OER in Education - User contributions [en]

OER4Schools/VVOB Questioning the Questions

2015-02-26T10:59:59Z

JanetBlair: removed images that weren't showing up

{{OER4SchoolsRinfo
|related resources= [[OER4Schools/Questioning the questions]]
|resources = {{File|VVOB_-_Questioning_the_Questions.pdf}}
}}
[[Image: Bloom'spg4.png|285px]]
[[Image: Bloom'spg5.png|285px]]
[[Image: Bloom'spg6.png|285px]]

OER4Schools/eLA2013

2015-02-13T14:48:51Z

JanetBlair: fixed typo

{{OER4S
|title=OER4Schools Taster Session
|session=8.3
}}{{OER4SchoolsWSInfo
|description=
|intention=
|success criteria=
|ict=
|resources=
}}[[Category:Dialogue]][[Category:Questioning]]

= Creating a supportive environment for dialogue =

We are now moving on to the topic of this unit, and we start with introducing whole class dialogue. We initially focus on
* Creating a supportive environment for dialogue, and
* Cumulative talk - creating a story together.

= Introducing cumulative talk - creating a story together =

{{ednote|text=
Cumulative talk is talk in which all participants agree and add to the previous talk (or sentence).
}}

{{activity|cumulative talk|: Creating a story together|10}} All the participants get up to rearrange the seating. Arrange the group in a {{activitytag|horseshoe seating arrangement}} if there is room. If not choose another arrangement allowing participants to see each other. Facilitator starts a story by saying one sentence. All participants then contribute to the story by adding sentences.

A good story would:
* be contextually appropriate: for example, use common names of characters and a setting familiar to participants.
* have a theme relevant for participants such as education (girl-child receiving schooling later supports family), importance of forests and wild-life (saving a snake later becomes useful for invention of new medicine), treatment of diseases (steps taken by a family to treat an ill person) etc.,
* be short and have few characters, and
* have a problem which is collectively resolved in the end.

For instance, you could create a story about welcoming a new child to the school, perhaps a child with an impairment or some kind. Tthe facilitator starts by saying: "The other day, I heard my neighbours talking about whether their child should be starting school, because their child has difficulty walking, and they were not sure whether children like that should go to school." {{indinc|A1.1|Everyone is welcomed.}}

{{ednote|text=
Facilitator can introduce the notion of Talk Rules during this activity if needed. Some examples are: “everybody listens when one person talks” because they have to add to that sentence, “respect others’ ideas” by adding to rather than changing their idea, “make sure everyone in the group understands”, “try to reach consensus in the end” – participants don’t need to actually come to agreement but the process of trying gets people to listen to each other. You may want to ask participants to generate their own examples of Talk Rules.
}}

The activity we just did is example of “cumulative talk” where participants build on what the previous person has said (“cumulative talk” is one example of whole class dialogue).

= Introduction to the lesson (for context) =

{{activity|otr|Video on classification of vertebrates.|10}}
In the ongoing OER4Schools sessions, the teachers would already be familiar with Eness' lesson. However, here, just to introduce Eness' lesson itself, let's watch these two videos:

{{: Video/Eness vertebrates 4.mp4 }}
{{: Video/Eness vertebrates 5.mp4 }}

= Whole class discussion: Creating a supportive environment =
{{activity|otr| Video on classification of vertebrates.|10}} Video clips Eness vertebrates 10 ("Is a boy a mammal?") and 11 ("Is a whale a fish or a mammal?"); lively class discussion about classifying these animals, deliberately chosen to create controversy and to challenge the pupils'''<nowiki/>'''

{{: Video/19 Eness 3 vertebrates 10.mp4 }}
{{: Video/19 Eness 3 vertebrates 11.mp4 }}

{{activity|wcd| on the learning environment and classroom management.|10}}
* Was there a supportive environment for pupil participation and dialogue in this lesson?{{lfl|2}} If so, how did the teacher achieve this?
* How did she help students to work out whether the boy and the whale were mammals? Did this discussion move their thinking forward?{{lfl|1}}
* What did you think about teacher control and pupil learning in these video clips? How would a horseshoe seating arrangement have impacted on this?
* How would you manage something similar in your classroom? How would you encourage pupil talk without losing too much control?

