the understanding that using a single lens brings specific aspects of a lesson into sharper focus, and that the five principles are interrelated and overlap.

}}

OK, watch the video now, wearing your chosen LfL spectacles!

This video clip shows the highlights of a lesson study (also known as research study) going on in an American primary school classroom. Lesson study is another form of ongoing professional development activity whereby teachers come together to decide on an area of teaching or learning that they would like to understand and improve on, in order to help students learn better. The teachers observe learners in a class being taught by one of their colleagues and collect specific, detailed data for discussion with the lesson study group later. In this video clip, the teachers want to find out whether the students are able to recall and retell the sequence of a story read to them by their teacher.

{{: Video/Lesson Study - Research Lesson and Debrief.mp4 }}

{{ ednote | text=

The facilitator could suggest these following prompts if the participants appear to be uncertain of what to look out for (but do not give them straight away!). Each should address only one lens and set of prompts of course, not all of them.

* Focus on learning - what aspect of teaching and learning did the teacher want to focus on understanding and improving? How did they go about collecting data on it? What did they learn from the data?

* Conditions for learning - did all the teachers have an opportunity to share what they have learnt? Did the teacher who was observed, appear to be nervous? Did all the teachers feel ‘safe’ to share their opinions and to listen to one another? How much time did they have to set aside for meeting together? Would it be easy to set aside time to observe their colleague teaching?

(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)

* Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they have chosen to focus on? Were they able to come to any conclusion about what were some problems they had identified and how they could improve on it? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?

* Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson?

* Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations?

}}

= LfL across the OER4schools programme =

LfL is not only an effective framework for exploring others’ teaching and learning, it is also very useful for reflecting upon your own learning pathways. Teachers, student teachers and other participants are autonomous thinkers and learners, doing their own learning both individually and collectively. We hope that the new (and familiar) ideas presented in the OER4schools programme and the supporting resources will feed into your understanding of learning, classroom conditions and your leadership role, impact on student learning and what you can do to enrich and enhance learning opportunities.

There are no "right ways" but lots of possibilities to explore; in this sense you always a "leader" – leading learning in your classroom. Hopefully you can also share the responsibility for leading learning within your school or institution. We will explore this in 6.2 and 6.3.

Adapted from "Creating Learning Without Limits", by Maddock, Peacock, Hart & Drummond, p.108-9. OUP, Maidenhead."

{{activity|Think-Pair-Share:| Does the OER4schools programme support LfL?|10 }}

Consider what you have learned in the sessions leading up to this point in the programme. Did your workshop facilitator and/or the materials ‘focus on learning’, create the ‘conditions for learning’, promote and enable ‘learning dialogue’, provide opportunities for ‘shared leadership’ and ‘mutual accountability’? Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity in the programme thus far for you and your colleagues? LfL is an effective way thinking about your learning, the learning around you, and how you can go about improving learning capacity.

Think about these questions and pair up with one other colleague to share your ideas before feeding back any salient points to the rest of the group.

= ICT practice =

{{activity|ICT practice| on various topics.|20}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

We would like you to practice using the LfL lenses when you are back in your own classroom settings, or even when you are watching others in the act of teaching and learning.

1. Take time to think about the course, your own learning and how you contributed to and were supported in your learning. Use the LfL framework to organize your mental and audio reflections, enabling you to return to our next session ready to discuss your own teaching, teaching you have witnessed, and ideas about learning through the framework of the 5 LfL lenses. This will help us to focus our discussions and thinking about teaching and learning in a way that will help you develop your discussions with your peers.

2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer would need to pay more attention to due to various reasons (e.g. learning difficulties).

We suggest that if both of you agree to use more than one lens, then the observer can configure his/her notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way he/she can jot down elements he/she observe under each heading in the prepared framework. It is important for the observer to remember that he/she is observing '''practices''', not people.

If possible, conduct a quick post-lesson discussion as soon as possible. Try to ensure that the discussion focuses on observations about practices and contextualise comments by framing the observations as ‘ I noticed pupils...’ or ‘When you supported pupils to... I noticed...’. Remember, the observer is not reporting what he/she THINKS he/she should have seen in a lesson, but what him/her DID see. By doing this, the discussion can avoid problems of possible unhelpful critique of peer professional practices.

We would not be surprised if both of you report back that certain LfL principles are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings.

{{setting of follow up}}

= Acknowledgement =

This page was authored primarily by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.

http://www.educ.cam.ac.uk/centres/cce/ccepeople/staff.html

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Leadership for Learning

2013-01-23T12:41:15Z

Bryony: /* LfL: The five lenses */

{{OER4S
|title={{Get session title}}
|session=1.5
}}[[Category:CCE]][[Category:Leadership]]__TOC__
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the lens metaphor for exploring the 5 LfL principles:
::# Focus on learning
::# Conditions for learning
::# Learning Dialogue
::# Shared Leadership
::# Shared Accountability
* leadership practices that support learning and which can be organized within the 5 LfL principles
* LfL in the classroom by watching a video of teachers in action to see if some or all of the 5 LfL principles can be identified.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* use the lens metaphor to identify LfL in the classroom and record your observations and reflections on a table mat
* identify the LfL practices employed in the OER4schools programme
* develop a personal and professional understanding of leadership practices that support learning and which can be organized within the 5 LfL principles

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* consolidate your skills with concept mapping, geogebra, images, and typing.
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.
|resources=You'll need large pieces of paper (one per group of two or three) to use as table mats for recording observations.
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.'''''<br>

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

In this session and throughout the programme you will reflect further on the five principles of LfL '''''with a view to contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.

'''''Leadership for learning is happening all around you'''''

If you know what to look for you will see elements of LfL in classrooms and schools, in your own community, and even in the setting in which you might be working through this unit!

You may be wondering, 'If Leadership for Learning is all around me already, why am I doing this unit?' Well … the short answer is that even though the LfL principles describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects.

= LfL: Seeing is believing =

[[Image:Critical_lense.jpg|150px|A critical lense]]

Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.

We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying what we mean by an LfL Lens.

{{activity|tpr| your ideas on what an LfL lens means.|10}} What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?

{{ednote|text=

'''Pedagogy:''' {{activitytag|tpr}}

THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 - 3 responses/contributions. Participants make a note of each (mentally, or preferably, written down to support recall and reference).

PAIR: In pairs, participants discuss and compare ideas.

SHARE: The whole group comes together, with each pair contributing one or two ideas from their discussion.

Sample responses: “It helps you see things differently”, “An LfL lens makes you focus on LfL”, “It’s a way of describing how we look at the world differently depending on our attention or interests.”
}}

= LfL: The five lenses =

[[Image:LfL_lenses.png|300px|The five lenses]]

Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:

{{oinc|OER4Schools/LfL/5 principles }}

'''Consider''' the 5 LfL Lenses and their usefulness for focusing on learning practices.

* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Conditions for Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Learning Dialogue’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Leadership''''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?

{{activity|Small group activity| on what to look out for in the classroom as evidence of LfL.|25 }}

Your facilitator will explain to you how to go about this group activity. Before that, you may like to take some time to refer to the background reading to help you understand all the 5 LfL principles.

{{ednote|text=
'''Pedagogy:''' Plenary session or Jigsaw

Extending the use of the lens metaphor from the previous think-pair-share exercise, the facilitator can suggest one of the following group activities to help the participants make further use of the LfL lens.

'''Plenary Activity'''

# Ensure that the participants are in five different groups.
# Assign each group to one particular lens to discuss what are the kind of things they may look out for in the classrooms using that one particular lens. This should take at least 10 minutes.
# One member from each group will share with everyone in a plenary format. (ie. each person to take a turn to share what they have discussed in the group)
# The rest of the participants can ask questions for clarification or raise comments on the overlaps and links across the 5 LfL principles. This should take another 15 minutes.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

'''Jigsaw Activity'''

# Ensure that the participants are in at least two groups of 5 participants each.
# Assign each member in each group to one particular lens to think about what kind of things he/she may look out for in the classroom using that one particular lens. This should take at least 5 minutes.
# The members who are assigned to the same lens from the different groups will meet together as a temporary ‘expert’ group to exchange ideas. This should take another 5 minutes or so.
# The participants return to their original groups and share their findings with the rest of the members. Each person will have about 2 minutes to share their findings.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

Use the following background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session as the participants may need your prompting to help them ‘see’ through each of the lens.
}}

{{activity|reading:| expanded LfL principles|10 }}

{{background|text=
{{: OER4Schools/LfL/5 principles expanded}}
}}

{{ednote|text=
This educator note is meant to be read in conjunction with the above background reading. It provides additional prompts for each of the points above.

{{: OER4Schools/LfL/5 principles with questions }}

}}

= Application of LfL lenses to a classroom situation =

{{activity|Small group activity:| Use 'table mats' to record observations and reflections on LfL in the classroom.|30 }} Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.

We are going to watch a short teaching/classroom video.

Before we do''', choose only 1 LfL lens that you will use''' as your ‘critical lens’ to ‘see’ the practices in this classroom. By choosing your 1 LfL lens, you should only ‘see’ and note down those things that your lens helps you to focus on. Decide as a group, what exactly you want to look out for based on the lens that you have chosen.

For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video.

{{ednote|text=
It is helpful if different participants choose different lenses so at least two, ideally more, are represented.

'''Pedagogy:''' ‘Table mats’ to record observation and reflection

Invite participants to work in pairs or groups of three, and prepare a ‘table mat’ for recording. Each group has a large piece of paper, in the middle of which they draw a quadrant (if pairs) or a triangle (if threes) big enough to record the outcomes of the group discussion. Divide the outside area of the paper into half or third (to match the group size).

Agree which LfL principle each group will adopt as their critical lens for watching the video.

As they watch the video, participants make notes in their outside area of the table mat.

After watching, participants share their observations and reflections, and together agree the salient points of the lesson from the perspective of their chosen LfL principle to record in the central area of the table mat.

Emphasise that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens.

'''Extension:''' The table mats could be collected and displayed for whole group, firstly comparing any that focused on the same LfL principle, then comparing those that used differing lenses. Exploration of the similarities and differences is likely to reinforce the understanding that using a single lens brings specific aspects of a lesson into sharper focus, and that the five principles are interrelated and overlap.

}}

OK, watch the video now, wearing your chosen LfL spectacles!

This video clip shows the highlights of a lesson study (also known as research study) going on in an American primary school classroom. Lesson study is another form of ongoing professional development activity whereby teachers come together to decide on an area of teaching or learning that they would like to understand and improve on, in order to help students learn better. The teachers observe learners in a class being taught by one of their colleagues and collect specific, detailed data for discussion with the lesson study group later. In this video clip, the teachers want to find out whether the students are able to recall and retell the sequence of a story read to them by their teacher.

{{: Video/Lesson Study - Research Lesson and Debrief.mp4 }}

{{ ednote | text=

The facilitator could suggest these following prompts if the participants appear to be uncertain of what to look out for (but do not give them straight away!). Each should address only one lens and set of prompts of course, not all of them.

* Focus on learning - what aspect of teaching and learning did the teacher want to focus on understanding and improving? How did they go about collecting data on it? What did they learn from the data?

* Conditions for learning - did all the teachers have an opportunity to share what they have learnt? Did the teacher who was observed, appear to be nervous? Did all the teachers feel ‘safe’ to share their opinions and to listen to one another? How much time did they have to set aside for meeting together? Would it be easy to set aside time to observe their colleague teaching?

(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)

* Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they have chosen to focus on? Were they able to come to any conclusion about what were some problems they had identified and how they could improve on it? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?

* Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson?

* Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations?

}}

= LfL across the OER4schools programme =

LfL is not only an effective framework for exploring others’ teaching and learning, it is also very useful for reflecting upon your own learning pathways. Teachers, student teachers and other participants are autonomous thinkers and learners, doing their own learning both individually and collectively. We hope that the new (and familiar) ideas presented in the OER4schools programme and the supporting resources will feed into your understanding of learning, classroom conditions and your leadership role, impact on student learning and what you can do to enrich and enhance learning opportunities.

There are no "right ways" but lots of possibilities to explore; in this sense you always a "leader" – leading learning in your classroom. Hopefully you can also share the responsibility for leading learning within your school or institution. We will explore this in 6.2 and 6.3.

Adapted from "Creating Learning Without Limits", by Maddock, Peacock, Hart & Drummond, p.108-9. OUP, Maidenhead."

{{activity|Think-Pair-Share:| Does the OER4schools programme support LfL?|10 }}

Consider what you have learned in the sessions leading up to this point in the programme. Did your workshop facilitator and/or the materials ‘focus on learning’, create the ‘conditions for learning’, promote and enable ‘learning dialogue’, provide opportunities for ‘shared leadership’ and ‘mutual accountability’? Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity in the programme thus far for you and your colleagues? LfL is an effective way thinking about your learning, the learning around you, and how you can go about improving learning capacity.

Think about these questions and pair up with one other colleague to share your ideas before feeding back any salient points to the rest of the group.

= ICT practice =

{{activity|ICT practice| on various topics.|20}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

We would like you to practice using the LfL lenses when you are back in your own classroom settings, or even when you are watching others in the act of teaching and learning.

1. Take time to think about the course, your own learning and how you contributed to and were supported in your learning. Use the LfL framework to organize your mental and audio reflections, enabling you to return to our next session ready to discuss your own teaching, teaching you have witnessed, and ideas about learning through the framework of the 5 LfL lenses. This will help us to focus our discussions and thinking about teaching and learning in a way that will help you develop your discussions with your peers.

2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer would need to pay more attention to due to various reasons (e.g. learning difficulties).

We suggest that if both of you agree to use more than one lens, then the observer can configure his/her notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way he/she can jot down elements he/she observe under each heading in the prepared framework. It is important for the observer to remember that he/she is observing '''practices''', not people.

If possible, conduct a quick post-lesson discussion as soon as possible. Try to ensure that the discussion focuses on observations about practices and contextualise comments by framing the observations as ‘ I noticed pupils...’ or ‘When you supported pupils to... I noticed...’. Remember, the observer is not reporting what he/she THINKS he/she should have seen in a lesson, but what him/her DID see. By doing this, the discussion can avoid problems of possible unhelpful critique of peer professional practices.

We would not be surprised if both of you report back that certain LfL principles are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings.

{{setting of follow up}}

= Acknowledgement =

This page was authored primarily by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.

http://www.educ.cam.ac.uk/centres/cce/ccepeople/staff.html

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Leadership for Learning

2013-01-23T12:38:03Z

Bryony: /* LfL: The five lenses */

{{OER4S
|title={{Get session title}}
|session=1.5
}}[[Category:CCE]][[Category:Leadership]]__TOC__
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the lens metaphor for exploring the 5 LfL principles:
::# Focus on learning
::# Conditions for learning
::# Learning Dialogue
::# Shared Leadership
::# Shared Accountability
* leadership practices that support learning and which can be organized within the 5 LfL principles
* LfL in the classroom by watching a video of teachers in action to see if some or all of the 5 LfL principles can be identified.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* use the lens metaphor to identify LfL in the classroom and record your observations and reflections on a table mat
* identify the LfL practices employed in the OER4schools programme
* develop a personal and professional understanding of leadership practices that support learning and which can be organized within the 5 LfL principles

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* consolidate your skills with concept mapping, geogebra, images, and typing.
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.
|resources=You'll need large pieces of paper (one per group of two or three) to use as table mats for recording observations.
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.'''''<br>

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

In this session and throughout the programme you will reflect further on the five principles of LfL '''''with a view to contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.

'''''Leadership for learning is happening all around you'''''

If you know what to look for you will see elements of LfL in classrooms and schools, in your own community, and even in the setting in which you might be working through this unit!

You may be wondering, 'If Leadership for Learning is all around me already, why am I doing this unit?' Well … the short answer is that even though the LfL principles describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects.

= LfL: Seeing is believing =

[[Image:Critical_lense.jpg|150px|A critical lense]]

Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.

We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying what we mean by an LfL Lens.

{{activity|tpr| your ideas on what an LfL lens means.|10}} What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?

{{ednote|text=

'''Pedagogy:''' {{activitytag|tpr}}

THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 - 3 responses/contributions. Participants make a note of each (mentally, or preferably, written down to support recall and reference).

PAIR: In pairs, participants discuss and compare ideas.

SHARE: The whole group comes together, with each pair contributing one or two ideas from their discussion.

Sample responses: “It helps you see things differently”, “An LfL lens makes you focus on LfL”, “It’s a way of describing how we look at the world differently depending on our attention or interests.”
}}

= LfL: The five lenses =

[[Image:LfL_lenses.png|300px|The five lenses]]

Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:

{{oinc|OER4Schools/LfL/5 principles }}

'''Consider''' the 5 LfL Lenses and their usefulness for focusing on learning practices.

* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Conditions for Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Learning Dialogue’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Leadership''''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?

{{activity|Small group activity| on what to look out for in the classroom as evidence of LfL.|25 }}

Your facilitator will explain to you how to go about this group activity. Before that, you may like to take some time to refer to the background reading to help you understand all the 5 LfL principles.

{{ednote|text=
'''Pedagogy:''' Plenary session or Jigsaw

Extending the use of the lens metaphor from the previous think-pair-share exercise, the facilitator can suggest one of the following group activities to help the participants make further use of the LfL lens.

'''Plenary Activity'''

# Ensure that the participants are in five different groups.
# Assign each group to one particular lens to discuss what are the kind of things they may look out for in the classrooms using that one particular lens. This should take at least 10 minutes.
# One member from each group will share with everyone in a plenary format. (ie. each person to take a turn to share what they have discussed in the group)
# The rest of the participants can ask questions for clarification or raise comments on the overlaps and links across the 5 LfL principles. This should take another 15 minutes.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

'''Jigsaw Activity'''

# Ensure that the participants are in at least two groups of 5 participants each.
# Assign each member in each group to one particular lens to think about what kind of things he/she may look out for in the classroom using that one particular lens. This should take at least 5 minutes.
# The members who are assigned to the same lens from the different groups will meet together as a temporary ‘expert’ group to exchange ideas. This should take another 5 minutes or so.
# The members return back to their original group and share their findings with the rest of the members. Each person will have about 2 minutes to share their findings.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

Use the following background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session as the participants may need your prompting to help them ‘see’ through each of the lens.
}}

{{activity|reading:| expanded LfL principles|10 }}

{{background|text=
{{: OER4Schools/LfL/5 principles expanded}}
}}

{{ednote|text=
This educator note is meant to be read in conjunction with the above background reading. It provides additional prompts for each of the points above.

{{: OER4Schools/LfL/5 principles with questions }}

}}

= Application of LfL lenses to a classroom situation =

{{activity|Small group activity:| Use 'table mats' to record observations and reflections on LfL in the classroom.|30 }} Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.

We are going to watch a short teaching/classroom video.

Before we do''', choose only 1 LfL lens that you will use''' as your ‘critical lens’ to ‘see’ the practices in this classroom. By choosing your 1 LfL lens, you should only ‘see’ and note down those things that your lens helps you to focus on. Decide as a group, what exactly you want to look out for based on the lens that you have chosen.

For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video.

{{ednote|text=
It is helpful if different participants choose different lenses so at least two, ideally more, are represented.

'''Pedagogy:''' ‘Table mats’ to record observation and reflection

Invite participants to work in pairs or groups of three, and prepare a ‘table mat’ for recording. Each group has a large piece of paper, in the middle of which they draw a quadrant (if pairs) or a triangle (if threes) big enough to record the outcomes of the group discussion. Divide the outside area of the paper into half or third (to match the group size).

Agree which LfL principle each group will adopt as their critical lens for watching the video.

As they watch the video, participants make notes in their outside area of the table mat.

After watching, participants share their observations and reflections, and together agree the salient points of the lesson from the perspective of their chosen LfL principle to record in the central area of the table mat.

Emphasise that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens.

'''Extension:''' The table mats could be collected and displayed for whole group, firstly comparing any that focused on the same LfL principle, then comparing those that used differing lenses. Exploration of the similarities and differences is likely to reinforce the understanding that using a single lens brings specific aspects of a lesson into sharper focus, and that the five principles are interrelated and overlap.

}}

OK, watch the video now, wearing your chosen LfL spectacles!

This video clip shows the highlights of a lesson study (also known as research study) going on in an American primary school classroom. Lesson study is another form of ongoing professional development activity whereby teachers come together to decide on an area of teaching or learning that they would like to understand and improve on, in order to help students learn better. The teachers observe learners in a class being taught by one of their colleagues and collect specific, detailed data for discussion with the lesson study group later. In this video clip, the teachers want to find out whether the students are able to recall and retell the sequence of a story read to them by their teacher.

{{: Video/Lesson Study - Research Lesson and Debrief.mp4 }}

{{ ednote | text=

The facilitator could suggest these following prompts if the participants appear to be uncertain of what to look out for (but do not give them straight away!). Each should address only one lens and set of prompts of course, not all of them.

* Focus on learning - what aspect of teaching and learning did the teacher want to focus on understanding and improving? How did they go about collecting data on it? What did they learn from the data?