{{ednote|text=
Did participants notice the “wait time” after asking a question before teacher made a further contribution or question? Increasing wait time a little increases thinking time and in turn leads to an improvement in the quality of students' responses.
}}

= Reflection on what we have learned =

{{activity|wcd|: Reflecting on what you have learnt.|10}} Reflection on what you have learned from this session about
* Body language for encouraging dialogue
* Cumulative talk
* Encouraging most pupils to talk
* Withholding feedback sometimes to motivate pupils without fear of “wrong” answers: not evaluating pupil responses, just accepting them
* Forming rules for dialogue
* Managing the tension between control and learners’ freedom to contribute

= Cumulative talk in the classroom =

{{activity|stgw| in pairs: Planning cumulative talk in the classroom|10}} Now pair up, and come up with ideas for cumulative talk in the classroom.
* Consider that when this activity is done in the classroom with pupils, themes should be chosen from the curriculum.
* Also consider that the seating arrangement can be modified according to teachers’ classrooms such that pupils see each other. Pupils can leave their tables and just move their chairs (or sit outside if the grounds are suitable).
As you are planning this activity, ask yourself the following questions:
* Do your students find it easy to talk?
* How can you encourage students to talk?
* Are some students likely to laugh at other students contributions? How can you create safe environments that enable students to take risks?{{lfl|2.4}}

You can use the [[OER4Schools/activity_template|activity template]] if you like.

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

{{fup|A}} Try out cumulative talk by asking pupils to create a class story, contributing one line each whenever they are handed the magic microphone by their peers. Use some of the techniques discussed in this session to create a supportive environment, for example: positive body language, enthusiastic tone, listening to each other before speaking and building on what the previous person has said. Encourage any shy children to have a go, and repeat the activity with another topic on other occasion so they get more used to public speaking.

{{setting of follow up}}

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

In the last session, we asked you to try out cumulative talk in the classroom? How did that go?

= Introduction to questioning =
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.

}}

= Handouts =

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

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

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/eLA2013

2015-02-13T14:36:12Z

JanetBlair: fixed typo

{{OER4S
|title=OER4Schools Taster Session
|session=8.3
}}{{OER4SchoolsWSInfo
|description=
|intention=
|success criteria=
|ict=
|resources=
}}[[Category:Dialogue]][[Category:Questioning]]

= Creating a supportive environment for dialogue =

We are now moving on to the topic of this unit, and we start with introducing whole class dialogue. We initially focus on
* Creating a supportive environment for dialogue, and
* Cumulative talk - creating a story together.

= Introducing cumulative talk - creating a story together =

{{ednote|text=
Cumulative talk is talk in which all participants agree and add to the previous talk (or sentence).
}}

{{activity|cumulative talk|: Creating a story together|10}} All the participants get up to rearrange the seating. Arrange the group in a {{activitytag|horseshoe seating arrangement}} if there is room. If not choose another arrangement allowing participants to see each other. Facilitator starts a story by saying one sentence. All participants then contribute to the story by adding sentences.

A good story would:
* be contextually appropriate: for example, use common names of characters and a setting familiar to participants.
* have a theme relevant for participants such as education (girl-child receiving schooling later supports family), importance of forests and wild-life (saving a snake later becomes useful for invention of new medicine), treatment of diseases (steps taken by a family to treat an ill person) etc.,
* be short and have few characters, and
* have a problem which is collectively resolved in the end.

For instance, you could create a story about welcoming a new child to the school, perhaps a child with an impairment or some kind. Tthe facilitator starts by saying: "The other day, I heard my neighbours talking about whether their child should be starting school, because their child has difficulty walking, and they were not sure whether children like that should go to school." {{indinc|A1.1|Everyone is welcomed.}}

{{ednote|text=
Facilitator can introduce the notion of Talk Rules during this activity if needed. Some examples are: “everybody listens when one person talks” because they have to add to that sentence, “respect others’ ideas” by adding to rather than changing their idea, “make sure everyone in the group understands”, “try to reach consensus in the end” – participants don’t need to actually come to agreement but the process of trying gets people to listen to each other. You may want to ask participants to generate their own examples of Talk Rules.
}}

The activity we just did is example of “cumulative talk” where participants build on what the previous person has said (“cumulative talk” is one example of whole class dialogue).

= Introduction to the lesson (for context) =

{{activity|otr|Video on classification of vertebrates.|10}}
In the ongoing OER4Schools sessions, the teachers would already be familiar with Eness' lesson. However, here, just to introduce Eness' lesson itself, let's watch these two videos:

{{: Video/Eness vertebrates 4.mp4 }}
{{: Video/Eness vertebrates 5.mp4 }}

= Whole class discussion: Creating a supportive environment =
{{activity|otr| Video on classification of vertebrates.|10}} Video clips Eness vertebrates 10 ("Is a boy a mammal?") and 11 ("Is a whale a fish or a mammal?"); lively class discussion about classifying these animals, deliberately chosen to create controversy and to challenge the pupils'''<nowiki/>'''

{{: Video/19 Eness 3 vertebrates 10.mp4 }}
{{: Video/19 Eness 3 vertebrates 11.mp4 }}

{{activity|wcd| on the learning environment and classroom management.|10}}
* Was there a supportive environment for pupil participation and dialogue in this lesson?{{lfl|2}} If so, how did the teacher achieve this?
* How did she help students to work out whether the boy and the whale were mammals? Did this discussion move their thinking forward?{{lfl|1}}
* What did you think about teacher control and pupil learning in these video clips? How would a horseshoe seating arrangement have impacted on this?
* How would you manage something similar in your classroom? How would you encourage pupil talk without losing too much control?

{{ednote|text=
Did participants notice the “wait time” after asking a question before teacher made a further contribution or question? Increasing wait time a little increases thinking time and in turn leads to an improvement in the quality of students' responses.
}}

= Reflection on what we have learned =

{{activity|wcd|: Reflectiong on what you have learnt.|10}} Reflection on what you have learned from this session about
* Body language for encouraging dialogue
* Cumulative talk
* Encouraging most pupils to talk
* Withholding feedback sometimes to motivate pupils without fear of “wrong” answers: not evaluating pupil responses, just accepting them
* Forming rules for dialogue
* Managing the tension between control and learners’ freedom to contribute

= Cumulative talk in the classroom =

{{activity|stgw| in pairs: Planning cumulative talk in the classroom|10}} Now pair up, and come up with ideas for cumulative talk in the classroom.
* Consider that when this activity is done in the classroom with pupils, themes should be chosen from the curriculum.
* Also consider that the seating arrangement can be modified according to teachers’ classrooms such that pupils see each other. Pupils can leave their tables and just move their chairs (or sit outside if the grounds are suitable).
As you are planning this activity, ask yourself the following questions:
* Do your students find it easy to talk?
* How can you encourage students to talk?
* Are some students likely to laugh at other students contributions? How can you create safe environments that enable students to take risks?{{lfl|2.4}}

You can use the [[OER4Schools/activity_template|activity template]] if you like.

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

{{fup|A}} Try out cumulative talk by asking pupils to create a class story, contributing one line each whenever they are handed the magic microphone by their peers. Use some of the techniques discussed in this session to create a supportive environment, for example: positive body language, enthusiastic tone, listening to each other before speaking and building on what the previous person has said. Encourage any shy children to have a go, and repeat the activity with another topic on other occasion so they get more used to public speaking.

{{setting of follow up}}

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

In the last session, we asked you to try out cumulative talk in the classroom? How did that go?

= Introduction to questioning =
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.

}}

= Handouts =

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

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

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/eLA2013

2015-02-13T11:51:05Z

JanetBlair: removed eLA 2013 from title (will use this version for BC)

{{OER4S
|title=OER4Schools Taster Session
|session=8.3
}}{{OER4SchoolsWSInfo
|description=
|intention=
|success criteria=
|ict=
|resources=
}}[[Category:Dialogue]][[Category:Questioning]]

= Creating a supportive environment for dialogue =

We are now moving on to the topic of this unit, and we start with introducing whole class dialogue. We initially focus on
* Creating a supportive environment for dialogue, and
* Cumulative talk - creating a story together.

= Introducing cumulative talk - creating a story together =

{{ednote|text=
Cumulative talk is talk in which all participants agree and add to the previous talk (or sentence).
}}

{{activity|cumulative talk|: Creating a story together|10}} All the participants get up to rearrange the seating. Arrange the group in a {{activitytag|horseshoe seating arrangement}} if there is room. If not choose another arrangement allowing participants to see each other. Facilitator starts a story by saying one sentence. All participants then contribute to the story by adding sentences.