* Conditions for learning - did all the teachers have an opportunity to share what they have learnt? Did the teacher who was observed, appear to be nervous? Did all the teachers feel ‘safe’ to share their opinions and to listen to one another? How much time did they have to set aside for meeting together? Would it be easy to set aside time to observe their colleague teaching?

(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)

* Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they have chosen to focus on? Were they able to come to any conclusion about what were some problems they had identified and how they could improve on it? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?

* Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson?

* Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations?

}}

= LfL across the OER4schools programme =

LfL is not only an effective framework for exploring others’ teaching and learning, it is also very useful for reflecting upon your own learning pathways. Teachers, student teachers and other participants are autonomous thinkers and learners, doing their own learning both individually and collectively. We hope that the new (and familiar) ideas presented in the OER4schools programme and the supporting resources will feed into your understanding of learning, classroom conditions and your leadership role, impact on student learning and what you can do to enrich and enhance learning opportunities.

There are no "right ways" but lots of possibilities to explore; in this sense you always a "leader" – leading learning in your classroom. Hopefully you can also share the responsibility for leading learning within your school or institution. We will explore this in 6.2 and 6.3.

Adapted from "Creating Learning Without Limits", by Maddock, Peacock, Hart & Drummond, p.108-9. OUP, Maidenhead."

{{activity|Think-Pair-Share:| Does the OER4schools programme support LfL?|10 }}

Consider what you have learned in the sessions leading up to this point in the programme. Did your workshop facilitator and/or the materials ‘focus on learning’, create the ‘conditions for learning’, promote and enable ‘learning dialogue’, provide opportunities for ‘shared leadership’ and ‘mutual accountability’? Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity in the programme thus far for you and your colleagues? LfL is an effective way thinking about your learning, the learning around you, and how you can go about improving learning capacity.

Think about these questions and pair up with one other colleague to share your ideas before feeding back any salient points to the rest of the group.

= ICT practice =

{{activity|ICT practice| on various topics.|20}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

We would like you to practice using the LfL lenses when you are back in your own classroom settings, or even when you are watching others in the act of teaching and learning.

1. Take time to think about the course, your own learning and how you contributed to and were supported in your learning. Use the LfL framework to organize your mental and audio reflections, enabling you to return to our next session ready to discuss your own teaching, teaching you have witnessed, and ideas about learning through the framework of the 5 LfL lenses. This will help us to focus our discussions and thinking about teaching and learning in a way that will help you develop your discussions with your peers.

2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer would need to pay more attention to due to various reasons (e.g. learning difficulties).

We suggest that if both of you agree to use more than one lens, then the observer can configure his/her notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way he/she can jot down elements he/she observe under each heading in the prepared framework. It is important for the observer to remember that he/she is observing '''practices''', not people.

If possible, conduct a quick post-lesson discussion as soon as possible. Try to ensure that the discussion focuses on observations about practices and contextualise comments by framing the observations as ‘ I noticed pupils...’ or ‘When you supported pupils to... I noticed...’. Remember, the observer is not reporting what he/she THINKS he/she should have seen in a lesson, but what him/her DID see. By doing this, the discussion can avoid problems of possible unhelpful critique of peer professional practices.

We would not be surprised if both of you report back that certain LfL principles are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings.

{{setting of follow up}}

= Acknowledgement =

This page was authored primarily by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.

http://www.educ.cam.ac.uk/centres/cce/ccepeople/staff.html

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Leadership for Learning

2013-01-23T11:56:43Z

Bryony: /* LfL: The five lenses */

{{OER4S
|title={{Get session title}}
|session=1.5
}}[[Category:CCE]][[Category:Leadership]]__TOC__
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the lens metaphor for exploring the 5 LfL principles:
::# Focus on learning
::# Conditions for learning
::# Learning Dialogue
::# Shared Leadership
::# Shared Accountability
* leadership practices that support learning and which can be organized within the 5 LfL principles
* LfL in the classroom by watching a video of teachers in action to see if some or all of the 5 LfL principles can be identified.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* use the lens metaphor to identify LfL in the classroom and record your observations and reflections on a table mat
* identify the LfL practices employed in the OER4schools programme
* develop a personal and professional understanding of leadership practices that support learning and which can be organized within the 5 LfL principles

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* consolidate your skills with concept mapping, geogebra, images, and typing.
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.
|resources=You'll need large pieces of paper (one per group of two or three) to use as table mats for recording observations.
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.'''''<br>

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

In this session and throughout the programme you will reflect further on the five principles of LfL '''''with a view to contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.

'''''Leadership for learning is happening all around you'''''

If you know what to look for you will see elements of LfL in classrooms and schools, in your own community, and even in the setting in which you might be working through this unit!

You may be wondering, 'If Leadership for Learning is all around me already, why am I doing this unit?' Well … the short answer is that even though the LfL principles describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects.

= LfL: Seeing is believing =

[[Image:Critical_lense.jpg|150px|A critical lense]]

Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.

We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying what we mean by an LfL Lens.

{{activity|tpr| your ideas on what an LfL lens means.|10}} What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?

{{ednote|text=

'''Pedagogy:''' {{activitytag|tpr}}

THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 - 3 responses/contributions. Participants make a note of each (mentally, or preferably, written down to support recall and reference).

PAIR: In pairs, participants discuss and compare ideas.

SHARE: The whole group comes together, with each pair contributing one or two ideas from their discussion.

Sample responses: “It helps you see things differently”, “An LfL lens makes you focus on LfL”, “It’s a way of describing how we look at the world differently depending on our attention or interests.”
}}

= LfL: The five lenses =

[[Image:LfL_lenses.png|300px|The five lenses]]

Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:

{{oinc|OER4Schools/LfL/5 principles }}

'''Consider''' the 5 LfL Lenses and their usefulness for focusing on learning practices.

* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Conditions for Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Learning Dialogue’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Leadership''''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?

{{activity|Small group activity| on what to look out for in the classroom as evidence of LfL.|25 }}

Your facilitator will explain to you how to go about this group activity. Before that, you may like to take some time to refer to the background reading to help you understand all the 5 LfL principles.

{{ednote|text=
'''Pedagogy:''' Plenary session or Jigsaw

Extending the use of the lens metaphor from the previous think-pair-share exercise, the facilitator can suggest one of the following group activities to help the participants make further use of the LfL lens.

'''Plenary Activity'''

# Ensure that the participants are in five different groups.
# Assign each group to one particular lens to discuss what are the kind of things they may look out for in the classrooms using that one particular lens. This should take at least 10 minutes.
# One member from each group will share with everyone in a plenary format. (ie. each person to take a turn to share what they have discussed in the group)
# The rest of the participants can ask questions for clarification or raise comments on the overlaps and links across the 5 LfL principles. This should take another 15 minutes.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

'''Jigsaw Activity'''

# Ensure that the participants are in at least two groups of 5 participants each.
# Assign each member in each group to one particular lens to think about what are the kind of things that he/she may look out for in the classrooms using that one particular lens. This should take at least 5 minutes.
# The members who are assigned to the same lens from the different groups will meet together as a temporary ‘expert’ group to exchange ideas. This should take another 5 minutes or so.
# The members return back to their original group and share their findings with the rest of the members. Each person will have about 2 minutes to share their findings.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

Use the following background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session as the participants may need your prompting to help them ‘see’ through each of the lens.
}}

{{activity|reading:| expanded LfL principles|10 }}

{{background|text=
{{: OER4Schools/LfL/5 principles expanded}}
}}

{{ednote|text=
This educator note is meant to be read in conjunction with the above background reading. It provides additional prompts for each of the points above.

{{: OER4Schools/LfL/5 principles with questions }}

}}

= Application of LfL lenses to a classroom situation =

{{activity|Small group activity:| Use 'table mats' to record observations and reflections on LfL in the classroom.|30 }} Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.

We are going to watch a short teaching/classroom video.

Before we do''', choose only 1 LfL lens that you will use''' as your ‘critical lens’ to ‘see’ the practices in this classroom. By choosing your 1 LfL lens, you should only ‘see’ and note down those things that your lens helps you to focus on. Decide as a group, what exactly you want to look out for based on the lens that you have chosen.

For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video.

{{ednote|text=
It is helpful if different participants choose different lenses so at least two, ideally more, are represented.

'''Pedagogy:''' ‘Table mats’ to record observation and reflection

Invite participants to work in pairs or groups of three, and prepare a ‘table mat’ for recording. Each group has a large piece of paper, in the middle of which they draw a quadrant (if pairs) or a triangle (if threes) big enough to record the outcomes of the group discussion. Divide the outside area of the paper into half or third (to match the group size).

Agree which LfL principle each group will adopt as their critical lens for watching the video.

As they watch the video, participants make notes in their outside area of the table mat.

After watching, participants share their observations and reflections, and together agree the salient points of the lesson from the perspective of their chosen LfL principle to record in the central area of the table mat.

Emphasise that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens.

'''Extension:''' The table mats could be collected and displayed for whole group, firstly comparing any that focused on the same LfL principle, then comparing those that used differing lenses. Exploration of the similarities and differences is likely to reinforce the understanding that using a single lens brings specific aspects of a lesson into sharper focus, and that the five principles are interrelated and overlap.

}}

OK, watch the video now, wearing your chosen LfL spectacles!

This video clip shows the highlights of a lesson study (also known as research study) going on in an American primary school classroom. Lesson study is another form of ongoing professional development activity whereby teachers come together to decide on an area of teaching or learning that they would like to understand and improve on, in order to help students learn better. The teachers observe learners in a class being taught by one of their colleagues and collect specific, detailed data for discussion with the lesson study group later. In this video clip, the teachers want to find out whether the students are able to recall and retell the sequence of a story read to them by their teacher.

{{: Video/Lesson Study - Research Lesson and Debrief.mp4 }}

{{ ednote | text=

The facilitator could suggest these following prompts if the participants appear to be uncertain of what to look out for (but do not give them straight away!). Each should address only one lens and set of prompts of course, not all of them.

* Focus on learning - what aspect of teaching and learning did the teacher want to focus on understanding and improving? How did they go about collecting data on it? What did they learn from the data?

* Conditions for learning - did all the teachers have an opportunity to share what they have learnt? Did the teacher who was observed, appear to be nervous? Did all the teachers feel ‘safe’ to share their opinions and to listen to one another? How much time did they have to set aside for meeting together? Would it be easy to set aside time to observe their colleague teaching?

(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)

* Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they have chosen to focus on? Were they able to come to any conclusion about what were some problems they had identified and how they could improve on it? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?

* Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson?

* Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations?

}}

= LfL across the OER4schools programme =

LfL is not only an effective framework for exploring others’ teaching and learning, it is also very useful for reflecting upon your own learning pathways. Teachers, student teachers and other participants are autonomous thinkers and learners, doing their own learning both individually and collectively. We hope that the new (and familiar) ideas presented in the OER4schools programme and the supporting resources will feed into your understanding of learning, classroom conditions and your leadership role, impact on student learning and what you can do to enrich and enhance learning opportunities.

There are no "right ways" but lots of possibilities to explore; in this sense you always a "leader" – leading learning in your classroom. Hopefully you can also share the responsibility for leading learning within your school or institution. We will explore this in 6.2 and 6.3.

Adapted from "Creating Learning Without Limits", by Maddock, Peacock, Hart & Drummond, p.108-9. OUP, Maidenhead."

{{activity|Think-Pair-Share:| Does the OER4schools programme support LfL?|10 }}

Consider what you have learned in the sessions leading up to this point in the programme. Did your workshop facilitator and/or the materials ‘focus on learning’, create the ‘conditions for learning’, promote and enable ‘learning dialogue’, provide opportunities for ‘shared leadership’ and ‘mutual accountability’? Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity in the programme thus far for you and your colleagues? LfL is an effective way thinking about your learning, the learning around you, and how you can go about improving learning capacity.

Think about these questions and pair up with one other colleague to share your ideas before feeding back any salient points to the rest of the group.

= ICT practice =

{{activity|ICT practice| on various topics.|20}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

We would like you to practice using the LfL lenses when you are back in your own classroom settings, or even when you are watching others in the act of teaching and learning.

1. Take time to think about the course, your own learning and how you contributed to and were supported in your learning. Use the LfL framework to organize your mental and audio reflections, enabling you to return to our next session ready to discuss your own teaching, teaching you have witnessed, and ideas about learning through the framework of the 5 LfL lenses. This will help us to focus our discussions and thinking about teaching and learning in a way that will help you develop your discussions with your peers.

2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer would need to pay more attention to due to various reasons (e.g. learning difficulties).

We suggest that if both of you agree to use more than one lens, then the observer can configure his/her notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way he/she can jot down elements he/she observe under each heading in the prepared framework. It is important for the observer to remember that he/she is observing '''practices''', not people.

If possible, conduct a quick post-lesson discussion as soon as possible. Try to ensure that the discussion focuses on observations about practices and contextualise comments by framing the observations as ‘ I noticed pupils...’ or ‘When you supported pupils to... I noticed...’. Remember, the observer is not reporting what he/she THINKS he/she should have seen in a lesson, but what him/her DID see. By doing this, the discussion can avoid problems of possible unhelpful critique of peer professional practices.

We would not be surprised if both of you report back that certain LfL principles are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings.

{{setting of follow up}}

= Acknowledgement =

This page was authored primarily by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.

http://www.educ.cam.ac.uk/centres/cce/ccepeople/staff.html

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Leadership for Learning

2013-01-23T11:51:25Z

Bryony: /* LfL: Seeing is believing */

{{OER4S
|title={{Get session title}}
|session=1.5
}}[[Category:CCE]][[Category:Leadership]]__TOC__
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the lens metaphor for exploring the 5 LfL principles:
::# Focus on learning
::# Conditions for learning
::# Learning Dialogue
::# Shared Leadership
::# Shared Accountability
* leadership practices that support learning and which can be organized within the 5 LfL principles
* LfL in the classroom by watching a video of teachers in action to see if some or all of the 5 LfL principles can be identified.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* use the lens metaphor to identify LfL in the classroom and record your observations and reflections on a table mat
* identify the LfL practices employed in the OER4schools programme
* develop a personal and professional understanding of leadership practices that support learning and which can be organized within the 5 LfL principles

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* consolidate your skills with concept mapping, geogebra, images, and typing.
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.
|resources=You'll need large pieces of paper (one per group of two or three) to use as table mats for recording observations.
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.'''''<br>

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

In this session and throughout the programme you will reflect further on the five principles of LfL '''''with a view to contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.

'''''Leadership for learning is happening all around you'''''

If you know what to look for you will see elements of LfL in classrooms and schools, in your own community, and even in the setting in which you might be working through this unit!

You may be wondering, 'If Leadership for Learning is all around me already, why am I doing this unit?' Well … the short answer is that even though the LfL principles describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects.

= LfL: Seeing is believing =

[[Image:Critical_lense.jpg|150px|A critical lense]]

Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.

We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying what we mean by an LfL Lens.

{{activity|tpr| your ideas on what an LfL lens means.|10}} What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?

{{ednote|text=

'''Pedagogy:''' {{activitytag|tpr}}

THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 - 3 responses/contributions. Participants make a note of each (mentally, or preferably, written down to support recall and reference).

PAIR: In pairs, participants discuss and compare ideas.

SHARE: The whole group comes together, with each pair contributing one or two ideas from their discussion.

Sample responses: “It helps you see things differently”, “An LfL lens makes you focus on LfL”, “It’s a way of describing how we look at the world differently depending on our attention or interests.”
}}

= LfL: The five lenses =

[[Image:LfL_lenses.png|300px|The five lenses]]

Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:

{{oinc|OER4Schools/LfL/5 principles }}

'''Consider''' the 5 LfL Lenses and their usefulness for focusing on learning practices.

* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Conditions for Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Learning Dialogue’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Leadership''''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?

{{activity|Small group activity| on what to look out for in the classroom as evidence of LfL.|25 }}

Your facilitator will explain to you how to go about this group activity. Before that, you may like to take some time to refer to the background reading to help you understand all the 5 LfL principles.

{{ednote|text=
'''Pedagogy:''' Plenary session or Jigsaw

Extending the use of the lens metaphor from the previous think-pair-share exercise, the facilitator can suggest one of the following group activities to help the participants make further use of the LfL lens.

'''Plenary Activity'''

# Ensure that the participants are in five different groups.
# Assign each group to one particular lens to discuss what are the kind of things they may look out for in the classrooms using that one particular lens. This should take at least 10 minutes.
# One member from each group will share with everyone in a plenary format. (ie. each person to take turn to share what they have discussed in the group)
# The rest of the participants can ask questions for clarification or raise comments on the overlaps and links across the 5 LfL principles. This should take another 15 minutes.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

'''Jigsaw Activity'''

# Ensure that the participants are in at least two groups of 5 participants each.
# Assign each member in each group to one particular lens to think about what are the kind of things that he/she may look out for in the classrooms using that one particular lens. This should take at least 5 minutes.
# The members who are assigned to the same lens from the different groups will meet together as a temporary ‘expert’ group to exchange ideas. This should take another 5 minutes or so.
# The members return back to their original group and share their findings to the rest of the members. Each person will have about 2 minutes to share their findings.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

Use the following background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session as the participants may need your prompting to help them ‘see’ through each of the lens.
}}

{{activity|reading:| expanded LfL principles|10 }}

{{background|text=
{{: OER4Schools/LfL/5 principles expanded}}
}}

{{ednote|text=
This educator note is meant to be read in conjunction with the above background reading. It provides additional prompts for each of the points above.

{{: OER4Schools/LfL/5 principles with questions }}

}}

= Application of LfL lenses to a classroom situation =

{{activity|Small group activity:| Use 'table mats' to record observations and reflections on LfL in the classroom.|30 }} Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.

We are going to watch a short teaching/classroom video.

Before we do''', choose only 1 LfL lens that you will use''' as your ‘critical lens’ to ‘see’ the practices in this classroom. By choosing your 1 LfL lens, you should only ‘see’ and note down those things that your lens helps you to focus on. Decide as a group, what exactly you want to look out for based on the lens that you have chosen.

For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video.

{{ednote|text=
It is helpful if different participants choose different lenses so at least two, ideally more, are represented.

'''Pedagogy:''' ‘Table mats’ to record observation and reflection

Invite participants to work in pairs or groups of three, and prepare a ‘table mat’ for recording. Each group has a large piece of paper, in the middle of which they draw a quadrant (if pairs) or a triangle (if threes) big enough to record the outcomes of the group discussion. Divide the outside area of the paper into half or third (to match the group size).

Agree which LfL principle each group will adopt as their critical lens for watching the video.

As they watch the video, participants make notes in their outside area of the table mat.

After watching, participants share their observations and reflections, and together agree the salient points of the lesson from the perspective of their chosen LfL principle to record in the central area of the table mat.

Emphasise that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens.

'''Extension:''' The table mats could be collected and displayed for whole group, firstly comparing any that focused on the same LfL principle, then comparing those that used differing lenses. Exploration of the similarities and differences is likely to reinforce the understanding that using a single lens brings specific aspects of a lesson into sharper focus, and that the five principles are interrelated and overlap.

}}

OK, watch the video now, wearing your chosen LfL spectacles!

This video clip shows the highlights of a lesson study (also known as research study) going on in an American primary school classroom. Lesson study is another form of ongoing professional development activity whereby teachers come together to decide on an area of teaching or learning that they would like to understand and improve on, in order to help students learn better. The teachers observe learners in a class being taught by one of their colleagues and collect specific, detailed data for discussion with the lesson study group later. In this video clip, the teachers want to find out whether the students are able to recall and retell the sequence of a story read to them by their teacher.

{{: Video/Lesson Study - Research Lesson and Debrief.mp4 }}

{{ ednote | text=

The facilitator could suggest these following prompts if the participants appear to be uncertain of what to look out for (but do not give them straight away!). Each should address only one lens and set of prompts of course, not all of them.

* Focus on learning - what aspect of teaching and learning did the teacher want to focus on understanding and improving? How did they go about collecting data on it? What did they learn from the data?

* Conditions for learning - did all the teachers have an opportunity to share what they have learnt? Did the teacher who was observed, appear to be nervous? Did all the teachers feel ‘safe’ to share their opinions and to listen to one another? How much time did they have to set aside for meeting together? Would it be easy to set aside time to observe their colleague teaching?

(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)

* Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they have chosen to focus on? Were they able to come to any conclusion about what were some problems they had identified and how they could improve on it? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?

* Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson?

* Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations?

}}

= LfL across the OER4schools programme =

LfL is not only an effective framework for exploring others’ teaching and learning, it is also very useful for reflecting upon your own learning pathways. Teachers, student teachers and other participants are autonomous thinkers and learners, doing their own learning both individually and collectively. We hope that the new (and familiar) ideas presented in the OER4schools programme and the supporting resources will feed into your understanding of learning, classroom conditions and your leadership role, impact on student learning and what you can do to enrich and enhance learning opportunities.