A good story would:
* be contextually appropriate: for example, use common names of characters and a setting familiar to participants.
* have a theme relevant for participants such as education (girl-child receiving schooling later supports family), importance of forests and wild-life (saving a snake later becomes useful for invention of new medicine), treatment of diseases (steps taken by a family to treat an ill person) etc.,
* be short and have few characters, and
* have a problem which is collectively resolved in the end.

For instance, you could create a story about welcoming a new child to the school, perhaps a child with an impairment or some kind. Tthe facilitator starts by saying: "The other day, I heard my neighbours talking about whether their child should be starting school, because their child has difficulty walking, and they were not sure whether children like that should go to school." {{indinc|A1.1|Everyone is welcomed.}}

{{ednote|text=
Facilitator can introduce the notion of Talk Rules during this activity if needed. Some examples are: “everybody listens when one person talks” because they have to add to that sentence, “respect others’ ideas” by adding to rather than changing their idea, “make sure everyone in the group understands”, “try to reach consensus in the end” – participants don’t need to actually come to agreement but the process of trying gets people to listen to each other. You may want to ask participants to generate their own examples of Talk Rules.
}}

The activity we just did is example of “cumulative talk” where participants build on what the previous person has said (“cumulative talk” is one example of whole class dialogue).

= Introduction to the lesson (for context) =

{{activity|otr|Video on classification of vertebrates.|10}}
In the ongoing OER4Schools sessions, the teachers would already be familiar with Eness' lesson. However, here, just to introduce Eness' lesson itself, let's watch these two videos:

{{: Video/Eness vertebrates 4.mp4 }}
{{: Video/Eness vertebrates 5.mp4 }}

= Whole class discussion: Creating a supportive environment =
{{activity|otr| Video on classification of vertebrates.|10}} Video clips Eness vertebrates 10 ("Is a boy a mammal?") and 11 ("Is a whale a fish or a mammal?"); lively class discussion about classifying these animals, deliberately chosen to create controversy and to challenge the pupils'''

{{: Video/19 Eness 3 vertebrates 10.mp4 }}
{{: Video/19 Eness 3 vertebrates 11.mp4 }}

{{activity|wcd| on the learning environment and classroom management.|10}}
* Was there a supportive environment for pupil participation and dialogue in this lesson?{{lfl|2}} If so, how did the teacher achieve this?
* How did she help students to work out whether the boy and the whale were mammals? Did this discussion move their thinking forward?{{lfl|1}}
* What did you think about teacher control and pupil learning in these video clips? How would a horseshoe seating arrangement have impacted on this?
* How would you manage something similar in your classroom? How would you encourage pupil talk without losing too much control?

{{ednote|text=
Did participants notice the “wait time” after asking a question before teacher made a further contribution or question? Increasing wait time a little increases thinking time and in turn leads to an improvement in the quality of students' responses.
}}

= Reflection on what we have learned =

{{activity|wcd|: Reflectiong on what you have learnt.|10}} Reflection on what you have learned from this session about
* Body language for encouraging dialogue
* Cumulative talk
* Encouraging most pupils to talk
* Withholding feedback sometimes to motivate pupils without fear of “wrong” answers: not evaluating pupil responses, just accepting them
* Forming rules for dialogue
* Managing the tension between control and learners’ freedom to contribute

= Cumulative talk in the classroom =

{{activity|stgw| in pairs: Planning cumulative talk in the classroom|10}} Now pair up, and come up with ideas for cumulative talk in the classroom.
* Consider that when this activity is done in the classroom with pupils, themes should be chosen from the curriculum.
* Also consider that the seating arrangement can be modified according to teachers’ classrooms such that pupils see each other. Pupils can leave their tables and just move their chairs (or sit outside if the grounds are suitable).
As you are planning this activity, ask youself the following questions:
* Do your students find it easy to talk?
* How can you encourage students to talk?
* Are some students likely to laugh at other students contributions? How can you create safe environments that enable students to take risks?{{lfl|2.4}}

You can use the [[OER4Schools/activity_template|activity template]] if you like.

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

{{fup|A}} Try out cumulative talk by asking pupils to create a class story, contributing one line each whenever they are handed the magic microphone by their peers. Use some of the techniques discussed in this session to create a supportive environment, for example: positive body language, enthusiastic tone, listening to each other before speaking and building on what the previous person has said. Encourage any shy children to have a go, and repeat the activity with another topic on other occasion so they get more used to public speaking.