There are no "right ways" but lots of possibilities to explore; in this sense you always a "leader" – leading learning in your classroom. Hopefully you can also share the responsibility for leading learning within your school or institution. We will explore this in 6.2 and 6.3.

Adapted from "Creating Learning Without Limits", by Maddock, Peacock, Hart & Drummond, p.108-9. OUP, Maidenhead."

{{activity|Think-Pair-Share:| Does the OER4schools programme support LfL?|10 }}

Consider what you have learned in the sessions leading up to this point in the programme. Did your workshop facilitator and/or the materials ‘focus on learning’, create the ‘conditions for learning’, promote and enable ‘learning dialogue’, provide opportunities for ‘shared leadership’ and ‘mutual accountability’? Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity in the programme thus far for you and your colleagues? LfL is an effective way thinking about your learning, the learning around you, and how you can go about improving learning capacity.

Think about these questions and pair up with one other colleague to share your ideas before feeding back any salient points to the rest of the group.

= ICT practice =

{{activity|ICT practice| on various topics.|20}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

We would like you to practice using the LfL lenses when you are back in your own classroom settings, or even when you are watching others in the act of teaching and learning.

1. Take time to think about the course, your own learning and how you contributed to and were supported in your learning. Use the LfL framework to organize your mental and audio reflections, enabling you to return to our next session ready to discuss your own teaching, teaching you have witnessed, and ideas about learning through the framework of the 5 LfL lenses. This will help us to focus our discussions and thinking about teaching and learning in a way that will help you develop your discussions with your peers.

2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer would need to pay more attention to due to various reasons (e.g. learning difficulties).

We suggest that if both of you agree to use more than one lens, then the observer can configure his/her notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way he/she can jot down elements he/she observe under each heading in the prepared framework. It is important for the observer to remember that he/she is observing '''practices''', not people.

If possible, conduct a quick post-lesson discussion as soon as possible. Try to ensure that the discussion focuses on observations about practices and contextualise comments by framing the observations as ‘ I noticed pupils...’ or ‘When you supported pupils to... I noticed...’. Remember, the observer is not reporting what he/she THINKS he/she should have seen in a lesson, but what him/her DID see. By doing this, the discussion can avoid problems of possible unhelpful critique of peer professional practices.

We would not be surprised if both of you report back that certain LfL principles are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings.

{{setting of follow up}}

= Acknowledgement =

This page was authored primarily by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.

http://www.educ.cam.ac.uk/centres/cce/ccepeople/staff.html

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Leadership for Learning

2013-01-23T11:49:25Z

Bryony: /* LfL: Seeing is believing */

{{OER4S
|title={{Get session title}}
|session=1.5
}}[[Category:CCE]][[Category:Leadership]]__TOC__
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the lens metaphor for exploring the 5 LfL principles:
::# Focus on learning
::# Conditions for learning
::# Learning Dialogue
::# Shared Leadership
::# Shared Accountability
* leadership practices that support learning and which can be organized within the 5 LfL principles
* LfL in the classroom by watching a video of teachers in action to see if some or all of the 5 LfL principles can be identified.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* use the lens metaphor to identify LfL in the classroom and record your observations and reflections on a table mat
* identify the LfL practices employed in the OER4schools programme
* develop a personal and professional understanding of leadership practices that support learning and which can be organized within the 5 LfL principles

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* consolidate your skills with concept mapping, geogebra, images, and typing.
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.
|resources=You'll need large pieces of paper (one per group of two or three) to use as table mats for recording observations.
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.'''''<br>

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

In this session and throughout the programme you will reflect further on the five principles of LfL '''''with a view to contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.

'''''Leadership for learning is happening all around you'''''

If you know what to look for you will see elements of LfL in classrooms and schools, in your own community, and even in the setting in which you might be working through this unit!

You may be wondering, 'If Leadership for Learning is all around me already, why am I doing this unit?' Well … the short answer is that even though the LfL principles describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects.

= LfL: Seeing is believing =

[[Image:Critical_lense.jpg|150px|A critical lense]]

Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.

We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying what we mean by an LfL Lens.

{{activity|tpr| your ideas on what an LfL lens means.|10}} What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?

{{ednote|text=

'''Pedagogy:''' {{activitytag|tpr}}

THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 -3 responses/contributions. Participants make a note of each (mentally, or preferably, written down to support recall and reference).

PAIR: In pairs, participants discuss and compare ideas.

SHARE: The whole group comes together, with each pair contributing one or two ideas from their discussion.

Sample responses: “It helps you see things differently”, “An LfL lens makes you focus on LfL”, “It’s a way of describing how we look at the world differently depending on our attention or interests.”
}}

= LfL: The five lenses =

[[Image:LfL_lenses.png|300px|The five lenses]]

Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:

{{oinc|OER4Schools/LfL/5 principles }}

'''Consider''' the 5 LfL Lenses and their usefulness for focusing on learning practices.

* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Conditions for Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Learning Dialogue’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Leadership''''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?

{{activity|Small group activity| on what to look out for in the classroom as evidence of LfL.|25 }}

Your facilitator will explain to you how to go about this group activity. Before that, you may like to take some time to refer to the background reading to help you understand all the 5 LfL principles.

{{ednote|text=
'''Pedagogy:''' Plenary session or Jigsaw

Extending the use of the lens metaphor from the previous think-pair-share exercise, the facilitator can suggest one of the following group activities to help the participants make further use of the LfL lens.

'''Plenary Activity'''

# Ensure that the participants are in five different groups.
# Assign each group to one particular lens to discuss what are the kind of things they may look out for in the classrooms using that one particular lens. This should take at least 10 minutes.
# One member from each group will share with everyone in a plenary format. (ie. each person to take turn to share what they have discussed in the group)
# The rest of the participants can ask questions for clarification or raise comments on the overlaps and links across the 5 LfL principles. This should take another 15 minutes.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

'''Jigsaw Activity'''

# Ensure that the participants are in at least two groups of 5 participants each.
# Assign each member in each group to one particular lens to think about what are the kind of things that he/she may look out for in the classrooms using that one particular lens. This should take at least 5 minutes.
# The members who are assigned to the same lens from the different groups will meet together as a temporary ‘expert’ group to exchange ideas. This should take another 5 minutes or so.
# The members return back to their original group and share their findings to the rest of the members. Each person will have about 2 minutes to share their findings.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

Use the following background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session as the participants may need your prompting to help them ‘see’ through each of the lens.
}}

{{activity|reading:| expanded LfL principles|10 }}

{{background|text=
{{: OER4Schools/LfL/5 principles expanded}}
}}

{{ednote|text=
This educator note is meant to be read in conjunction with the above background reading. It provides additional prompts for each of the points above.

{{: OER4Schools/LfL/5 principles with questions }}

}}

= Application of LfL lenses to a classroom situation =

{{activity|Small group activity:| Use 'table mats' to record observations and reflections on LfL in the classroom.|30 }} Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.

We are going to watch a short teaching/classroom video.

Before we do''', choose only 1 LfL lens that you will use''' as your ‘critical lens’ to ‘see’ the practices in this classroom. By choosing your 1 LfL lens, you should only ‘see’ and note down those things that your lens helps you to focus on. Decide as a group, what exactly you want to look out for based on the lens that you have chosen.

For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video.

{{ednote|text=
It is helpful if different participants choose different lenses so at least two, ideally more, are represented.

'''Pedagogy:''' ‘Table mats’ to record observation and reflection

Invite participants to work in pairs or groups of three, and prepare a ‘table mat’ for recording. Each group has a large piece of paper, in the middle of which they draw a quadrant (if pairs) or a triangle (if threes) big enough to record the outcomes of the group discussion. Divide the outside area of the paper into half or third (to match the group size).

Agree which LfL principle each group will adopt as their critical lens for watching the video.

As they watch the video, participants make notes in their outside area of the table mat.

After watching, participants share their observations and reflections, and together agree the salient points of the lesson from the perspective of their chosen LfL principle to record in the central area of the table mat.

Emphasise that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens.

'''Extension:''' The table mats could be collected and displayed for whole group, firstly comparing any that focused on the same LfL principle, then comparing those that used differing lenses. Exploration of the similarities and differences is likely to reinforce the understanding that using a single lens brings specific aspects of a lesson into sharper focus, and that the five principles are interrelated and overlap.

}}

OK, watch the video now, wearing your chosen LfL spectacles!

This video clip shows the highlights of a lesson study (also known as research study) going on in an American primary school classroom. Lesson study is another form of ongoing professional development activity whereby teachers come together to decide on an area of teaching or learning that they would like to understand and improve on, in order to help students learn better. The teachers observe learners in a class being taught by one of their colleagues and collect specific, detailed data for discussion with the lesson study group later. In this video clip, the teachers want to find out whether the students are able to recall and retell the sequence of a story read to them by their teacher.

{{: Video/Lesson Study - Research Lesson and Debrief.mp4 }}

{{ ednote | text=

The facilitator could suggest these following prompts if the participants appear to be uncertain of what to look out for (but do not give them straight away!). Each should address only one lens and set of prompts of course, not all of them.

* Focus on learning - what aspect of teaching and learning did the teacher want to focus on understanding and improving? How did they go about collecting data on it? What did they learn from the data?

* Conditions for learning - did all the teachers have an opportunity to share what they have learnt? Did the teacher who was observed, appear to be nervous? Did all the teachers feel ‘safe’ to share their opinions and to listen to one another? How much time did they have to set aside for meeting together? Would it be easy to set aside time to observe their colleague teaching?

(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)

* Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they have chosen to focus on? Were they able to come to any conclusion about what were some problems they had identified and how they could improve on it? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?

* Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson?

* Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations?

}}

= LfL across the OER4schools programme =

LfL is not only an effective framework for exploring others’ teaching and learning, it is also very useful for reflecting upon your own learning pathways. Teachers, student teachers and other participants are autonomous thinkers and learners, doing their own learning both individually and collectively. We hope that the new (and familiar) ideas presented in the OER4schools programme and the supporting resources will feed into your understanding of learning, classroom conditions and your leadership role, impact on student learning and what you can do to enrich and enhance learning opportunities.

There are no "right ways" but lots of possibilities to explore; in this sense you always a "leader" – leading learning in your classroom. Hopefully you can also share the responsibility for leading learning within your school or institution. We will explore this in 6.2 and 6.3.

Adapted from "Creating Learning Without Limits", by Maddock, Peacock, Hart & Drummond, p.108-9. OUP, Maidenhead."

{{activity|Think-Pair-Share:| Does the OER4schools programme support LfL?|10 }}

Consider what you have learned in the sessions leading up to this point in the programme. Did your workshop facilitator and/or the materials ‘focus on learning’, create the ‘conditions for learning’, promote and enable ‘learning dialogue’, provide opportunities for ‘shared leadership’ and ‘mutual accountability’? Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity in the programme thus far for you and your colleagues? LfL is an effective way thinking about your learning, the learning around you, and how you can go about improving learning capacity.

Think about these questions and pair up with one other colleague to share your ideas before feeding back any salient points to the rest of the group.

= ICT practice =

{{activity|ICT practice| on various topics.|20}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

We would like you to practice using the LfL lenses when you are back in your own classroom settings, or even when you are watching others in the act of teaching and learning.

1. Take time to think about the course, your own learning and how you contributed to and were supported in your learning. Use the LfL framework to organize your mental and audio reflections, enabling you to return to our next session ready to discuss your own teaching, teaching you have witnessed, and ideas about learning through the framework of the 5 LfL lenses. This will help us to focus our discussions and thinking about teaching and learning in a way that will help you develop your discussions with your peers.

2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer would need to pay more attention to due to various reasons (e.g. learning difficulties).

We suggest that if both of you agree to use more than one lens, then the observer can configure his/her notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way he/she can jot down elements he/she observe under each heading in the prepared framework. It is important for the observer to remember that he/she is observing '''practices''', not people.

If possible, conduct a quick post-lesson discussion as soon as possible. Try to ensure that the discussion focuses on observations about practices and contextualise comments by framing the observations as ‘ I noticed pupils...’ or ‘When you supported pupils to... I noticed...’. Remember, the observer is not reporting what he/she THINKS he/she should have seen in a lesson, but what him/her DID see. By doing this, the discussion can avoid problems of possible unhelpful critique of peer professional practices.

We would not be surprised if both of you report back that certain LfL principles are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings.

{{setting of follow up}}

= Acknowledgement =

This page was authored primarily by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.

http://www.educ.cam.ac.uk/centres/cce/ccepeople/staff.html

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Leadership for Learning

2013-01-23T11:38:28Z

Bryony:

{{OER4S
|title={{Get session title}}
|session=1.5
}}[[Category:CCE]][[Category:Leadership]]__TOC__
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the lens metaphor for exploring the 5 LfL principles:
::# Focus on learning
::# Conditions for learning
::# Learning Dialogue
::# Shared Leadership
::# Shared Accountability
* leadership practices that support learning and which can be organized within the 5 LfL principles
* LfL in the classroom by watching a video of teachers in action to see if some or all of the 5 LfL principles can be identified.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* use the lens metaphor to identify LfL in the classroom and record your observations and reflections on a table mat
* identify the LfL practices employed in the OER4schools programme
* develop a personal and professional understanding of leadership practices that support learning and which can be organized within the 5 LfL principles

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* consolidate your skills with concept mapping, geogebra, images, and typing.
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.
|resources=You'll need large pieces of paper (one per group of two or three) to use as table mats for recording observations.
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.'''''<br>

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

In this session and throughout the programme you will reflect further on the five principles of LfL '''''with a view to contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.

'''''Leadership for learning is happening all around you'''''

If you know what to look for you will see elements of LfL in classrooms and schools, in your own community, and even in the setting in which you might be working through this unit!

You may be wondering, 'If Leadership for Learning is all around me already, why am I doing this unit?' Well … the short answer is that even though the LfL principles describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects.

= LfL: Seeing is believing =

[[Image:Critical_lense.jpg|150px|A critical lense]]

Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.

We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying what we mean by an LfL Lens.

{{activity|tpr| your ideas on the what a LfL lens means.|10}} What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?

{{ednote|text=

'''Pedagogy:''' {{activitytag|tpr}}

THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 -3 responses/contributions. Participants make a note of each (mentally, or preferably, written down to support recall and reference).

PAIR: In pairs, participants discuss and compare ideas.

SHARE: The whole group comes together, with each pair contributing one or two ideas from their discussion.

Sample responses: “It helps you see things differently”, “An LfL lens makes you focus on LfL”, “It’s a way of describing how we look at the world differently depending on our attention or interests.”
}}

= LfL: The five lenses =

[[Image:LfL_lenses.png|300px|The five lenses]]

Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:

{{oinc|OER4Schools/LfL/5 principles }}

'''Consider''' the 5 LfL Lenses and their usefulness for focusing on learning practices.

* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Conditions for Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Learning Dialogue’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Leadership''''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?

{{activity|Small group activity| on what to look out for in the classroom as evidence of LfL.|25 }}

Your facilitator will explain to you how to go about this group activity. Before that, you may like to take some time to refer to the background reading to help you understand all the 5 LfL principles.

{{ednote|text=
'''Pedagogy:''' Plenary session or Jigsaw

Extending the use of the lens metaphor from the previous think-pair-share exercise, the facilitator can suggest one of the following group activities to help the participants make further use of the LfL lens.

'''Plenary Activity'''

# Ensure that the participants are in five different groups.
# Assign each group to one particular lens to discuss what are the kind of things they may look out for in the classrooms using that one particular lens. This should take at least 10 minutes.
# One member from each group will share with everyone in a plenary format. (ie. each person to take turn to share what they have discussed in the group)
# The rest of the participants can ask questions for clarification or raise comments on the overlaps and links across the 5 LfL principles. This should take another 15 minutes.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

'''Jigsaw Activity'''

# Ensure that the participants are in at least two groups of 5 participants each.
# Assign each member in each group to one particular lens to think about what are the kind of things that he/she may look out for in the classrooms using that one particular lens. This should take at least 5 minutes.
# The members who are assigned to the same lens from the different groups will meet together as a temporary ‘expert’ group to exchange ideas. This should take another 5 minutes or so.
# The members return back to their original group and share their findings to the rest of the members. Each person will have about 2 minutes to share their findings.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

Use the following background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session as the participants may need your prompting to help them ‘see’ through each of the lens.
}}

{{activity|reading:| expanded LfL principles|10 }}

{{background|text=
{{: OER4Schools/LfL/5 principles expanded}}
}}

{{ednote|text=
This educator note is meant to be read in conjunction with the above background reading. It provides additional prompts for each of the points above.

{{: OER4Schools/LfL/5 principles with questions }}

}}

= Application of LfL lenses to a classroom situation =

{{activity|Small group activity:| Use 'table mats' to record observations and reflections on LfL in the classroom.|30 }} Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.

We are going to watch a short teaching/classroom video.

Before we do''', choose only 1 LfL lens that you will use''' as your ‘critical lens’ to ‘see’ the practices in this classroom. By choosing your 1 LfL lens, you should only ‘see’ and note down those things that your lens helps you to focus on. Decide as a group, what exactly you want to look out for based on the lens that you have chosen.

For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video.

{{ednote|text=
It is helpful if different participants choose different lenses so at least two, ideally more, are represented.

'''Pedagogy:''' ‘Table mats’ to record observation and reflection

Invite participants to work in pairs or groups of three, and prepare a ‘table mat’ for recording. Each group has a large piece of paper, in the middle of which they draw a quadrant (if pairs) or a triangle (if threes) big enough to record the outcomes of the group discussion. Divide the outside area of the paper into half or third (to match the group size).

Agree which LfL principle each group will adopt as their critical lens for watching the video.

As they watch the video, participants make notes in their outside area of the table mat.

After watching, participants share their observations and reflections, and together agree the salient points of the lesson from the perspective of their chosen LfL principle to record in the central area of the table mat.

Emphasise that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens.

'''Extension:''' The table mats could be collected and displayed for whole group, firstly comparing any that focused on the same LfL principle, then comparing those that used differing lenses. Exploration of the similarities and differences is likely to reinforce the understanding that using a single lens brings specific aspects of a lesson into sharper focus, and that the five principles are interrelated and overlap.

}}

OK, watch the video now, wearing your chosen LfL spectacles!

This video clip shows the highlights of a lesson study (also known as research study) going on in an American primary school classroom. Lesson study is another form of ongoing professional development activity whereby teachers come together to decide on an area of teaching or learning that they would like to understand and improve on, in order to help students learn better. The teachers observe learners in a class being taught by one of their colleagues and collect specific, detailed data for discussion with the lesson study group later. In this video clip, the teachers want to find out whether the students are able to recall and retell the sequence of a story read to them by their teacher.

{{: Video/Lesson Study - Research Lesson and Debrief.mp4 }}

{{ ednote | text=

The facilitator could suggest these following prompts if the participants appear to be uncertain of what to look out for (but do not give them straight away!). Each should address only one lens and set of prompts of course, not all of them.

* Focus on learning - what aspect of teaching and learning did the teacher want to focus on understanding and improving? How did they go about collecting data on it? What did they learn from the data?

* Conditions for learning - did all the teachers have an opportunity to share what they have learnt? Did the teacher who was observed, appear to be nervous? Did all the teachers feel ‘safe’ to share their opinions and to listen to one another? How much time did they have to set aside for meeting together? Would it be easy to set aside time to observe their colleague teaching?

(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)

* Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they have chosen to focus on? Were they able to come to any conclusion about what were some problems they had identified and how they could improve on it? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?

* Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson?

* Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations?

}}

= LfL across the OER4schools programme =

LfL is not only an effective framework for exploring others’ teaching and learning, it is also very useful for reflecting upon your own learning pathways. Teachers, student teachers and other participants are autonomous thinkers and learners, doing their own learning both individually and collectively. We hope that the new (and familiar) ideas presented in the OER4schools programme and the supporting resources will feed into your understanding of learning, classroom conditions and your leadership role, impact on student learning and what you can do to enrich and enhance learning opportunities.

There are no "right ways" but lots of possibilities to explore; in this sense you always a "leader" – leading learning in your classroom. Hopefully you can also share the responsibility for leading learning within your school or institution. We will explore this in 6.2 and 6.3.

Adapted from "Creating Learning Without Limits", by Maddock, Peacock, Hart & Drummond, p.108-9. OUP, Maidenhead."

{{activity|Think-Pair-Share:| Does the OER4schools programme support LfL?|10 }}

Consider what you have learned in the sessions leading up to this point in the programme. Did your workshop facilitator and/or the materials ‘focus on learning’, create the ‘conditions for learning’, promote and enable ‘learning dialogue’, provide opportunities for ‘shared leadership’ and ‘mutual accountability’? Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity in the programme thus far for you and your colleagues? LfL is an effective way thinking about your learning, the learning around you, and how you can go about improving learning capacity.

Think about these questions and pair up with one other colleague to share your ideas before feeding back any salient points to the rest of the group.