{{setting of follow up}}

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

In the last session, we asked you to try out cumulative talk in the classroom? How did that go?

= Introduction to questioning =
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.

}}

= Handouts =

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

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

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/ICTs in interactive teaching

2014-11-19T10:59:30Z

JanetBlair:

{{OER4S
|title=ICTs in interactive teaching
|session= 1.4
}}{{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, and
* 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, and
* plan and teach a second digital image/slideshow activity focusing on effective use of mini blackboards by groups of students.

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* 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), and
* 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 =

{{:OER4Schools/ICT/include}}

= 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 =

{{: OER4Schools/ICT/typing practice with students }}

= Follow-up activities =

{{activity|Agreeing follow up activities|5}}

''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. Facilitators should also log in and send an email to set an example.
}}

{{setting of follow up}}

<div style="clear: both;"></div>
{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/ICTs in interactive teaching

2014-11-19T10:57:04Z

JanetBlair: edited 'ICT components' to better reflect content

{{OER4S
|title=ICTs in interactive teaching
|session= 1.4
}}{{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, and
* 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, and
* plan and teach a second digital image/slideshow activity focusing on effective use of mini blackboards by groups of students.

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* 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), and
* 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 =

{{:OER4Schools/ICT/include}}

= 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 =

{{: OER4Schools/ICT/typing practice with students }}

= Follow-up activities =

{{activity|Agreeing follow up activities|5}}

''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. Facilitators should also log in and send an email to set an example.
}}

{{setting of follow up}}

<div style="clear: both;"></div>
{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Activity planning and reflection

2014-11-19T10:51:49Z

JanetBlair:

{{OER4S
|title=Activity planning and reflection
|session=1.3
}}{{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, and
* 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, and
* 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}}
* viewing slideshows using the web browser and Open Office and
* manipulating slides in Open Office.

{{ 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.
}}

= {{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.

'''Tips for using the techniques successfully:'''

* 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.

* When using this activity in the classroom it is not necessary to take feedback from all groups every time. This would be quite time consuming and may not be particularly edifying. Teachers can walk around and listen to the students talking in their pairs and perhaps call on those that they know will have something interesting to contribute. Whilst all students should be given the opportunity to contribute during lessons it is not necessary to give everyone that opportunity in every activity.

'''Strategy for keeping track of who has contributed during activities/lessons:'''

By putting a little dot next to the names of the students in the class list for a particular lesson (or the register) you can easily keep track of those students that have been called on during that lesson and incorporate that into your planning.

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!

}}

{{Related resources|text=
The '''Zedupad''' resource ''Taking care of the environment'' (see link below) could be used as an engaging context through which to introduce your students to the ''think-pair-share'' technique. It offers a bird's eye view of a village both before and after its inhabitants decided to take care of it.

Slide 3 asks the following question:

* Whose responsibility is it to care for the environment?

And slide 4 asks students to look at a picture and identify the ways in which the village is being badly cared for. You could try using the ''think-pair-share'' technique with either or both of these questions.

[[Image: environment1.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php
}}

= ICT practice: Practical activity =
{{:OER4Schools/ICT/include}}

= 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, and
*Clip 6: Groupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group.
[[Image:Eness1.jpg|thumb|200px]]

{{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?

{{Related resources|text=

This '''TESSA''' resource on exploring shapes provides an additional context for classification (mathematics) and does not require the use of ICT. Activity 1: Helping pupils sort real objects (on page 4 of the resource) includes useful ideas on how you can set the scene for an open-ended task encouraging students to come up with different ways of classifying everyday objects. The rest of the resource goes on to introduce the mathematical vocabulary needed to describe and classify shapes effectively and introduces a fun 'feely bag' idea.

This related ORBIT resource: http://orbit.educ.cam.ac.uk/wiki/Exploring_shape_and_its_mathematical_language_through_sorting_activities/Resource allows you to see at a glance the material that is included in the resource below.

[[File: Exploring_shapes.pdf]]

}}

{{Ednote|text=

Draw participants attention to the TESSA resource.