= ICT practice =

{{activity|ICT practice| on various topics.|20}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

We would like you to practice using the LfL lenses when you are back in your own classroom settings, or even when you are watching others in the act of teaching and learning.

1. Take time to think about the course, your own learning and how you contributed to and were supported in your learning. Use the LfL framework to organize your mental and audio reflections, enabling you to return to our next session ready to discuss your own teaching, teaching you have witnessed, and ideas about learning through the framework of the 5 LfL lenses. This will help us to focus our discussions and thinking about teaching and learning in a way that will help you develop your discussions with your peers.

2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer would need to pay more attention to due to various reasons (e.g. learning difficulties).

We suggest that if both of you agree to use more than one lens, then the observer can configure his/her notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way he/she can jot down elements he/she observe under each heading in the prepared framework. It is important for the observer to remember that he/she is observing '''practices''', not people.

If possible, conduct a quick post-lesson discussion as soon as possible. Try to ensure that the discussion focuses on observations about practices and contextualise comments by framing the observations as ‘ I noticed pupils...’ or ‘When you supported pupils to... I noticed...’. Remember, the observer is not reporting what he/she THINKS he/she should have seen in a lesson, but what him/her DID see. By doing this, the discussion can avoid problems of possible unhelpful critique of peer professional practices.

We would not be surprised if both of you report back that certain LfL principles are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings.

{{setting of follow up}}

= Acknowledgement =

This page was authored primarily by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.

http://www.educ.cam.ac.uk/centres/cce/ccepeople/staff.html

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Leadership for Learning

2013-01-23T11:21:31Z

Bryony:

{{OER4S
|title={{Get session title}}
|session=1.5
}}[[Category:CCE]][[Category:Leadership]]__TOC__
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the lens metaphor for exploring the 5 LfL principles:
::# Focus on learning
::# Conditions for learning
::# Learning Dialogue
::# Shared Leadership
::# Shared Accountability
* leadership practices that support learning and which can be organized within the 5 LfL principles
* LfL in the classroom by watching a video of teachers in action to see if some or all of the 5 LfL principles can be identified.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* use the lens metaphor to identify LfL in the classroom and record your observations and reflections on a table mat
* identify the LfL practices employed in OER4schools programme
* develop a personal and professional understanding of leadership practices that support learning and which can be organized within the 5 LfL principles

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* consolidate your skills with concept mapping, geogebra, images, and typing.
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will continue with Geogebra, images, and typing.
|resources=You'll need large pieces of paper (one per group of two or three) to use as table mats for recording observations.
}}

= {{name for review of follow up|offset=2}} =

{{review of follow up|offset=2}}

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.'''''<br>

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

In this session and throughout the programme you will reflect further on the five principles of LfL '''''with a view to contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.

'''''Leadership for learning is happening all around you'''''

If you know what to look for you will see elements of LfL in classrooms and schools, in your own community, and even in the setting in which you might be working through this unit!

You may be wondering, 'If Leadership for Learning is all around me already, why am I doing this unit?' Well … the short answer is that even though the LfL principles describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects.

= LfL: Seeing is believing =

[[Image:Critical_lense.jpg|150px|A critical lense]]

Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.

We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying what we mean by an LfL Lens.

{{activity|tpr| your ideas on the what a LfL lens means.|10}} What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?

{{ednote|text=

'''Pedagogy:''' {{activitytag|tpr}}

THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 -3 responses/contributions. Participants make a note of each (mentally, or preferably, written down to support recall and reference).

PAIR: In pairs, participants discuss and compare ideas.

SHARE: The whole group comes together, with each pair contributing one or two ideas from their discussion.

Sample responses: “It helps you see things differently”, “An LfL lens makes you focus on LfL”, “It’s a way of describing how we look at the world differently depending on our attention or interests.”
}}

= LfL: The five lenses =

[[Image:LfL_lenses.png|300px|The five lenses]]

Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:

{{oinc|OER4Schools/LfL/5 principles }}

'''Consider''' the 5 LfL Lenses and their usefulness for focusing on learning practices.

* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Conditions for Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Learning Dialogue’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Leadership''''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?

{{activity|Small group activity| on what to look out for in the classroom as evidence of LfL.|25 }}

Your facilitator will explain to you how to go about this group activity. Before that, you may like to take some time to refer to the background reading to help you understand all the 5 LfL principles.

{{ednote|text=
'''Pedagogy:''' Plenary session or Jigsaw

Extending the use of the lens metaphor from the previous think-pair-share exercise, the facilitator can suggest one of the following group activities to help the participants make further use of the LfL lens.

'''Plenary Activity'''

# Ensure that the participants are in five different groups.
# Assign each group to one particular lens to discuss what are the kind of things they may look out for in the classrooms using that one particular lens. This should take at least 10 minutes.
# One member from each group will share with everyone in a plenary format. (ie. each person to take turn to share what they have discussed in the group)
# The rest of the participants can ask questions for clarification or raise comments on the overlaps and links across the 5 LfL principles. This should take another 15 minutes.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

'''Jigsaw Activity'''

# Ensure that the participants are in at least two groups of 5 participants each.
# Assign each member in each group to one particular lens to think about what are the kind of things that he/she may look out for in the classrooms using that one particular lens. This should take at least 5 minutes.
# The members who are assigned to the same lens from the different groups will meet together as a temporary ‘expert’ group to exchange ideas. This should take another 5 minutes or so.
# The members return back to their original group and share their findings to the rest of the members. Each person will have about 2 minutes to share their findings.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.

Use the following background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session as the participants may need your prompting to help them ‘see’ through each of the lens.
}}

{{activity|reading:| expanded LfL principles|10 }}

{{background|text=
{{: OER4Schools/LfL/5 principles expanded}}
}}

{{ednote|text=
This educator note is meant to be read in conjunction with the above background reading. It provides additional prompts for each of the points above.

{{: OER4Schools/LfL/5 principles with questions }}

}}

= Application of LfL lenses to a classroom situation =

{{activity|Small group activity:| Use 'table mats' to record observations and reflections on LfL in the classroom.|30 }} Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.

We are going to watch a short teaching/classroom video.

Before we do''', choose only 1 LfL lens that you will use''' as your ‘critical lens’ to ‘see’ the practices in this classroom. By choosing your 1 LfL lens, you should only ‘see’ and note down those things that your lens helps you to focus on. Decide as a group, what exactly you want to look out for based on the lens that you have chosen.

For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video.

{{ednote|text=
It is helpful if different participants choose different lenses so at least two, ideally more, are represented.

'''Pedagogy:''' ‘Table mats’ to record observation and reflection

Invite participants to work in pairs or groups of three, and prepare a ‘table mat’ for recording. Each group has a large piece of paper, in the middle of which they draw a quadrant (if pairs) or a triangle (if threes) big enough to record the outcomes of the group discussion. Divide the outside area of the paper into half or third (to match the group size).

Agree which LfL principle each group will adopt as their critical lens for watching the video.

As they watch the video, participants make notes in their outside area of the table mat.

After watching, participants share their observations and reflections, and together agree the salient points of the lesson from the perspective of their chosen LfL principle to record in the central area of the table mat.

Emphasise that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens.

'''Extension:''' The table mats could be collected and displayed for whole group, firstly comparing any that focused on the same LfL principle, then comparing those that used differing lenses. Exploration of the similarities and differences is likely to reinforce the understanding that using a single lens brings specific aspects of a lesson into sharper focus, and that the five principles are interrelated and overlap.

}}

OK, watch the video now, wearing your chosen LfL spectacles!

This video clip shows the highlights of a lesson study (also known as research study) going on in an American primary school classroom. Lesson study is another form of ongoing professional development activity whereby teachers come together to decide on an area of teaching or learning that they would like to understand and improve on, in order to help students learn better. The teachers observe learners in a class being taught by one of their colleagues and collect specific, detailed data for discussion with the lesson study group later. In this video clip, the teachers want to find out whether the students are able to recall and retell the sequence of a story read to them by their teacher.

{{: Video/Lesson Study - Research Lesson and Debrief.mp4 }}

{{ ednote | text=

The facilitator could suggest these following prompts if the participants appear to be uncertain of what to look out for (but do not give them straight away!). Each should address only one lens and set of prompts of course, not all of them.

* Focus on learning - what aspect of teaching and learning did the teacher want to focus on understanding and improving? How did they go about collecting data on it? What did they learn from the data?

* Conditions for learning - did all the teachers have an opportunity to share what they have learnt? Did the teacher who was observed, appear to be nervous? Did all the teachers feel ‘safe’ to share their opinions and to listen to one another? How much time did they have to set aside for meeting together? Would it be easy to set aside time to observe their colleague teaching?

(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)

* Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they have chosen to focus on? Were they able to come to any conclusion about what were some problems they had identified and how they could improve on it? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?

* Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson?

* Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations?

}}

= LfL across the OER4schools programme =

LfL is not only an effective framework for exploring others’ teaching and learning, it is also very useful for reflecting upon your own learning pathways. Teachers, student teachers and other participants are autonomous thinkers and learners, doing their own learning both individually and collectively. We hope that the new (and familiar) ideas presented in the OER4schools programme and the supporting resources will feed into your understanding of learning, classroom conditions and your leadership role, impact on student learning and what you can do to enrich and enhance learning opportunities.

There are no "right ways" but lots of possibilities to explore; in this sense you always a "leader" – leading learning in your classroom. Hopefully you can also share the responsibility for leading learning within your school or institution. We will explore this in 6.2 and 6.3.

Adapted from "Creating Learning Without Limits", by Maddock, Peacock, Hart & Drummond, p.108-9. OUP, Maidenhead."

{{activity|Think-Pair-Share:| Does the OER4schools programme support LfL?|10 }}

Consider what you have learned in the sessions leading up to this point in the programme. Did your workshop facilitator and/or the materials ‘focus on learning’, create the ‘conditions for learning’, promote and enable ‘learning dialogue’, provide opportunities for ‘shared leadership’ and ‘mutual accountability’? Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity in the programme thus far for you and your colleagues? LfL is an effective way thinking about your learning, the learning around you, and how you can go about improving learning capacity.

Think about these questions and pair up with one other colleague to share your ideas before feeding back any salient points to the rest of the group.

= ICT practice =

{{activity|ICT practice| on various topics.|20}}

= {{Name for connecting with overarching goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

We would like you to practice using the LfL lenses when you are back in your own classroom settings, or even when you are watching others in the act of teaching and learning.

1. Take time to think about the course, your own learning and how you contributed to and were supported in your learning. Use the LfL framework to organize your mental and audio reflections, enabling you to return to our next session ready to discuss your own teaching, teaching you have witnessed, and ideas about learning through the framework of the 5 LfL lenses. This will help us to focus our discussions and thinking about teaching and learning in a way that will help you develop your discussions with your peers.

2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer would need to pay more attention to due to various reasons (e.g. learning difficulties).

We suggest that if both of you agree to use more than one lens, then the observer can configure his/her notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way he/she can jot down elements he/she observe under each heading in the prepared framework. It is important for the observer to remember that he/she is observing '''practices''', not people.

If possible, conduct a quick post-lesson discussion as soon as possible. Try to ensure that the discussion focuses on observations about practices and contextualise comments by framing the observations as ‘ I noticed pupils...’ or ‘When you supported pupils to... I noticed...’. Remember, the observer is not reporting what he/she THINKS he/she should have seen in a lesson, but what him/her DID see. By doing this, the discussion can avoid problems of possible unhelpful critique of peer professional practices.

We would not be surprised if both of you report back that certain LfL principles are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings.

{{setting of follow up}}

= Acknowledgement =

This page was authored primarily by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.

http://www.educ.cam.ac.uk/centres/cce/ccepeople/staff.html

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Effective use of ICT

2013-01-22T14:23:07Z

Bryony: /* ICT practice: Planning an activity using groupwork and ICT */

{{OER4S
|title=Effective use of ICT
|session=1.4
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* '''Leadership for Learning''' as a framework that creates the opportunity for change in schools to promote the activity of learning
* '''Most Significant Change''' (MSC) as a technique for monitoring and evaluating this professional development programme by collecting stories of significant changes in areas of practise
*''' Sharing resources''' effectively across groups and within groups when doing activities that make use of ICT taking into account the number of students per computer and the need for all students to spend time on the computer

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* recognise the potential for leadership capacity to expand as a result of the professional development of staff on programmes like this
* contribute MSC stories on a regular basis either by writing them down or making an audio recording
* plan ICT activities that allow all students to see the computer well (no more than 6 per computer) being prepared to provide alternative activities for the rest of the class to work on at the same time
* plan activities that allow all students equal access to a computer by e.g. giving them roles within groups and encouraging them to monitor use

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Searching for images and downloading images
* OpenOffice Impress for making your own photo stories
* Continuation of typing practice
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will do group work around images (using OO Impress),
* you will do typing practice in the classroom

|resources=You'll need to make a "pin board", so you might need some pins or bluetack, and some space.
}}

= {{name for review of follow up}} =

{{review of follow up}}

= Why are we doing this? An introduction to Leadership for Learning =

{{activity|ia|: Reading about the five principles of Leadership for Learning|5 }}. Read the following text.

{{background|text=
[[Image:LfL_photo.jpg|thumb|300px]][http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/leadership/index.html Leadership for Learning (LfL)] is a framework of ideas and principles originating in the international Carpe Vitam Leadership for Learning project co-ordinated at the University of Cambridge. The framework has been used for 10 years in different contexts, particularly as a programme for school leadership professional development.

'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.'''''

Five principles of Leadership for Learning are as follows:

# Focus on learning
# Conditions for learning
# Learning Dialogue
# Shared Leadership
# Shared Accountability

Throughout this programme we will explore the five LfL principles in practice with a view to you '''''contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.

LfL is not something that can be implemented, ‘done-to’ a school or imposed on a person. LfL provides a framework that creates an opportunity for change; for expanding leadership capacity in schools and improving the quality of learning. The OER4schools programme adopts an approach similar to the one in LfL in how it defines '''''professional learning'''''. You will have an opportunity in this unit to reflect further on the application of LfL in every aspect of your own professional learning. }}

{{activity|stgw|: Small group discussion on LfL in school|10 }}. Form a different small group of three to four teachers and discuss these questions:

* What is your initial impression of the terms ‘leadership’ and ‘learning’?
* Who are the leaders and learners in your school?
* Who are the leaders in your school who are responsible for learning within the school?
* Can you be a leader who promotes learning in your school? Why?

{{ednote|text=
Make sure that the participants think about this broadly. For instance, “Who are the leaders and learners in your school?” should include the head teacher, both as a leader and a learner. There may also be others (such as cleaners) who may not seem to play an important teaching or administrative role in the school but there is certainly plenty we could learn from them. (e.g. their stories of the school, their observations, and of course, how they have kept the school clean and tidy in an efficient manner to create a conducive environment of learning for all)

This is only an introduction to Leadership for Learning, but we will use those principles throughout the programme, and return to it in more depth shortly.
}}

{{: Video/Ghana_Leadership_for_Learning_-_The Context.mp4 }}

= Where are we going? Overview of the resource topics =

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Unit overview}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

= What is the most significant change? =

{{: OER4Schools/Introduction to the Most Significant Change Technique }}

= Groupwork with computers: Sharing resources across groups =

[[Image:Many students behind one netbook.jpg|thumb|300px|Many students trying to use one netbook]]
[[Image:oer4s groupwork with computers2.jpg|300px|thumb|Interaction around a tablet]]

{{activity|ia|: Reading|5}}. Read the following.
{{background|text=
'''Access to computers: “We need more computers." '''
Many schools don’t have access to computers at all, but where schools do have access, it is often felt that there are not enough computers. How many computers would a school need? While some might say that one computer per child, or perhaps one computer per two children would be ideal, for many schools (and classrooms) this is unrealistic. In general, when you have access to computers, you should therefore make sure that the computers are used in the best way possible in your context. We now consider how to make best use of whatever computers are available during group work.
}}

{{activity|stgw|: Pair work on sharing computers.|5}}. Spend 5 minutes as pairs, considering the following scenario: You have 60 children in your class, and 10 computers. How would you arrange the groups, how would you distribute the computers, how would you structure the lesson?

To help with this, consider the following questions:
* In devising groupings consider how many children can see the screen and get hands-on experience.
* If you only have a few computers, it is better to operate a carousel so everyone gets a chance?

{{activity|wcd|: Presentation and discussion|10}} Go round all the pairs, who very briefly present their suggestions. Discuss the various outcomes. What different proposals are there?

{{ednote|text=
Often the computers would be distributed equally (in this case one computer per group of 6), and all groups would do that same task. This distribution may well be seen a equitable. However, in practice, more than 3-4 children per computer does not work well.

Another way is to do different tasks groupwork, where some groups do computer-based work, while others do non-computer-based work. After a period of time, you can swap around the tasks, so that the groups which were not using a computer can now use one.

'''Refer to the two pictures above: In the picture with many children behind one netbook, do you think the children are using the netbook effectively? In the picture with the tablet, are the children interacting?'''
}}

Here are two more pictures you can consider, regarding how children are sitting around a computer: In one picture, the screen us upright, and all the pupils are squeezing in behind. In the other picture, the screen is flat, allowing the children to sit around the screen.

[[File:Group-work-behind-computer.jpg|300px]] [[File:Group-work-around-computer.jpg|300px]]

= Groupwork with computers: Sharing resources within groups =

Having considered how computers are distributed among groups, we now consider how the computer can be shared equally within groups.

{{activity|stgw|: Pair work|5}}. In pairs, consider the following questions:
* What would you do if there are some students who always control the computer, while other group members never get to use it?
* Would you say that it is sensible to mix computer-literate pupils with novices?
* How will you ensure they help rather than dominate their peers?

{{activity|wcd|: Discussion|10}} Discuss the outcomes of your reflection as a whole class.

{{ednote|text=You should discuss strategies for access to computers within the group, i.e. rotating access to the trackpad. You could also discuss the benefits of using tablets or putting the computer screen flat (where this is possible).

It's important to create an environment where all pupils can participate. It's very important to make this explicit as the goal for group work: Everybody should have a go on the computer, not just the students who can type fast.

Come up with strategies for how you can achieve this. For example, in a group of 4, the students need to change over: For example, after a set period of time, access to the computer is rotated. This could be facilitated by giving each student a bottle top when they use the computer (but only on first use). At the end of the task, part of the evaluation is how many bottle tops your group got.
}}

= ICT practice: Planning an activity using groupwork and ICT =

{{ednote|text=Ensure that you have plenty of time for this task to be planned!

You should allow at least half an hour to 45 min.
}}

{{todo|This task needs adapting to include image search and open office -- we should draw on the image sequencing activities from further down the programme, and move this here. [Done, JB]}}

This activity requires one of the following files
* [[File:Monarch Life Cycle.odp]] for OpenOffice Impress or
* [[File:Monarch Life Cycle.ppt]] for MS PowerPoint.
* Alternatively, you can view the pictures here: [[OER4Schools/4.3_Formative_feedback/Monarch_life_cycle|life cycle of a butterfly]] and use your own software for arranging them.

{{activity|Pair work| to download the files.|10}} Start by downloading the presentation files above (or the pictures individually), and have a look at them. With a grade buddy, use presentation software to arrange and present them in the right sequence. If you have difficulty arranging the slides, read the background note below.

{{background|text=
''Arranging slides in OpenOffice Impress''

When you open a presentation, you see the first slide displayed in a larger window in the middle of the screen. To the left, you see small pictures of all of the slides in the presentation, like a "film strip". To rearrange the slides, you can simply click on a slide with the mouse, and (while holding down the mouse button), drag it to a different position.
}}

{{activity|stgw|: Plan an activity with ICT in year groups|30}}. Plan an activity together in year groups (i.e. all grade 4 teachers plan a lesson for grade 4 together; grade 5 teachers together for grade 5; etc). Whilst in your group:
* discuss with your colleagues (from the same grade) which topics you have coming up next week, and whether some of these topics would work particularly well with groupwork and ICT
* choose a topic that you will be teaching for which this type of activity is useful
* find some appropriate images for your chosen topic and plan a presentation for your students to re-order (you can find pictures that are open resources (Creative Commons licensed) at http://www.flickr.com/search/advanced/)
* make active use of the computers to identify useful images together and download them

Read the following background text if you need help with downloading Flickr images.

{{background|text=
''Downloading images from Flickr''
# Click on the photo from the Flickr search results that you want to use (the screen will refresh and a larger version of the image will be shown).
# Select the "Actions" tab directly above the image (a drop down menu will appear).
# Click on "view all sizes' from the drop down menu (the screen will refresh).
# Select the "download a large version of this file" option.

Your chosen image will now be downloaded to your computer for use in OpenOffice Impress - [[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with OpenOffice]].
}}

Think about the following when planning your activity (keep a note in your activity template):

* What instructions will you give to your students to enable them to carry out this ICT activity effectively?
* How will you ensure everyone participates and everyone learns? How will you stretch all learners?
* What will you say to the groups to ensure this?
* Consider how the computers will be swapped between groups, and between pupils within a group, to ensure that there is effective access for everybody.

This week for homework you will try:
* an image-based task in the classroom (as prepared above) and
* typing practice in the classroom which students would do individually, recording their scores, perhaps for a league table (as outlined below)

{{todo|Reference to typing practice needs expanding. Edit [[OER4Schools/Typing practice with students]] and include relevant bits here.}}
'''Typing practice in the classroom.'''

You only have a limited number of computers. When you start typing practice, you can do this in
pairs, so that both students understand how the typing tutor program
works, but once students get this, it makes sense to do it as an
individual activity. However, students only need to practice for 10
minutes. So if you have, say, 12 netbooks, then take a group of 12 students
to do typing practice, while your remaining students (perhaps 20-30 or
so) do other tasks (also in group work). After a while, you rotate:
Some of the students who were doing other tasks now use the typing
tutor, while the students previously using the typing tutor now join
in with other group tasks. We will introduce
{{activitytag|carousel}}-style group work properly
[[OER4Schools/3.2_Supporting_reasoning_and_managing_groupwork| in session
3.2]].

See [[OER4Schools/Typing practice with students]]

= {{Name for connecting with overarchiving goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{todo|This section is too long: It needs to be more succinct, and properly prepared above. [Done JB]}}

{{activity|Agreeing follow up activities|5}}

{{fup|A}} Come to the teacher lab at least once each week to learn more ICT skills.
# In preparation for developing some image-based lesson activities, you should search suitable images.
# Do some typing practice to improve your typing skills.
# Send an email to the oer4schools list (optional)

{{CBS specific|
Searching for images:
* If there is internet, you can use the "search images on flickr" link from your school homepage (http://192.168.128.1).
* Alternatively, if connectivity is poor, you can do this by browsing the schools edition of Wikipedia, also linked from the school homepage.
}}

{{fup|B}} Try out your groupwork with ICT. As the week progresses, the teachers within each grade should share the experiences. That is to say, if you are the first teacher to teach this lesson, meet your colleagues afterwards, and discuss with them how it went, and what improvements could be made. Remember to keep a note of your reflections and of peer feedback in your reflective journal.

As you teach the lesson remember to think about your own role in the classroom; it is not just to monitor progress but also to interact with pupils, assess their understanding, offer support and help move their thinking forward. Sometimes a group will even need you to sit with them and offer intensive support to progress. Think about how you can identify this need?

During the lessons, remember to encourage groups to let everybody within the group have a go at using the ICT!

Video some of the groupwork if you can (ideally a colleague can do this for you so they can capture you as well as the pupils) and upload it to the server.

{{setting of follow up}}

{{todo|
Notes about etherpad - move elsewhere:

Part B: Classroom activity. Do the collaborative writing activity - the classroom activity sheet is available [[OER4Schools/Collaborative writing with EtherPad|here]]. Please print it, and use it during the lesson
#* Go to Etherpad and explore options for making text bold and underlined.
}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Effective use of ICT

2013-01-22T14:11:48Z

Bryony: /* Groupwork with computers: Sharing resources within groups */

{{OER4S
|title=Effective use of ICT
|session=1.4
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* '''Leadership for Learning''' as a framework that creates the opportunity for change in schools to promote the activity of learning
* '''Most Significant Change''' (MSC) as a technique for monitoring and evaluating this professional development programme by collecting stories of significant changes in areas of practise
*''' Sharing resources''' effectively across groups and within groups when doing activities that make use of ICT taking into account the number of students per computer and the need for all students to spend time on the computer

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* recognise the potential for leadership capacity to expand as a result of the professional development of staff on programmes like this
* contribute MSC stories on a regular basis either by writing them down or making an audio recording
* plan ICT activities that allow all students to see the computer well (no more than 6 per computer) being prepared to provide alternative activities for the rest of the class to work on at the same time
* plan activities that allow all students equal access to a computer by e.g. giving them roles within groups and encouraging them to monitor use

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Searching for images and downloading images
* OpenOffice Impress for making your own photo stories
* Continuation of typing practice
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will do group work around images (using OO Impress),
* you will do typing practice in the classroom

|resources=You'll need to make a "pin board", so you might need some pins or bluetack, and some space.
}}

= {{name for review of follow up}} =

{{review of follow up}}

= Why are we doing this? An introduction to Leadership for Learning =

{{activity|ia|: Reading about the five principles of Leadership for Learning|5 }}. Read the following text.

{{background|text=
[[Image:LfL_photo.jpg|thumb|300px]][http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/leadership/index.html Leadership for Learning (LfL)] is a framework of ideas and principles originating in the international Carpe Vitam Leadership for Learning project co-ordinated at the University of Cambridge. The framework has been used for 10 years in different contexts, particularly as a programme for school leadership professional development.

'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.'''''

Five principles of Leadership for Learning are as follows:

# Focus on learning
# Conditions for learning
# Learning Dialogue
# Shared Leadership
# Shared Accountability

Throughout this programme we will explore the five LfL principles in practice with a view to you '''''contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.

LfL is not something that can be implemented, ‘done-to’ a school or imposed on a person. LfL provides a framework that creates an opportunity for change; for expanding leadership capacity in schools and improving the quality of learning. The OER4schools programme adopts an approach similar to the one in LfL in how it defines '''''professional learning'''''. You will have an opportunity in this unit to reflect further on the application of LfL in every aspect of your own professional learning. }}

{{activity|stgw|: Small group discussion on LfL in school|10 }}. Form a different small group of three to four teachers and discuss these questions:

* What is your initial impression of the terms ‘leadership’ and ‘learning’?
* Who are the leaders and learners in your school?
* Who are the leaders in your school who are responsible for learning within the school?
* Can you be a leader who promotes learning in your school? Why?

{{ednote|text=
Make sure that the participants think about this broadly. For instance, “Who are the leaders and learners in your school?” should include the head teacher, both as a leader and a learner. There may also be others (such as cleaners) who may not seem to play an important teaching or administrative role in the school but there is certainly plenty we could learn from them. (e.g. their stories of the school, their observations, and of course, how they have kept the school clean and tidy in an efficient manner to create a conducive environment of learning for all)

This is only an introduction to Leadership for Learning, but we will use those principles throughout the programme, and return to it in more depth shortly.
}}

{{: Video/Ghana_Leadership_for_Learning_-_The Context.mp4 }}

= Where are we going? Overview of the resource topics =

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Unit overview}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

= What is the most significant change? =

{{: OER4Schools/Introduction to the Most Significant Change Technique }}

= Groupwork with computers: Sharing resources across groups =

[[Image:Many students behind one netbook.jpg|thumb|300px|Many students trying to use one netbook]]
[[Image:oer4s groupwork with computers2.jpg|300px|thumb|Interaction around a tablet]]

{{activity|ia|: Reading|5}}. Read the following.
{{background|text=
'''Access to computers: “We need more computers." '''
Many schools don’t have access to computers at all, but where schools do have access, it is often felt that there are not enough computers. How many computers would a school need? While some might say that one computer per child, or perhaps one computer per two children would be ideal, for many schools (and classrooms) this is unrealistic. In general, when you have access to computers, you should therefore make sure that the computers are used in the best way possible in your context. We now consider how to make best use of whatever computers are available during group work.
}}

{{activity|stgw|: Pair work on sharing computers.|5}}. Spend 5 minutes as pairs, considering the following scenario: You have 60 children in your class, and 10 computers. How would you arrange the groups, how would you distribute the computers, how would you structure the lesson?

To help with this, consider the following questions:
* In devising groupings consider how many children can see the screen and get hands-on experience.
* If you only have a few computers, it is better to operate a carousel so everyone gets a chance?

{{activity|wcd|: Presentation and discussion|10}} Go round all the pairs, who very briefly present their suggestions. Discuss the various outcomes. What different proposals are there?

{{ednote|text=
Often the computers would be distributed equally (in this case one computer per group of 6), and all groups would do that same task. This distribution may well be seen a equitable. However, in practice, more than 3-4 children per computer does not work well.

Another way is to do different tasks groupwork, where some groups do computer-based work, while others do non-computer-based work. After a period of time, you can swap around the tasks, so that the groups which were not using a computer can now use one.

'''Refer to the two pictures above: In the picture with many children behind one netbook, do you think the children are using the netbook effectively? In the picture with the tablet, are the children interacting?'''
}}

Here are two more pictures you can consider, regarding how children are sitting around a computer: In one picture, the screen us upright, and all the pupils are squeezing in behind. In the other picture, the screen is flat, allowing the children to sit around the screen.

[[File:Group-work-behind-computer.jpg|300px]] [[File:Group-work-around-computer.jpg|300px]]

= Groupwork with computers: Sharing resources within groups =

Having considered how computers are distributed among groups, we now consider how the computer can be shared equally within groups.

{{activity|stgw|: Pair work|5}}. In pairs, consider the following questions:
* What would you do if there are some students who always control the computer, while other group members never get to use it?
* Would you say that it is sensible to mix computer-literate pupils with novices?
* How will you ensure they help rather than dominate their peers?

{{activity|wcd|: Discussion|10}} Discuss the outcomes of your reflection as a whole class.

{{ednote|text=You should discuss strategies for access to computers within the group, i.e. rotating access to the trackpad. You could also discuss the benefits of using tablets or putting the computer screen flat (where this is possible).

It's important to create an environment where all pupils can participate. It's very important to make this explicit as the goal for group work: Everybody should have a go on the computer, not just the students who can type fast.

Come up with strategies for how you can achieve this. For example, in a group of 4, the students need to change over: For example, after a set period of time, access to the computer is rotated. This could be facilitated by giving each student a bottle top when they use the computer (but only on first use). At the end of the task, part of the evaluation is how many bottle tops your group got.
}}

= ICT practice: Planning an activity using groupwork and ICT =

{{ednote|text=Ensure that you have plenty of time for this task to be planned!

You should allow at least half an hour to 45 min.
}}

{{todo|This task needs adapting to include image search and open office -- we should draw on the image sequencing activities from further down the programme, and move this here. [Done, JB]}}

This activity requires one of the following files
* [[File:Monarch Life Cycle.odp]] for OpenOffice Impress or
* [[File:Monarch Life Cycle.ppt]] for MS PowerPoint.
* Alternatively, you can view the pictures here: [[OER4Schools/4.3_Formative_feedback/Monarch_life_cycle|life cycle of a butterfly]] and use your own software for arranging them.

{{activity|Pair work| to download the files.|10}} Start by downloading the presentation files above (or the pictures individually), and have a look at them. With a grade buddy, use presentation software to arrange and present them in the right sequence. If you have difficulty arranging the slides, read the background note below.

{{background|text=
''Arranging slides in OpenOffice Impress''

When you open a presentation, you see the first slide displayed in a larger window in the middle of the screen. To the left, you see small pictures of all of the slides in the presentation, like a "film strip". To rearrange the slides, you can simply click on a slide with the mouse, and (while holding down the mouse button), drag it to a different position.
}}

{{activity|stgw|: Plan an activity with ICT in year groups|30}}. Plan an activity together in year groups (i.e. all grade 4 teachers plan a lesson for grade 4 together; grade 5 teachers together for grade 5; etc). Whilst in your group:
* discuss with your colleagues (from the same grade) which topics you have coming up next week, and whether some of these topics would work particularly well with groupwork and ICT
* choose a topic that you will be teaching for which this type of activity is useful
* find some appropriate images for your chosen topic and plan a presentation for your students to re-order (you can find pictures that are open resources (Creative Commons licensed) at http://www.flickr.com/search/advanced/)
* make active use of the computers to identify useful images together and download them

Read the following background text if you need help with downloading Flickr images.

{{background|text=
''Downloading images from Flickr''
# Click on the photo from the Flickr search results that you want to use (the screen will refresh and a larger version of the image will be shown).
# Select the "Actions" tab directly above the image (a drop down menu will appear).
# Click on "view all sizes' from the drop down menu (the screen will refresh).
# Select the "download a large version of this file" option.

Your chosen image will now be downloaded to your computer for use in OpenOffice Impress - [[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with OpenOffice]].
}}

Think about the following when planning your activity (keep a note in your activity template):

* What instructions will you give to your students to enable them to carry out this ICT activity effectively?
* How will you ensure everyone participates and everyone learns? How will you stretch all learners?
* What will you say to the groups to ensure this?
* Consider how the computers will be swapped between groups, and between pupiles within a group, to ensure that there is effective access for everybody.

This week for homework you will try:
* an image-based task in the classroom (as prepared above) and
* typing practice in the classroom which students would do individually, recording their scores, perhaps for a league table (as outlined below)

{{todo|Reference to typing practice needs expanding. Edit [[OER4Schools/Typing practice with students]] and include relevant bits here.}}
'''Typing practice in the classroom.'''

You only have a limited number of computers. When you start typing practice, you can do this in
pairs, so that both students understand how the typing tutor program
works. However, once students get this, it makes sense to do it as an
individual activity. However, students only needs to practice for 10
minutes. Say if you have 12 netbooks, then take a group of 12 students
to do typing practice, while your remaining students (perhaps 20-30 or
so) do other tasks (also in group work). After a while, you rotate:
Some of the students who were doing other tasks now use the typing
tutor, while the students previously doing the typing tutor now join
in with other group tasks. We will introduce
{{activitytag|carousel}}-style group work properly
[[OER4Schools/3.2_Supporting_reasoning_and_managing_groupwork| in session
3.2]].

See [[OER4Schools/Typing practice with students]]

= {{Name for connecting with overarchiving goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{todo|This section is too long: It needs to be more succinct, and properly prepared above. [Done JB]}}

{{activity|Agreeing follow up activities|5}}

{{fup|A}} Come to the teacher lab at least once each week to learn more ICT skills.
# In preparation for developing some image-based lesson activities, you should search suitable images.
# Do some typing practice to improve your typing skills.
# Send an email to the oer4schools list (optional)

{{CBS specific|
Searching for images:
* If there is internet, you can use the "search images on flickr" link from your school homepage (http://192.168.128.1).
* Alternatively, if connectivity is poor, you can do this by browsing the schools edition of Wikipedia, also linked from the school homepage.
}}

{{fup|B}} Try out your groupwork with ICT. As the week progresses, the teachers within each grade should share the experiences. That is to say, if you are the first teacher to teach this lesson, meet your colleagues afterwards, and discuss with them how it went, and what improvements could be made. Remember to keep a note of your reflections and of peer feedback in your reflective journal.

As you teach the lesson remember to think about your own role in the classroom; it is not just to monitor progress but also to interact with pupils, assess their understanding, offer support and help move their thinking forward. Sometimes a group will even need you to sit with them and offer intensive support to progress. Think about how you can identify this need?

During the lessons, remember to encourage groups to let everybody within the group have a go at using the ICT!

Video some of the groupwork if you can (ideally a colleague can do this for you so they can capture you as well as the pupils) and upload it to the server.

{{setting of follow up}}

{{todo|
Notes about etherpad - move elsewhere:

Part B: Classroom activity. Do the collaborative writing activity - the classroom activity sheet is available [[OER4Schools/Collaborative writing with EtherPad|here]]. Please print it, and use it during the lesson
#* Go to Etherpad and explore options for making text bold and underlined.
}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Introduction to the Most Significant Change Technique

2013-01-22T13:59:55Z

Bryony:

<noinclude>{{OER4SchoolsRinfo}}
</noinclude>

{{ednote|text=
In this section, we introduce participants to the “Most Significant Change technique”. We would like participants to formulate their own goals, and to identify what change(s) they might like to make.

A useful addition to a SC story is a headline or title similar to what might be used in a newspaper article. This can be a convenient handle for participants to use to refer to the story when comparing it to others. It can also help the writer distil and communicate the essence of what happened.
}}

{{background|text=
The most significant change (MSC) technique

{{: OER4Schools/Most_Significant_Change_Technique }}
}}

We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area.

{{activity|wcb| on newspaper analogy for recording MSC|5}}. Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.

'''Information to be documented should include:'''
# Information about who collected the story and when the events occurred
# Description of the story itself – what happened
# Significance (to the storyteller) of events described in the story.

Documenting who collected the story and when helps the reader put the story in context and enables any follow-up inquiries to be made about the story, if needed.
The SC story itself should be documented as it is told. The description of the change identified as the most significant should include factual information that makes it clear who was involved, what happened, where and when.

{{activity|wcd|: Whole group discussion on MSC stories|10}}. Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?

<blockquote>
The storyteller is also asked to explain the significance of the story from their point of view. This is a key part of MSC. Some storytellers will naturally end their stories this way, but others will need to be prompted. Without this section, people reading and discussing the story may not understand why the story was significant to the storyteller. For example, a woman may tell a story about going to a community meeting and sitting at the back and asking a question. ‘So what?’ you may think. She then tells you that this story was significant because she had not previously had the confidence to go to a community meeting, and that the program helped her gain the confidence to express her views in front of the village elders for the first time.
</blockquote>

'''Where possible, a story should be written as a simple narrative describing the sequence of events that took place.'''

{{ednote|text=
Do the participants agree on how things might be different as a result of the programme?
How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on. If participants mention ICT use and skills, ask them to focus on changes in pedagogy too.

'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
}}

OER4Schools/Effective use of ICT

2013-01-22T13:45:11Z

Bryony:

{{OER4S
|title=Effective use of ICT
|session=1.4
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* '''Leadership for Learning''' as a framework that creates the opportunity for change in schools to promote the activity of learning
* '''Most Significant Change''' (MSC) as a technique for monitoring and evaluating this professional development programme by collecting stories of significant changes in areas of practise
*''' Sharing resources''' effectively across groups and within groups when doing activities that make use of ICT taking into account the number of students per computer and the need for all students to spend time on the computer

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* recognise the potential for leadership capacity to expand as a result of the professional development of staff on programmes like this
* contribute MSC stories on a regular basis either by writing them down or making an audio recording
* plan ICT activities that allow all students to see the computer well (no more than 6 per computer) being prepared to provide alternative activities for the rest of the class to work on at the same time
* plan activities that allow all students equal access to a computer by e.g. giving them roles within groups and encouraging them to monitor use

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Searching for images and downloading images
* OpenOffice Impress for making your own photo stories
* Continuation of typing practice
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will do group work around images (using OO Impress),
* you will do typing practice in the classroom

|resources=You'll need to make a "pin board", so you might need some pins or bluetack, and some space.
}}

= {{name for review of follow up}} =

{{review of follow up}}

= Why are we doing this? An introduction to Leadership for Learning =

{{activity|ia|: Reading about the five principles of Leadership for Learning|5 }}. Read the following text.

{{background|text=
[[Image:LfL_photo.jpg|thumb|300px]][http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/leadership/index.html Leadership for Learning (LfL)] is a framework of ideas and principles originating in the international Carpe Vitam Leadership for Learning project co-ordinated at the University of Cambridge. The framework has been used for 10 years in different contexts, particularly as a programme for school leadership professional development.

'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.'''''

Five principles of Leadership for Learning are as follows:

# Focus on learning
# Conditions for learning
# Learning Dialogue
# Shared Leadership
# Shared Accountability

Throughout this programme we will explore the five LfL principles in practice with a view to you '''''contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.

LfL is not something that can be implemented, ‘done-to’ a school or imposed on a person. LfL provides a framework that creates an opportunity for change; for expanding leadership capacity in schools and improving the quality of learning. The OER4schools programme adopts an approach similar to the one in LfL in how it defines '''''professional learning'''''. You will have an opportunity in this unit to reflect further on the application of LfL in every aspect of your own professional learning. }}

{{activity|stgw|: Small group discussion on LfL in school|10 }}. Form a different small group of three to four teachers and discuss these questions:

* What is your initial impression of the terms ‘leadership’ and ‘learning’?
* Who are the leaders and learners in your school?
* Who are the leaders in your school who are responsible for learning within the school?
* Can you be a leader who promotes learning in your school? Why?

{{ednote|text=
Make sure that the participants think about this broadly. For instance, “Who are the leaders and learners in your school?” should include the head teacher, both as a leader and a learner. There may also be others (such as cleaners) who may not seem to play an important teaching or administrative role in the school but there is certainly plenty we could learn from them. (e.g. their stories of the school, their observations, and of course, how they have kept the school clean and tidy in an efficient manner to create a conducive environment of learning for all)

This is only an introduction to Leadership for Learning, but we will use those principles throughout the programme, and return to it in more depth shortly.
}}

{{: Video/Ghana_Leadership_for_Learning_-_The Context.mp4 }}

= Where are we going? Overview of the resource topics =

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Unit overview}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

= What is the most significant change? =

{{: OER4Schools/Introduction to the Most Significant Change Technique }}

= Groupwork with computers: Sharing resources across groups =

[[Image:Many students behind one netbook.jpg|thumb|300px|Many students trying to use one netbook]]
[[Image:oer4s groupwork with computers2.jpg|300px|thumb|Interaction around a tablet]]

{{activity|ia|: Reading|5}}. Read the following.
{{background|text=
'''Access to computers: “We need more computers." '''
Many schools don’t have access to computers at all, but where schools do have access, it is often felt that there are not enough computers. How many computers would a school need? While some might say that one computer per child, or perhaps one computer per two children would be ideal, for many schools (and classrooms) this is unrealistic. In general, when you have access to computers, you should therefore make sure that the computers are used in the best way possible in your context. We now consider how to make best use of whatever computers are available during group work.
}}

{{activity|stgw|: Pair work on sharing computers.|5}}. Spend 5 minutes as pairs, considering the following scenario: You have 60 children in your class, and 10 computers. How would you arrange the groups, how would you distribute the computers, how would you structure the lesson?

To help with this, consider the following questions:
* In devising groupings consider how many children can see the screen and get hands-on experience.
* If you only have a few computers, it is better to operate a carousel so everyone gets a chance?

{{activity|wcd|: Presentation and discussion|10}} Go round all the pairs, who very briefly present their suggestions. Discuss the various outcomes. What different proposals are there?

{{ednote|text=
Often the computers would be distributed equally (in this case one computer per group of 6), and all groups would do that same task. This distribution may well be seen a equitable. However, in practice, more than 3-4 children per computer does not work well.

Another way is to do different tasks groupwork, where some groups do computer-based work, while others do non-computer-based work. After a period of time, you can swap around the tasks, so that the groups which were not using a computer can now use one.

'''Refer to the two pictures above: In the picture with many children behind one netbook, do you think the children are using the netbook effectively? In the picture with the tablet, are the children interacting?'''
}}

Here are two more pictures you can consider, regarding how children are sitting around a computer: In one picture, the screen us upright, and all the pupils are squeezing in behind. In the other picture, the screen is flat, allowing the children to sit around the screen.

[[File:Group-work-behind-computer.jpg|300px]] [[File:Group-work-around-computer.jpg|300px]]

= Groupwork with computers: Sharing resources within groups =

Having considered how computers are distributed among groups, we now consider how the computer can be shared equally within groups.

{{activity|stgw|: Pair work|5}}. In pairs, consider the following questions:
* What would you do if there are some students who always control the computer, while other group members never get to use it?
* Would you say that it is sensible to mix computer-literate pupils with novices?
* How will you ensure they help rather than dominate their peers?

{{activity|wcd|: Discussion|10}} Discuss the outcomes of your reflection as a whole class.

{{ednote|text=You should discuss strategies for access to computers within the group, i.e. rotating access to trackpad. You could also discuss the benefits of using tablets or putting computer screen flat (where this is possible).

It's important to create an environment where all pupils can participate. It's very important to make this explicit as the goal for group work: Everybody should have a go on the computer, not just the students who can type fast.

Come up with strategies for how you can achieve this. For example, in a group of 4, the students need to change over: For example, after a set period of time, access to the computer is rotated. This could be facilitated by giving each student a bottle top when they use the computer (but only on first use). At the end of the task, part of the evaluation is how many bottle tops your group got.
}}

= ICT practice: Planning an activity using groupwork and ICT =

{{ednote|text=Ensure that you have plenty of time for this task to be planned!

You should allow at least half an hour to 45 min.
}}

{{todo|This task needs adapting to include image search and open office -- we should draw on the image sequencing activities from further down the programme, and move this here. [Done, JB]}}

This activity requires one of the following files
* [[File:Monarch Life Cycle.odp]] for OpenOffice Impress or
* [[File:Monarch Life Cycle.ppt]] for MS PowerPoint.
* Alternatively, you can view the pictures here: [[OER4Schools/4.3_Formative_feedback/Monarch_life_cycle|life cycle of a butterfly]] and use your own software for arranging them.

{{activity|Pair work| to download the files.|10}} Start by downloading the presentation files above (or the pictures individually), and have a look at them. With a grade buddy, use presentation software to arrange and present them in the right sequence. If you have difficulty arranging the slides, read the background note below.

{{background|text=
''Arranging slides in OpenOffice Impress''

When you open a presentation, you see the first slide displayed in a larger window in the middle of the screen. To the left, you see small pictures of all of the slides in the presentation, like a "film strip". To rearrange the slides, you can simply click on a slide with the mouse, and (while holding down the mouse button), drag it to a different position.
}}

{{activity|stgw|: Plan an activity with ICT in year groups|30}}. Plan an activity together in year groups (i.e. all grade 4 teachers plan a lesson for grade 4 together; grade 5 teachers together for grade 5; etc). Whilst in your group:
* discuss with your colleagues (from the same grade) which topics you have coming up next week, and whether some of these topics would work particularly well with groupwork and ICT
* choose a topic that you will be teaching for which this type of activity is useful
* find some appropriate images for your chosen topic and plan a presentation for your students to re-order (you can find pictures that are open resources (Creative Commons licensed) at http://www.flickr.com/search/advanced/)
* make active use of the computers to identify useful images together and download them

Read the following background text if you need help with downloading Flickr images.

{{background|text=
''Downloading images from Flickr''
# Click on the photo from the Flickr search results that you want to use (the screen will refresh and a larger version of the image will be shown).
# Select the "Actions" tab directly above the image (a drop down menu will appear).
# Click on "view all sizes' from the drop down menu (the screen will refresh).
# Select the "download a large version of this file" option.

Your chosen image will now be downloaded to your computer for use in OpenOffice Impress - [[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with OpenOffice]].
}}

Think about the following when planning your activity (keep a note in your activity template):

* What instructions will you give to your students to enable them to carry out this ICT activity effectively?
* How will you ensure everyone participates and everyone learns? How will you stretch all learners?
* What will you say to the groups to ensure this?
* Consider how the computers will be swapped between groups, and between pupiles within a group, to ensure that there is effective access for everybody.

This week for homework you will try:
* an image-based task in the classroom (as prepared above) and
* typing practice in the classroom which students would do individually, recording their scores, perhaps for a league table (as outlined below)

{{todo|Reference to typing practice needs expanding. Edit [[OER4Schools/Typing practice with students]] and include relevant bits here.}}
'''Typing practice in the classroom.'''

You only have a limited number of computers. When you start typing practice, you can do this in
pairs, so that both students understand how the typing tutor program
works. However, once students get this, it makes sense to do it as an
individual activity. However, students only needs to practice for 10
minutes. Say if you have 12 netbooks, then take a group of 12 students
to do typing practice, while your remaining students (perhaps 20-30 or
so) do other tasks (also in group work). After a while, you rotate:
Some of the students who were doing other tasks now use the typing
tutor, while the students previously doing the typing tutor now join
in with other group tasks. We will introduce
{{activitytag|carousel}}-style group work properly
[[OER4Schools/3.2_Supporting_reasoning_and_managing_groupwork| in session
3.2]].

See [[OER4Schools/Typing practice with students]]

= {{Name for connecting with overarchiving goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =
{{todo|This section is too long: It needs to be more succinct, and properly prepared above. [Done JB]}}

{{activity|Agreeing follow up activities|5}}

{{fup|A}} Come to the teacher lab at least once each week to learn more ICT skills.
# In preparation for developing some image-based lesson activities, you should search suitable images.
# Do some typing practice to improve your typing skills.
# Send an email to the oer4schools list (optional)

{{CBS specific|
Searching for images:
* If there is internet, you can use the "search images on flickr" link from your school homepage (http://192.168.128.1).
* Alternatively, if connectivity is poor, you can do this by browsing the schools edition of Wikipedia, also linked from the school homepage.
}}

{{fup|B}} Try out your groupwork with ICT. As the week progresses, the teachers within each grade should share the experiences. That is to say, if you are the first teacher to teach this lesson, meet your colleagues afterwards, and discuss with them how it went, and what improvements could be made. Remember to keep a note of your reflections and of peer feedback in your reflective journal.

As you teach the lesson remember to think about your own role in the classroom; it is not just to monitor progress but also to interact with pupils, assess their understanding, offer support and help move their thinking forward. Sometimes a group will even need you to sit with them and offer intensive support to progress. Think about how you can identify this need?

During the lessons, remember to encourage groups to let everybody within the group have a go at using the ICT!

Video some of the groupwork if you can (ideally a colleague can do this for you so they can capture you as well as the pupils) and upload it to the server.

{{setting of follow up}}

{{todo|
Notes about etherpad - move elsewhere:

Part B: Classroom activity. Do the collaborative writing activity - the classroom activity sheet is available [[OER4Schools/Collaborative writing with EtherPad|here]]. Please print it, and use it during the lesson
#* Go to Etherpad and explore options for making text bold and underlined.
}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/ICTs in interactive teaching

2013-01-21T18:02:39Z

Bryony: /* Using ICT to support interactive teaching */

{{OER4S
|title={{Get session title}}
|session= 1.3
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* ICT and how it can be used to support interactive teaching
* the '''principles of interactive teaching''' as a reminder of what we are trying to achieve with this programme
* the kinds of resources (ICT and non ICT) needed for interactive teaching
* what '''seating arrangements''' work best when using ICT
* making effective use of non ICT resources during groupwork with computers

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* identify collaborative and independent ICT use both inside and outside the classroom from videos and photos
* be mindful of the principles of interactive teaching when designing activities
* consider using a wide range of materials ranging from sticks to sophisticated software to support interactive teaching
* arrange students/desks into groups when doing ICT activities
* plan and teach a second digital image/slideshow activity focusing on effective use of mini blackboards by groups of students

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Learning about software applications
* Learning about GeoGebra.
* Typing practice.
* Email (optional)
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will repeat an image classification activity with your students.
}}

= {{name for review of follow up}} =

{{review of follow up}}

= Brainstorm on ICT =

{{activity|wcb| on ICT|5}} Consider the following questions:
* What does ICT mean to you?
* What different types of ICTs have you heard of?
* What ICTs have you used?
* Which ICTs would you like to use in the classroom?

{{ednote|text=

ICT = Information and Communication Technology

Remember to record the brainstorm on the board or a large sheet of paper. Things that may feature are: PCs, laptops, netbooks, tablets, mp3 players, mobile phones, games consoles, web content (images/maps/), software applications etc.

}}

= Using ICT to support interactive teaching =

{{activity|wcd|: Whole group discussion on the role of ICT in the kinds of teaching this programme has been introducing|15}}. Think about the role that ICT plays in the following video clips and be prepared to discuss your ideas with the rest of the group. What is similar and what is different about the ICT use in each clip?

{{: video/Eness_vertebrates_5.mp4 }}
{{: Video/Geogebra-group-interaction.m4v }}

{{ednote|text=
The first clip shows the teacher interacting with a group of students making use of ICT (digital images on a tablet) and the second clip shows a group of students (no teacher) interacting using a netbook with the GeoGebra software installed.
}}

'''Illustrations of ICT use:'''

Look at these photographs from other lessons to see more examples of interactive teaching and ICT use and think about the discussion questions that follow:

[[Image:oer4s groupwork with computers2.jpg|300px]]
[[Image:oer4s groupwork general2.jpg|300px]]

[[Image:oer4s using freemind.jpg|300px]]
[[Image:oer4s groupwork outdoors.jpg|300px]]

{{activity|wcd|: Discussion on images of ICT use|5}}. Share your thoughts with the rest of the group :

* '''When is it appropriate to use ICT?'''
* '''What uses can you think of that promote and enhance interactive teaching and learning?'''

{{ednote|text=
Discussion around appropriate use and purpose: ICT engages learners but may have novelty value. How can we keep its use motivating over time?

Thinking back to the images classification.

* Activity is easily updated with new images
* ICT use: Helps students? Helps teachers? E.g. teacher doesn’t need to print, which saves time and resources, but doesn’t make much difference to students whether they learn from netbook or from paper. In some ways it’s easier for the students to do this from paper.

Another consideration: At the moment, we are only making very basic use of ICT, where the ICT use is not essential, and the same results could be achieved by other means. However, through this ICT use, the ICT skills of both teachers and students increase, allowing the design and use of more complex activities.

}}

= Background text: Principles of interactive teaching =

{{ednote|text=
This section summarises some principles of interactive teaching. They are here for information and reference for the workshop participants. Ask them to look through the list now and see if they have any comments? Print the list and ask them to file it in their folders.
}}

{{activity|ia|: Reading the principles of interactive teaching|5}}.

{{background|text=
What is interactive teaching?
{{oinc|OER4Schools/Principles of interactive teaching}}
}}

= Resources =
'''What resources are needed for interactive teaching – in general'''? Where do they come from?

[[File:image for 1.3.png|border|265px]]
[[Image:oer4s group with flower.jpg|300px]]

ICTs are one resource but non-digital tools can be powerful too. Examples of resources include:
* mini-blackboards
* measuring tapes or sticks
* counters or stones
* calculators
* digital camera
* class set of netbooks (there are logistical issues to be resolved here including charging, security, rota for use etc.)
* digital learning resources
** This includes media (such as images, audio, and video, as well as animations), and using these requires searching for appropriate resources, saving them for re-use with students
** This also includes files (such as text files, spreadsheets, presentations)
** This also includes applications themselves (such as OpenOffice, GeoGebra)
* e-book readers (Kindle, Wikireader)
* etc.

{{activity|stgw|: Pair work on using resources to support interactive teaching|5}}. Think about some of the resources you might like to use in your forthcoming lessons and discuss them – with teachers of the same grade if possible – or with a small group of other participants. It may be that you need to start gathering resources in advance. What things might you begin collecting? Where will you store them? How might you use them?

Let's move the discussion on to thinking about what resources lend themselves well to working alongside ICT. You can either stay in your pairs or join another pair to continue the discussion.

{{activity|stgw|: Small group discussion on the role of mini blackboards in groupwork with and without computers|5}}. Drawing on your previous experience of using mini-blackboards, how can they be used to support interactive teaching? How can mini-blackboards support groupwork with computers? What other non-ICT resources can you think of, which can be used with computers? How?

{{ednote|text=
If you need to provide further input, remind them of Eness' lesson on vertebrates. In this lesson the pupils were using the tablets to look at pictures of animals, while they were using mini-blackboards to write down their observations.

You could also do a short brainstorm about what resources you can think of, that might support group work? E.g. books, newspapers, other technology (like radio), things found in the natural environment, etc. Get participants to think creatively about what might be available in the local environment.
}}

{{activity|wcd|: Whole group discussion on the role of non-ICT resources during groupwork with computers|10}}. Share your ideas on resources with the rest of the group and keep a note of any suggestions that other participants make that may be useful to you in the future.

= Reflection =
{{activity|wcd|: Whole group reflection on what these interactive teaching methods can contribute to your teaching|5}}. Talk to the person next to you and/or collectively brainstorm - what can these interactive methods contribute to your teaching, especially over the next few weeks?

{{ednote|text=

Remember to reflect '''yourself''' on how this workshop went, and to audio record:

* How did the workshop go?

* Which parts did participants respond to best? Why?

* Were there any parts of the material that didn’t work very well? Why?

* Did you deviate from the plan at any point? How?

*How long did the workshop take?

* Were there any logistical issues? (eg latecomers/absentees, technical difficulties, etc)

}}

= ICT practice: GeoGebra =

{{: OER4Schools/Introduction_to_Geogebra }}

{{ednote|text=
Note that Geogebra is quite a complex application, and we're not immediately asking participants to trial this in the classroom. We'll do more Geogebra-based activities throughout the sessions, and will then trial it in the classroom too. If there is time, introduce and/or demonstrate the web based GeoGebra activities above.
}}

= Groupwork with computers: Seating arrangements =
[[Image:computer lab booths.jpg|400px|Children in a computer lab working in booths]]
[[Image:Lab in a lab.jpg|400px|Interaction around a table]]
{{ednote|text=
By this stage the participants have trialled and reflected on a number of activities, with and without ICT. We now think more about the practicalities of doing ICT activities and come up with some strategies for their effective use.

After participants have read the background text and looked at the photos, discuss some of the following statements and questions:
* How would you interact with learners in these various setups? For instance, if computers are arranged in rows, what would the interaction be like? If they were sitting in groups, what would the interaction be like? What is the interaction like in the picture that shows the booths in the comptuter room?
* With mobile technologies, what are good ways to configure group seating? '''Refer to the picture of our lab!'''
During the discussion you may want to sketch on the board or a large piece of paper, the preferred island arrangement of desks for one or more of the teaching rooms and show how you would arrange computers among groups.
}}
{{activity|wcd|: Group discussion on computer lab layout.|10}} Read the following background text, look at the photos and discuss any issues that arise.

{{background|text=
Mobile computing technologies (such as netbooks or tablets) are very versatile and can be used as and when needed. By contrast, computer labs are now becoming outdated in schools as they remove technology from subject teaching and learning and from the normal classroom environment and teaching aids. Many do not even have a blackboard. Some of the issues are:
* Moving a class into the computer room is disruptive to teaching (especially in primary)
* Computer labs can enforce a rigid seating pattern if benches are fixed.
** If you have a computer lab with desktop machines, can it be re-arranged to support groupwork?
** If machines are located around the perimeter (learners have backs to each other and teacher), or in rows, this is not conducive to collaborative learning.
* Some computer rooms even partition off machines so learners cannot interact

'''The seating arrangement'''. Sometimes labs are arranged in a certain way, because of certain concerns. For instance, if the school administration is worried about off-task behaviour, computers are arranged in rows. However, this isn’t a good solution, as it interferes with groupwork. Instead, if a teacher is worried about off-task behaviour, they can cruise around the room!

Experience shows that an island arrangement works best, ideally large hexagonal tables, but large round or square tables are fine too.
}}

= Typing practice =

{{ednote|text=
Although typing is a fairly mechanical skill, it is really important that all participants learn to type reasonably well. They do not need to be able to type very fast, but they do need to learn how to type reliably, and without searching for keys.

It is best to address this by using a "typing tutor" programme, and for the participants to do regular individual practice. We would recommend that they do about 15 minutes every few days (ideally three times a week).
}}

{{activity|stgw|: Pair work on familiarisation with typing tutor|10}} Familiarise yourself with a typing tutor programme. From now on, you should spend a little bit of time practsing typing, ideally a few times a week. This will really help you speed up your interaction with the netbooks.

Record your typing speed in your reflective journal.

= Viewing a slideshow using Open Office =

{{activity|stgw|: Pair work on viewing a slideshow in Open Office|10}}. You can download an Open Office slideshow of images of living things by clicking on this link here: {{File | living things slideshow.odp}}. This slideshow contains mostly the same images as the browser based slideshow but it has some advantages and perhaps some disadvantages over the browser based one. Discuss these advantages and disadvantages with a partner after you have experimented with opening the slideshow and hiding slides.

Here is a screenshot of what you will see when you open the slideshow using Open Office Impress.

[[image: slideshow 1.png|450px]]

As you click on the thumbnails on the left hand side they appear in the workspace. If you hover your mouse over a thumbnail on the left hand side you will get the option to '''Start Slide Show'''/'''Hide Slide'''/'''Duplicate Slide'''.

* Experiment by hiding all the slides of animals, by clicking '''Hide Slide''' on each thumbnail of the slide that you want to hide.
* Start the slide show by hovering over the thumbnail of the first slide and clicking the '''Start Slide Show''' option.
* Proceed through your slideshow of plants/trees/vegetables/fruit by right clicking the mouse or using the '''forward arrow''' on the keyboard.
* Unhide slides by clicking the '''Show Slide''' option that appears when you hover your mouse over hidden thumbnails.
* If you accidentally duplicate a slide you can reverse this by clicking '''Edit''' (next to '''File''') and choosing '''Undo''' from the drop down menu.
* To close the slideshow, click '''File''' on the bar at the top of the screen and choose '''Close''' from the drop down menu.

= Follow-up activities =

{{activity|Agreeing follow up activities|5}}

{{todo|
This hasn't been referenced in the workshop activity above - at least participants need to look through the slideshow. [Done, see above activity JB]
}}
''Part A: Homework in class.'' Plan and do in one of your classes another digital image slideshow activity. Read through your reflections from the last time you did this activity and try to address any issues that arose in this new trial. Think about how you will arrange the students and how you will manage the resources bearing in mind what you have been learning in this session.

''Part B: Homework outside teaching.'' '''Plan a simple activity using digital resources''' in some way to support learning in a lesson you will be teaching after one week’s time; you can either plan to use the netbooks with the pupils, or just use one connected to the projector.

Don’t actually carry out the activity, just plan it using an activity template. Use the teacher lab to search for resources before you come to the next workshop. Bring with you the plan and the link to the resource(s) you have chosen.

''Part C: ICT task.'' In addition to the activity planning, all teachers should do an ICT task, to advance their ICT knowledge. This week you should:
* Log into your email and send an email to the mailing list. You can just say hi, and how you are finding the workshop, or post any question that you have.
* Make sure that you are able to transfer your audio recordings.
* Save a page into the “lessons_resources”

{{ednote|text=
Make sure that the participants know the email address of the mailing list you are using! For the OER4Schools programme, we are using a mailing list at google groups:
oer4schools (at) googlegroups.com.
}}

{{setting of follow up}}

<div style="clear: both;"></div>
{{activity summary}}

Next session: {{OER4S_NextSession}}

OER4Schools/Activity planning and reflection

2013-01-21T17:55:21Z

Bryony: /* Reflective journal */

{{OER4S
|title=Activity planning and reflection
|session=1.2
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}

* keeping a '''reflective journal''' as part of the process of ongoing reflective practice and using '''reflective questions''' to aid this process
* differences between an interactive teaching classroom and a traditional classroom
* using '''mini blackboards''' and '''digital images''' as tools in an interactive teaching activity
* using the '''Think-Pair-Share''' technique to encourage cooperative learning

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}

* record reflections on trialled activities in a learning journal soon after the activities have been carried out and use reflective questions to help structure journal entries
* accept that during interactive teaching the classroom may be more noisy and children may move around independently
* plan an activity that makes use of mini blackboards and digital images and trial it in the classroom
* plan an activity using the Think-Pair-Share technique that allows students to interact with each other and trial it in the classroom

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Learning about the web browser, navigating to specific urls,
* viewing slideshows using the browser.
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will repeat the netbook familiarisation activity from last session, and
* you will try the same activity with your students: viewing a slideshow.
}}

{{todo|mini blackboards - where do we introduce those? [they are introduced via video in this session JB] }}

= {{name for review of follow up}} =

{{review of follow up}}

= Reflective journal =
[[Image:oer4s Ts working together.jpg|300px]]
{{ednote|text=
In this section, we introduce the notion of a reflective journal to support the process of ongoing reflective practice and the {{activitytag|ptr}} cycle. The teachers have already heard about doing reflections in the last session, but now we formalise this slightly.

Emphasise concrete planning of time for doing reflections.
}}

{{activity|Introduction| to keeping a reflective journal|5}} Ideally teachers would keep a booklet and also keep a copy of the following questions handy to guide reflections. This journal can be brought along to workshop sessions and any pertinent reflections made during the activities in the session can also be written in it. You can refer back to the previous session for guidance on reflection.

{{ednote|text=
As a facilitator, how will you know whether these questions have been understood? In the classroom, we often ask students: "Have you understood? Are we clear?", to which the students always answer: "YES!". An important part of becoming an interactive workshop facilitator or an interactive teacher is to know how to ask the right questions, to actually probe whether participants have understood.

One important question for this is: "Can you give an example?" So as you go through the reflective questions below, ask participants to give/record examples to back up their observations. This might mean that they write about what a particular student said or how a particular student responded.
}}

{{activity|wcd|: Whole group discussion on reflective questions|10}} As a group, read through the following questions, making sure that everybody understands how to use them.

{{oinc|OER4Schools/reflective journal questions}}

{{ednote|text=
In some schools, teachers have recorded reflections on a dictaphone. A separate sheet with questions is available here:
[[OER4Schools/audio_diary_guidance|audio diary guidance]].

For the trial, also use dictaphones. How are the teachers finding that? See more expanded list of questions in the audio diary guidelines.

}}

= Examples of interactive teaching in Zambia =

Many African teachers aspire to be interactive teachers. Yet, interactive teaching is not common in the African classroom. However, it can work in this context!

The following clip shows Eness, a teacher in a community school near Lusaka interacting with a Grade 3 class. Watch the clip of her class discussion about ''Is a bat a bird?''

{{activity|otr|: Watch a video of a whole class discussion.|5}} Read the following questions for reflection, and then watch the video.
{{: Video/Eness vertebrates 12.mp4/reflection }}
{{: Video/Eness_vertebrates_12.mp4 }}

{{activity|wcd|: Whole group discussion on the whole class discussion video.|10}} We asked you look at the following questions:
{{: Video/Eness vertebrates 12.mp4/reflection }}
Now discuss these questions as a group.

{{ednote|text=
'''Issues to discuss'''
* Noisy but productive - A classroom can be noisy and productive at the same time
* '''''interactive = inter-action (with view to sense making<nowiki>; </nowiki>i.e. purpose of inter-action is to make sense)'''''
* Children making sense of ideas for themselves, developing their own classifications, relating to what they already know...
* Teacher not telling answer, asking students to investigate for themselves

Facilitator needs to know how to deal with criticisms (such as too noisy, too much chaos, not productive)

The road is long. But it can be done!
}}

= Practitioner reflection on interactive teaching =

{{activity|otr|: Practitioner reflection on interactive teaching.|5}} The key to interactive teaching is ''teachers'' ''shifting “from telling to listening”'' and ''learners shifting from receiving information to making sense ''of it for themselves.

How can we “listen” to learners? What does that mean in practice?
[[File:mini-blackboards-and-groups.jpg |400px |alt=Children holding mini-blackboards with some sums on are stood in front of the main blackboard and teacher, who is looking to them for answers|thumb]]
{{ednote|text=
'''Facilitator describes own experience of shifting to interactive teaching''' and how it is different in his/her classroom now…

'''Evidence for impact of interactive teaching (optional)'''

Generally we have experienced that teachers welcome interactive ways of teaching. However, it is possible that teachers may object or have major concerns to the interactive teaching shown in the videos as well as what has emerged from this discussion. For instance, they may say that this just will not work in their classroom, that it may not work with large classes, or perhaps that such styles of teaching would not be welcome by parents or head teachers for various reasons.

At this stage, you could introduce interactive teaching as an international trend. Research evidence from different countries shows that this kind of active learning is both motivating and far more effective for learning than direct instruction (“chalk-and-talk” or lecturing). In particular independent, collaborative or oral work, as well as questioning and whole-class discussion that encourage pupils to grapple with ideas are effective. They lead to long-term and deeper learning rather than memorising facts (resulting in short-term, superficial learning).

The following video clip may help to reinforce the point.
}}

{{activity|otr|: Watch a video on one Zambian teacher’s experience of interactive teaching.|5}}

{{:Video/Agness_Tembo_at_eLA_2010_Zambia.mp4 }}

This two minute clip features Agness Tembo, a Grade 2 teacher from Chalimbana Basic School located in a rural area of Zambia. She is presenting at the e-Learning Africa Conference 2010 her own experiences of participating in Phase 1 of the OER4Schools research project. She talks animatedly about the challenges she faced in introducing both ICT and interactive pedagogy into her (mathematics) teaching for the first time, the benefits to students, and the qualities she needed as a teacher to make the shift successful.

{{activity|Introduction| of Think Pair Share.|5}} This is a technique that encourages cooperative learning by peer interactivity. Here are the steps:

# '''Think''' - Students listen to a question (this may be an open-ended question to which there are many answers) or a presentation and are given ‘think time’ to formulate their responses.
# '''Pair''' - Following the ‘think time’, students work together with a partner, sharing ideas, discussing, clarifying and challenging.
# '''Share''' -The pair then share their ideas with another pair, or with the whole class. Students should be prepared to share their partner’s ideas as well as their own.

You will now use this technique to help you to formulate your ideas on interactive teaching.
{{ednote|text=
{{activitytag|tpr}}:

Teachers should cue the progress from one step to the next. In the primary classroom, hand signals for each step can be developed with the students and these can be used along with verbal cues.

Allowing students time to think, sometimes referred to as 'wait time' has been shown by researchers to improve the quality of their responses. Talking through ideas with a partner first before sharing them with a wider audience allows for those ideas to be elaborated on and refined.

Model the think pair share technique in the following activity, remembering to tell the participants what step they are on, what they should be doing and for how long.

}}

{{activity|tpr| your ideas on the differences between interactive teaching and traditional teaching|10}}

We mentioned that interactive teaching involves moving from “telling” to “listening.” What other words do you feel might describe the difference between traditional approaches and interactive teaching? What are the two kinds of classroom like? Think on your own for a minute and then pair up and discuss your ideas with a partner. Write your ideas on the board for all to see. Aim for each person to write a word or phrase for each approach perhaps under the headings 'traditional classroom' vs 'interactive classroom'.

{{ednote|text=

Some contrasts people might make (let them suggest their own terms):
* passive - active
* quiet - noisy
* individual - collaborative

Note: these are not value judgments - they can be positive or negative in different circumstances!

}}

= ICT practice: Practical activity =

{{activity|stgw|:Practical activity in small groups on the exploration of a slideshow using the a web browser.|20}} In the [[OER4Schools/1.1_What_is_interactive_teaching?|last session]], we looked at a basic netbook familiarisation. Make sure that you are happy with that activity so far. Discuss any issues with your partner.

We now use the browser to display images, and do a learning activity. Take a netbook per pair, start the netbook, open the browser, and navigate to this page:
* [[Classifying and organising living things using images/slideshow]]
Consider the following questions:
* What are the technical difficulties and challenges to you running this activity now?
* What do you think will the challenges be when you run this activity with your students in class? (Make notes on this in your reflective journal - we will refer back to these when you have done this activity in class.)
* What can you say about how you might classify the images?
Note that in the 'follow-up' you will try the same activity with your students in the classroom, so it is very important to anticipate any issues that may arise.

= Classifying animals using digital images =

{{activity|otr|: Watch the following video sequence of a Zambian teacher's interactive lesson on classifying animals using digital images|15}}. Pause after each clip for a brief discussion with a partner: What would you record on an activity template to capture this activity? (There is no need to actually write on it.)

Eness_vertebrates_clips 2,4,6: (1 min. 40, 2 mins. 43, 3 mins. 43 = 8 mins. 06 total)

{{: Video/Eness_vertebrates_2.mp4 }}
{{: Video/Eness_vertebrates_4.mp4 }}
{{: Video/Eness_vertebrates_6.mp4 }}

TOTAL: 8:06

This video sequence contains '''three consecutive clips''' from the same lesson you saw earlier, showing:
*Clip 2: Students hands out blackboards themselves (active)
*Clip 4: Teacher repeats and clarifies instructions; she illustrates them with nonsense classifications so students do not copy hers
*Clip 6: Groupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group

{{activity|wcd|: Whole group discussion on a Zambian teacher's interactive lesson on classification using digital images|10}}. When you have discussed these clips one by one in pairs, come together as a whole group and continue to discuss the clips, using the following questions to help guide the discussion:

* What '''new techniques''' was Eness using this time?
* How did she ensure that children were '''active'''?
* What role did the '''mini blackboards '''play?
* How can teachers create a good '''relationship with their class''' so that children can learn?
* What kind of '''classroom atmosphere''' supports learning?

{{activity|stgw|: Pair work on planning a classification activity|5}}. In a pair, plan your own classification activity using the browser based slideshow that you have been exploring. The classification activity that you choose should be appropriate for the age of your students and be for use in a lesson that you are teaching imminently. You may want to pair up with a teacher of the same grade if this is possible. Plan to make use of the mini blackboards during the activity. For younger groups of students you may want to choose a few images to use at the front of the class to stimulate discussion.

Record the planned activity in an [[OER4S/activity template|activity template]].

Questions to help you complete the template for this specific kind of activity - Classification activity using digital images for the students to look at and mini blackboards for them to record their ideas:

* How will you use the digital images?
* What is the learning objective for the activity? How will using digital images help the students to achieve this?
* Will individuals or pairs have a blackboard?
* What is the purpose of recording on a blackboard? For example, will all learners hold them up to show me their ideas? Will they discuss with peers? Will they record the results of a learning activity? Will they write or draw on the blackboards?

[[Image:Eness1.jpg|thumb|300px]]

= Follow-up activities =
{{activity|Agreeing follow up activities|5}}

''Part A: Practical classroom ICT-based activities.'' Repeat the netbook familiaristion, leading into the classification activity that you have planned in this session, making use of digital images and mini-blackboards.

''Part C: Reflections.'' Also, plan and do a Think-Pair-Share activity in one of your lessons.

''Part C: Reflections.'' Reflect on both of these activities soon after you do them, making a note of your reflections in your journal. Use the reflective questions from this session and the last session to guide you.

''Part D: Next time.'' Don’t forget to bring your activity plans again, and your recorded reflections.

In a future session, you will learn how to make your own slideshows. If you are ambitious, you might want to explore how to do this yourself.

{{ednote|text=
Remember the brainstorm from last week? Depending on how long you have between sessions, participants should also repeat the brainstorm. There's no need to reflect on that specifically, as the main focus is on digital images and mini-blackboards.

}}

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

Template:Review of follow up

2013-01-21T17:09:11Z

Bryony:

<div class="editsection">{{Edit|Edit this review section|{{PageGroupPrevName|oer4schap|offset={{{offset|1}}}}}/review of follow up}}</div>
{{ednote|text=
If you are running a professional learning programme which follows these sessions in sequence, then you should do the review of follow up activities relating to the {{PageGroupPrev|oer4schap|previous session|offset={{{offset|1}}}}}. The 'review of follow up activities' for that session is available [[{{PageGroupPrevFullName|oer4schap|offset={{{offset|1}}}}}/review of follow up|here]], and also shown below in the session text. However, if you are following selected sessions in a different order, then you should use the reflection appropriate to the previous session you did.

The review of the follow up activities for this session (to be done at the start of the next session) is available [[/review_of_follow_up|here]].
}}

{{#ifexist: {{PageGroupPrevFullName|oer4schap|offset={{{offset|1}}}}}/review of follow up|<div style="background: lightgreen; padding: 10px;">
{{: {{PageGroupPrevFullName|oer4schap|offset={{{offset|1}}}}}/review of follow up }}
</div>|{{ednote|text=

'''There is no review of follow up activities from last session available.''' You can go to the previous session ([[{{PageGroupPrevFullName|oer4schap|offset={{{offset|1}}}}}]]) and [[{{PageGroupPrevFullName|oer4schap|offset={{{offset|1}}}}}/review of follow up|create one]].

}}}}

Template:Review of follow up

2013-01-21T17:05:27Z

Bryony:

<div class="editsection">{{Edit|Edit this review section|{{PageGroupPrevName|oer4schap|offset={{{offset|1}}}}}/review of follow up}}</div>
{{ednote|text=
If you are running a professional learning programme which follows these sessions in sequence, then you should do the review of follow up activities relating to the {{PageGroupPrev|oer4schap|previous session|offset={{{offset|1}}}}}. The 'review of follow up activities' for that session is available [[{{PageGroupPrevFullName|oer4schap|offset={{{offset|1}}}}}/review of follow up|here]], and also shown below in the session text. However, if you following selected sessions in a different order, then you should use the reflection appropriate to the previous session you did.

The review of the follow up activities for this session (to be done at the start of the next session) is available [[/review_of_follow_up|here]].
}}

{{#ifexist: {{PageGroupPrevFullName|oer4schap|offset={{{offset|1}}}}}/review of follow up|<div style="background: lightgreen; padding: 10px;">
{{: {{PageGroupPrevFullName|oer4schap|offset={{{offset|1}}}}}/review of follow up }}
</div>|{{ednote|text=

'''There is no review of follow up activities from last session available.''' You can go to the previous session ([[{{PageGroupPrevFullName|oer4schap|offset={{{offset|1}}}}}]]) and [[{{PageGroupPrevFullName|oer4schap|offset={{{offset|1}}}}}/review of follow up|create one]].

}}}}

OER4Schools/What is interactive teaching

2013-01-21T15:13:41Z

Bryony: /* Follow-up activities */

{{OER4S
|title=What is interactive teaching? An introduction to the interactive Zambian classroom
|session=1.1
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the interactive teaching technique of '''brainstorming''' and how and when to use it in the classroom,
* '''activity templates''' for interactive teaching techniques and how these can be introduced alongside current lesson plans,
* the '''cycle of ongoing reflective practice''' (plan - teach - reflect) and how this can be used to improve planned interactive teaching activities, and
* an activity on how to use a '''netbook''' to open a web browser.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* plan a brainstorm activity that has the potential to generate lots of ideas,
* complete an activity template for the brainstorm activity that has a clear learning objective,
* do this activity in the classroom,
* reflect on this activity (and revise, if necessary) to ensure maximum interaction from students, and
* use a netbook to open a web browser and induct students in the process before the next session.

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* ''Netbook familiarisation'': Switching on, logging in, opening a web browser
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will try the same activity in the classroom, introducing your students to the netbooks.
}}

{{ednote|text=

It is imperative that you read the text of this session, and the following sessions very carefully, and clarify any issues. You should make the learning intentions and the success criteria for the sessions explicit to the participants perhaps by writing them on the board or printing them out separately. These should be referred to when appropriate as you proceed through the session/s.

}}

[[Image:Abel photo 2.jpg|300px]]

= Brainstorm on interactive teaching =

{{activity|wcb| on interactive teaching.|10}} Consider the following questions:
* What is interactive teaching?
* What interactive techniques do you know?
* How often have you used such techniques?

{{ednote|text=
What is a "whole group brainstorm"?

Make it clear to the participants that you want to hear from everyone and that they shouldn't worry if they're not sure but should have a go at making a suggestion... we will develop our collective understanding as time goes on (what are teachers’ expectations?). There are no wrong answers, just ideas. Here we have used a number of questions to give participants an idea of how wide ranging their responses can be. The aim of this brainstorm is to find out what participants know, think and feel about interactive teaching.

If participants are not very forthcoming, probe them with additional questions, e.g. 'What do you think interactive teaching might be? Is it the same as learner-centred teaching?'

'''Record the brainstorm. '''The facilitator writes on a board or a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is ok to not make a record. There should be no evaluation of responses when using the brainstorming technique.

If you are part of our “facilitators program”, use the tools provided to capture the discussion.
}}

= Brainstorming in the classroom =

{{activity|stgw|: Discussion in pairs of what a brainstorm looks like in the classroom.|5}} Now that we have done a brainstorm in the workshop, what does a brainstorm in the classroom look like? Do you think your students would like this activity? How could you make sure that all students get actively involved? Discuss this with your neighbour.

{{activity|otr|: Watch video of a brainstorm.|5}} Watch the following video clip together. As you watch, think about the following:

{{: Video/Eness vertebrates 1.mp4/reflection }}

{{: Video/Eness_vertebrates_1.mp4 }}

This clip from a Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.

{{ednote|text=
Note that the clip shows the start of a session but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions, allowing time to think first, {{activitytag|'no hands up’}} technique.

Workshop participants continue with the discussion.

}}

{{activity|wcd|: Discussion on the brainstorm video.|15}} Let's now discuss this. We asked some questions above, which you should now discuss.

{{ednote|text=
During the discussion, record what participants are contributing. You could do this on a piece of paper, or on the board. You could also appoint a scribe, who does this for you, leaving you free to manage the discussion.

Benefits of brainstorming include:
* giving everybody an opportunity to speak,
* encouraging students to contribute a large range of ideas,
* reduces the fear of risk taking, and
* shows respect for all participants (making sure that students do not laugh at each other).

At the end of the discussion, summarise the outcomes of the discussion, including any key points the participants have made.
}}

= Planning an activity - “activity template” =

{{activity|wcd|: Discussion on activity plans.|10}} Have a brief discussion about current practice on lesson planning. Consider such things as: Where do the lesson plans themselves come from? What do you think about the activities that are being done? Can you see a way that new activities could be introduced alongside your current lesson plans? Do you forseee any difficulties in doing this?

{{ednote|text=
DIscuss with the participants how they plan their lessons and how the new interactive activities that they are being introduced to can work within their current plans.

In designing 'activities' we do not aim to replace whole lesson plans. We simply try to make some activities in the lessons more interactive.

}}

{{activity|Introduction| to activity templates.|10}} In this section, we consider strategies to incorporate new interactive elements in your lessons, including things you might say, and things you might do. To help you structure your planning, we provide an activity template. It includes:
* what the activity is (a technique such as a brainstorm, group work, mini blackboard use plus an activity in which it is used, e.g. “a brainstorm on what animals are found in your environment”),
* the grade,
* the subject & lesson topic,
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X),
* resources to be used (such as blackboard, mini blackboards, paper, objects, etc), and
* how the activity is carried out.

{{activity|stgw|: Planning in pairs for activity templates.|10}} Break into pairs, and capture the activity shown in the video above in the activity template. Remember to include the {{activitytag|'no hands up' }} technique - this works very well with brainstorming but can also be used for general questioning.

= The cycle of {{activitytag|ptr}} =

{{ednote|text=
In this section, we introduce a key tool for this programme, which we call “The cycle of plan - teach - reflect”. What this means is that in our professional learning, we progress by planning (e.g.) an activity. We then do this activity in the classroom, and then reflect on the activity (either on our own, with a colleague, or in a group). You can read more about the idea of "{{activitytag|ptr}}".

Sometimes we capture these reflections. The simplest way to capture reflections is on paper. These can easily be shared. Because this involves extra work (e.g. done after a lesson), teachers can be reluctant to do so, and if you ask them to make notes, you may not actually get anything back. It can be helpful to give teachers some prompts, that will remind them to reflect.

It is important to make very concrete plans with the teachers as to when they will be using their activities, and we would strongly recommend that teachers decide on a particular day / lesson / class, when they will trial an activity.

Also arrange with the teachers when they will reflect, for instance agree that the teachers will reflect immediately after the lesson. It is a common pattern for teachers to set the class quiet work. While we do not necessarily encourage this as a good use of lesson time, it is an opportunity for a teacher to quickly write down some reflections. So if a series of interactive activities is followed by some individual work, the teacher could use that time to make some notes using the reflective questions provided.

The participants will plan an activity in pairs. Explore whether it is possible for these two teachers to observe each other doing the brainstorm with their class. That is to say, is it possible for one teacher to set their class some work, to be able to observe the other teacher. In principle, this should only take about 15 minutes, so do explore whether this can be done. We will come back to this in the next session.

As a facilitator, discuss these ideas with the participants, and make concrete plans for when the activities take place (together with peer observation), and when the associated reflection takes place.

We suggest that rather than reading the text below to (or with) the participants, you just draw attention to the diagram, and explain the contents to the participants. Make sure that they understand the reflective questions provided. How do you know, whether they have understood these questions? For instance, you could check whether participants can give concrete examples.
}}

[[Image:plan-teach-reflect.png|thumb|300px]]

{{activity|Introduction| to the cycle of ongoing reflective practice.|10}} Here we introduce the cycle of '''ongoing reflective practice''' in the context of doing a brainstorm activity. By following this cycle you will gradually refine your classroom activities, so that over time they become more interactive activities, providing better opportunities for students to learn more deeply.

* Part 1: Plan an interactive activity such as brainstorming
* Part 2: Teach using the activity, bearing in mind the learning objective
* Part 3: Reflect on how the activity went, first on your own and then with a colleague and perhaps a wider group
* Revise plan and repeat cycle

For reflecting on an activity, it is useful to have questions to guide the reflection. For example, the following questions could be used to guide reflection:
* What did the children get out of the activity? How can you tell?
* How did you (as the teacher) find out what the children learned / thought about the activities / got out of them?
* What did you (as the teacher) get out of it?
* Did you find it difficult?
* What would you do differently next time?
* Did the activity allow students to meet the learning objective that it was designed to address?

We will use this cycle in the following section to refine a brainstorm activity.

= Planning a brainstorm activity =

{{activity|stgw|: Planning in pairs of a brainstorm activity.|5}} Break into pairs, and plan a brainstorm together. The pairs should be arranged, so that it will be possible to do this brainstorm with your class (e.g. pair by grade, or pair by subject). As you plan, share your ideas with your partner as much as possible, and listen attentively to their ideas and feedback.

Here are some questions, you could consider to help you plan:
* What do you need to know about students’ knowledge or understanding of the topic? What will you ask them to brainstorm?
* What will you do with the results? How will you build on that in the rest of the lesson?
* What are you teaching next week?
* What is the topic of your brainstorm?
* What makes for a good topic?

{{activity|wcb| of participant's suggestions.|5}} Pick one or two of the brainstorms that were just planned and try them on the rest of the group.

{{ednote|text=
The topic of the brainstorm needs to generate lots of ideas. Look out for topics that have correct responses and/or are narrow in scope e.g. name the parts of a flower. This would not be a suitable topic to brainstorm, instead the topic could be 'what do we know about flowers?'. (Further questions could be asked by the teacher as the brainstorm proceeds in order to find out the depth of the students' knowledge). Encourage participants to accept all responses without evaluation and if possible, to make a note of them for all to see.
}}

{{activity|wcd|: Discussion of the trialled brainstorm activity.|5}} Did this work? How do you know? Did everyone participate?

{{activity|stgw|: Planning in pairs to revise the planned brainstorm activity.|5}} Based on what you have learned from the brainstorm trialling activity, revise your brainstorm, making sure that you have phrased your topic in a way that will generate lots of ideas. You can do this activity in pairs but each one of you should plan an individual brainstorm activity that you will use with your class before the next session.

= ICT practice: Netbook familiarisation =

{{ednote|text=

The following activity, as with other activities in later sessions, assumes that you have some netbooks available. If you have other forms of ICT available you could use those instead. In future sessions, we will use internet browsing, spreadsheets, and GeoGebra among other applications, so it would be useful if you have access to these.

If you do not have any ICT at all, you can spend longer on the other activities in this session.
}}

{{activity|stgw|: Practical activity exploring netbooks.|20}} Here is a netbook familiarisation activity that you can use with your students, spend some time working through the activity yourself now and think about how your students will respond to it. Make sure that you can answer all of the questions.

{{oinc|OER4Schools/Netbook familiarisation}}

{{: OER4Schools/Learning about ICT with self-awareness }}

= Classroom assistants =

{{ednote|text=
The notion of classroom assistants needs to be discussed at school level, and you may encounter resistance. However, especially if the programme has already been running in a previous year (in some grades, but not the whole school, and some students are thus familiar with netbooks), it will be very beneficial to the smooth running of activities if some arrangement with classroom assistants can be made.

If this is the first year that you are running the programme, you may want to consider running a computer club, which helps some students to learn about netbooks quickly, with a view to them helping out in lessons.
}}
{{: OER4Schools/Classroom assistants }}

= Follow-up activities =

{{activity|Agreeing follow up activities|5}}

{{fup|A}} ''Practical classroom activities and reflection.'' Complete an activity template for the brainstorm activity that you planned and revised in this session. Do the activity with your class and be prepared to reflect on how it went.

{{fup|B}} ''Netbook familiarisation.'' '''Introduce the class to the netbooks during one of your lessons.''' Netbooks should be run on battery. The activity is described in a separate classroom worksheet at the end of the unit, that you should have in front of you when you run the activity.

{{fup|C}} Don’t forget to bring your activity plans again, and your recorded reflections. (Use your dictaphone if you have one, or make notes on paper or electronically)

{{fup|D}} '''Classroom assistants.''' In another lesson this week, we would like you to try to recruit two or more “classroom assistants” to help the younger children with a specific activity, either ICT-based or not. Reflect (using your dictaphone) on whether/how that was useful from your perspective and what the students’ own reactions were?

{{ednote|text=
Remind participants to do their activities. They may want to review the notes that have been handed out, as well as read the background text available below.

As the facilitator, you should also do a reflection on how this first workshop went - please see facilitator reflection for Unit 1!

}}

{{setting of follow up}}

= Activity template =

The activity template is available on this page for printing: [[OER4Schools/activity template]]:

{{:OER4Schools/activity template}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/What is interactive teaching

2013-01-21T15:04:19Z

Bryony: /* Classroom assistants */

{{OER4S
|title=What is interactive teaching? An introduction to the interactive Zambian classroom
|session=1.1
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the interactive teaching technique of '''brainstorming''' and how and when to use it in the classroom,
* '''activity templates''' for interactive teaching techniques and how these can be introduced alongside current lesson plans,
* the '''cycle of ongoing reflective practice''' (plan - teach - reflect) and how this can be used to improve planned interactive teaching activities, and
* an activity on how to use a '''netbook''' to open a web browser.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* plan a brainstorm activity that has the potential to generate lots of ideas,
* complete an activity template for the brainstorm activity that has a clear learning objective,
* do this activity in the classroom,
* reflect on this activity (and revise, if necessary) to ensure maximum interaction from students, and
* use a netbook to open a web browser and induct students in the process before the next session.

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* ''Netbook familiarisation'': Switching on, logging in, opening a web browser
{{ OER4SchoolsWSInfo/ICT intro students}}
* you will try the same activity in the classroom, introducing your students to the netbooks.
}}

{{ednote|text=

It is imperative that you read the text of this session, and the following sessions very carefully, and clarify any issues. You should make the learning intentions and the success criteria for the sessions explicit to the participants perhaps by writing them on the board or printing them out separately. These should be referred to when appropriate as you proceed through the session/s.

}}

[[Image:Abel photo 2.jpg|300px]]

= Brainstorm on interactive teaching =

{{activity|wcb| on interactive teaching.|10}} Consider the following questions:
* What is interactive teaching?
* What interactive techniques do you know?
* How often have you used such techniques?

{{ednote|text=
What is a "whole group brainstorm"?

Make it clear to the participants that you want to hear from everyone and that they shouldn't worry if they're not sure but should have a go at making a suggestion... we will develop our collective understanding as time goes on (what are teachers’ expectations?). There are no wrong answers, just ideas. Here we have used a number of questions to give participants an idea of how wide ranging their responses can be. The aim of this brainstorm is to find out what participants know, think and feel about interactive teaching.

If participants are not very forthcoming, probe them with additional questions, e.g. 'What do you think interactive teaching might be? Is it the same as learner-centred teaching?'

'''Record the brainstorm. '''The facilitator writes on a board or a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is ok to not make a record. There should be no evaluation of responses when using the brainstorming technique.

If you are part of our “facilitators program”, use the tools provided to capture the discussion.
}}

= Brainstorming in the classroom =

{{activity|stgw|: Discussion in pairs of what a brainstorm looks like in the classroom.|5}} Now that we have done a brainstorm in the workshop, what does a brainstorm in the classroom look like? Do you think your students would like this activity? How could you make sure that all students get actively involved? Discuss this with your neighbour.

{{activity|otr|: Watch video of a brainstorm.|5}} Watch the following video clip together. As you watch, think about the following:

{{: Video/Eness vertebrates 1.mp4/reflection }}

{{: Video/Eness_vertebrates_1.mp4 }}

This clip from a Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.

{{ednote|text=
Note that the clip shows the start of a session but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions, allowing time to think first, {{activitytag|'no hands up’}} technique.

Workshop participants continue with the discussion.

}}

{{activity|wcd|: Discussion on the brainstorm video.|15}} Let's now discuss this. We asked some questions above, which you should now discuss.

{{ednote|text=
During the discussion, record what participants are contributing. You could do this on a piece of paper, or on the board. You could also appoint a scribe, who does this for you, leaving you free to manage the discussion.

Benefits of brainstorming include:
* giving everybody an opportunity to speak,
* encouraging students to contribute a large range of ideas,
* reduces the fear of risk taking, and
* shows respect for all participants (making sure that students do not laugh at each other).

At the end of the discussion, summarise the outcomes of the discussion, including any key points the participants have made.
}}

= Planning an activity - “activity template” =

{{activity|wcd|: Discussion on activity plans.|10}} Have a brief discussion about current practice on lesson planning. Consider such things as: Where do the lesson plans themselves come from? What do you think about the activities that are being done? Can you see a way that new activities could be introduced alongside your current lesson plans? Do you forseee any difficulties in doing this?

{{ednote|text=
DIscuss with the participants how they plan their lessons and how the new interactive activities that they are being introduced to can work within their current plans.

In designing 'activities' we do not aim to replace whole lesson plans. We simply try to make some activities in the lessons more interactive.

}}

{{activity|Introduction| to activity templates.|10}} In this section, we consider strategies to incorporate new interactive elements in your lessons, including things you might say, and things you might do. To help you structure your planning, we provide an activity template. It includes:
* what the activity is (a technique such as a brainstorm, group work, mini blackboard use plus an activity in which it is used, e.g. “a brainstorm on what animals are found in your environment”),
* the grade,
* the subject & lesson topic,
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X),
* resources to be used (such as blackboard, mini blackboards, paper, objects, etc), and
* how the activity is carried out.

{{activity|stgw|: Planning in pairs for activity templates.|10}} Break into pairs, and capture the activity shown in the video above in the activity template. Remember to include the {{activitytag|'no hands up' }} technique - this works very well with brainstorming but can also be used for general questioning.

= The cycle of {{activitytag|ptr}} =

{{ednote|text=
In this section, we introduce a key tool for this programme, which we call “The cycle of plan - teach - reflect”. What this means is that in our professional learning, we progress by planning (e.g.) an activity. We then do this activity in the classroom, and then reflect on the activity (either on our own, with a colleague, or in a group). You can read more about the idea of "{{activitytag|ptr}}".

Sometimes we capture these reflections. The simplest way to capture reflections is on paper. These can easily be shared. Because this involves extra work (e.g. done after a lesson), teachers can be reluctant to do so, and if you ask them to make notes, you may not actually get anything back. It can be helpful to give teachers some prompts, that will remind them to reflect.

It is important to make very concrete plans with the teachers as to when they will be using their activities, and we would strongly recommend that teachers decide on a particular day / lesson / class, when they will trial an activity.

Also arrange with the teachers when they will reflect, for instance agree that the teachers will reflect immediately after the lesson. It is a common pattern for teachers to set the class quiet work. While we do not necessarily encourage this as a good use of lesson time, it is an opportunity for a teacher to quickly write down some reflections. So if a series of interactive activities is followed by some individual work, the teacher could use that time to make some notes using the reflective questions provided.

The participants will plan an activity in pairs. Explore whether it is possible for these two teachers to observe each other doing the brainstorm with their class. That is to say, is it possible for one teacher to set their class some work, to be able to observe the other teacher. In principle, this should only take about 15 minutes, so do explore whether this can be done. We will come back to this in the next session.

As a facilitator, discuss these ideas with the participants, and make concrete plans for when the activities take place (together with peer observation), and when the associated reflection takes place.

We suggest that rather than reading the text below to (or with) the participants, you just draw attention to the diagram, and explain the contents to the participants. Make sure that they understand the reflective questions provided. How do you know, whether they have understood these questions? For instance, you could check whether participants can give concrete examples.
}}

[[Image:plan-teach-reflect.png|thumb|300px]]

{{activity|Introduction| to the cycle of ongoing reflective practice.|10}} Here we introduce the cycle of '''ongoing reflective practice''' in the context of doing a brainstorm activity. By following this cycle you will gradually refine your classroom activities, so that over time they become more interactive activities, providing better opportunities for students to learn more deeply.

* Part 1: Plan an interactive activity such as brainstorming
* Part 2: Teach using the activity, bearing in mind the learning objective
* Part 3: Reflect on how the activity went, first on your own and then with a colleague and perhaps a wider group
* Revise plan and repeat cycle

For reflecting on an activity, it is useful to have questions to guide the reflection. For example, the following questions could be used to guide reflection:
* What did the children get out of the activity? How can you tell?
* How did you (as the teacher) find out what the children learned / thought about the activities / got out of them?
* What did you (as the teacher) get out of it?
* Did you find it difficult?
* What would you do differently next time?
* Did the activity allow students to meet the learning objective that it was designed to address?

We will use this cycle in the following section to refine a brainstorm activity.

= Planning a brainstorm activity =

{{activity|stgw|: Planning in pairs of a brainstorm activity.|5}} Break into pairs, and plan a brainstorm together. The pairs should be arranged, so that it will be possible to do this brainstorm with your class (e.g. pair by grade, or pair by subject). As you plan, share your ideas with your partner as much as possible, and listen attentively to their ideas and feedback.

Here are some questions, you could consider to help you plan:
* What do you need to know about students’ knowledge or understanding of the topic? What will you ask them to brainstorm?
* What will you do with the results? How will you build on that in the rest of the lesson?
* What are you teaching next week?
* What is the topic of your brainstorm?
* What makes for a good topic?

{{activity|wcb| of participant's suggestions.|5}} Pick one or two of the brainstorms that were just planned and try them on the rest of the group.

{{ednote|text=
The topic of the brainstorm needs to generate lots of ideas. Look out for topics that have correct responses and/or are narrow in scope e.g. name the parts of a flower. This would not be a suitable topic to brainstorm, instead the topic could be 'what do we know about flowers?'. (Further questions could be asked by the teacher as the brainstorm proceeds in order to find out the depth of the students' knowledge). Encourage participants to accept all responses without evaluation and if possible, to make a note of them for all to see.
}}

{{activity|wcd|: Discussion of the trialled brainstorm activity.|5}} Did this work? How do you know? Did everyone participate?

{{activity|stgw|: Planning in pairs to revise the planned brainstorm activity.|5}} Based on what you have learned from the brainstorm trialling activity, revise your brainstorm, making sure that you have phrased your topic in a way that will generate lots of ideas. You can do this activity in pairs but each one of you should plan an individual brainstorm activity that you will use with your class before the next session.

= ICT practice: Netbook familiarisation =

{{ednote|text=

The following activity, as with other activities in later sessions, assumes that you have some netbooks available. If you have other forms of ICT available you could use those instead. In future sessions, we will use internet browsing, spreadsheets, and GeoGebra among other applications, so it would be useful if you have access to these.

If you do not have any ICT at all, you can spend longer on the other activities in this session.
}}

{{activity|stgw|: Practical activity exploring netbooks.|20}} Here is a netbook familiarisation activity that you can use with your students, spend some time working through the activity yourself now and think about how your students will respond to it. Make sure that you can answer all of the questions.

{{oinc|OER4Schools/Netbook familiarisation}}

{{: OER4Schools/Learning about ICT with self-awareness }}

= Classroom assistants =

{{ednote|text=
The notion of classroom assistants needs to be discussed at school level, and you may encounter resistance. However, especially if the programme has already been running in a previous year (in some grades, but not the whole school, and some students are thus familiar with netbooks), it will be very beneficial to the smooth running of activities if some arrangement with classroom assistants can be made.

If this is the first year that you are running the programme, you may want to consider running a computer club, which helps some students to learn about netbooks quickly, with a view to them helping out in lessons.
}}
{{: OER4Schools/Classroom assistants }}

= Follow-up activities =

{{activity|Agreeing follow up activities|5}}

{{fup|A}} ''Practical classroom activities and reflection.'' Complete an activity template for the brainstorm activity that you planned and revised in this session. Do the activity with your class and be prepared to reflect on how it went.

{{fup|B}} ''Netbook familiarisation.'' '''Introduce the class to the netbooks during one of your lessons.''' netbooks should be run on battery. The activity is described in a separate classroom worksheet at the end of the unit, that you should have in front of you when you run the activity.

{{fup|C}} Don’t forget to bring your activity plans again, and your recorded reflections. (Use your dictaphone if you have one, or make notes on paper or electronically)

{{fup|D}} '''Classroom assistants.''' In another lesson this week, we would like you to try to recruit two or more “classroom assistants” to help the younger children with a specific activity, either ICT-based or not. Reflect (using your dictaphone) on whether/how that was useful from your perspective and what the students’ own reactions were?

{{ednote|text=
Remind participants to do their activities. They may want to review the notes that have been handed out, as well as read the background text available below.

As the facilitator, you should also do a reflection on how this first workshop went - please see facilitator reflection for Unit 1!

}}

{{setting of follow up}}

= Activity template =

The activity template is available on this page for printing: [[OER4Schools/activity template]]:

{{:OER4Schools/activity template}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Learning about ICT with self-awareness

2013-01-21T15:01:57Z

Bryony:

<noinclude>{{OER4SchoolsRinfo}}</noinclude>

While participants learn about their own use of ICT, it is really
important that participants are aware of their own learning process.
While they are learning about ICT, participants should think about how
they could engage their students in the same learning process.

This of course could apply to learning anything new, but in the context of the [[OER4Schools]] programme, ICT is likely to be a completely new skill, so it's particularly important to bring awareness to the process.

OER4Schools/Netbook familiarisation

2013-01-21T14:57:13Z

Bryony:

<noinclude>{{OER4SchoolsRinfo
|topic=Basic ICT skills
}}</noinclude>

'''Netbook familiarisation activity''' <br />
[[Image:Pupils_working_with_netbook.jpg|350px|alt=small group of pupils working with a netbook computer|thumb]]
Take the school netbooks to your class - making sure that they are carried and used according to the rules set by the school.{{todo|Expand based on various documents we've made with CBS.}}

The pupils work in mixed ability groups (with computers distributed evenly). Groups do not need to progress at the same speed: There will be faster groups and slower groups. However, the faster groups should be helping the slower groups. If a fast group has managed to do something, their task is to split up and help others to reach the same stage!

'''Activity''':
# '''Exploration of turning on a computer. '''Allow pupils to figure out how to turn them on (find the power button). The pupils should be discussing in the groups. Encourage them e.g. by making analogies with other electrical devices. If they are stuck, show one group, and ask that group to show others. When they have managed to turn on the computers, they should observe what happens: the login screen comes up. Remember that faster groups should help slower groups.
# '''Exploration of the login screen. '''Ask groups: What do you need to do next? What do the parts of the netbook do? Can you give names to the parts? Give them plenty of time to discover, and press things on the netbook (with the password screen up), without telling them. They can’t really break anything if they are careful. Let them help each other and discuss with each other what they are finding out.
# '''Logging in. '''When groups have figured out how to type text, tell one group about the username and password, and see whether they can enter them. When they have managed to do so, they should immediately help other groups to reach the same stage.
## username: ''classroom''
## password: ''student''
# '''Exploration of the desktop. '''They now need to apply their new knowledge: “click” on “username” ''classroom'', and “enter” the “password” ''student. ''They now see the desktop. When a group is ready to move to the next stage, the teacher demonstrates how to open a web browser (to that group). Ask the students to do the same. Again, the students find out what happens. Don’t worry if they can’t open the web browser - let them try to open whatever applications they like. Then after a while repeat the instructions about opening a web browser to the same group. Again, get the groups to help each other find how to open the browser. They should immediately share anything they find out with the whole class.

This activity is an example of enquiry-based learning, which we will cover in much greater detail later in the [[OER4Schools]] programme.
[[Category:OER4S CPD]]