}}

= Typing practice =

{{: OER4Schools/ICT/typing_practice_for_participants }}

= 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}}

OER4Schools/Activity planning and reflection

2014-11-19T10:50:44Z

JanetBlair: changed 'ICT components' to better reflect content

{{OER4S
|title=Activity planning and reflection
|session=1.3
}}{{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, and
* 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, and
* 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}}
* viewing slideshows using the web browser and Open Office and
* manipulating slides in Open Office

{{ 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.
}}

= {{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.

'''Tips for using the techniques successfully:'''

* 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.

* When using this activity in the classroom it is not necessary to take feedback from all groups every time. This would be quite time consuming and may not be particularly edifying. Teachers can walk around and listen to the students talking in their pairs and perhaps call on those that they know will have something interesting to contribute. Whilst all students should be given the opportunity to contribute during lessons it is not necessary to give everyone that opportunity in every activity.

'''Strategy for keeping track of who has contributed during activities/lessons:'''

By putting a little dot next to the names of the students in the class list for a particular lesson (or the register) you can easily keep track of those students that have been called on during that lesson and incorporate that into your planning.

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!

}}

{{Related resources|text=
The '''Zedupad''' resource ''Taking care of the environment'' (see link below) could be used as an engaging context through which to introduce your students to the ''think-pair-share'' technique. It offers a bird's eye view of a village both before and after its inhabitants decided to take care of it.

Slide 3 asks the following question:

* Whose responsibility is it to care for the environment?

And slide 4 asks students to look at a picture and identify the ways in which the village is being badly cared for. You could try using the ''think-pair-share'' technique with either or both of these questions.

[[Image: environment1.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php
}}

= ICT practice: Practical activity =
{{:OER4Schools/ICT/include}}

= 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, and
*Clip 6: Groupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group.
[[Image:Eness1.jpg|thumb|200px]]

{{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?

{{Related resources|text=

This '''TESSA''' resource on exploring shapes provides an additional context for classification (mathematics) and does not require the use of ICT. Activity 1: Helping pupils sort real objects (on page 4 of the resource) includes useful ideas on how you can set the scene for an open-ended task encouraging students to come up with different ways of classifying everyday objects. The rest of the resource goes on to introduce the mathematical vocabulary needed to describe and classify shapes effectively and introduces a fun 'feely bag' idea.

This related ORBIT resource: http://orbit.educ.cam.ac.uk/wiki/Exploring_shape_and_its_mathematical_language_through_sorting_activities/Resource allows you to see at a glance the material that is included in the resource below.

[[File: Exploring_shapes.pdf]]

}}

{{Ednote|text=

Draw participants attention to the TESSA resource.

}}

= Typing practice =

{{: OER4Schools/ICT/typing_practice_for_participants }}

= 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}}

OER4Schools/AVU2014

2014-10-24T18:04:17Z

JanetBlair: /* Enquiry Ideas: Investigating my body and how it works */

AVU workshop, November 2014

BJOERN, I LIKE THE 'CREATING A SUPPORTIVE ENVIRONMENT FOR LEARNING' SECTION ON THE E-LEARNING AFRICA PRESENTATION. ALONG WITH THAT YOU MAY WISH TO CHOOSE ONE OR MORE OF THE FOLLOWING DEPENDING ON WHAT YOUU WANT TO ADDRESS. I'VE INCLUDED ACTIVITIES THAT HAVE RECOMMENDED TESSA/ZEDUPAD RESOURCES WITH THEM, THAT MAY OR MAY NOT BE A GOOD IDEA DEPENDING ON YOUR AUDIENCE/GOALS.

{{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?'

If you are part of our “facilitators program”, use the tools provided to capture the discussion.
}}

= Brainstorming in the classroom =

{{ednote|text=

The following activity is same-task group work, done in pairs. So for this part of the session you are doing group work, where the groups are pairs. Just ask participants to turn to each other.

}}

{{activity|stgw|: Discussion in pairs of what {{activitytag| brainstorming}} 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|wcd|: Reporting back from the discussion|5}} Participants briefly report back from the group work.

{{ednote|text=
Make sure that participants get the idea of what a brainstorm is.

You do not need to go round all the groups. You can just ask whether people have more to add.
}}

{{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.
}}

{{activity|otr|: Summary|5}}. Summarise, and discuss the proper meaning of what a brainstorm is. You can refer to [[OER4Schools/activities/brainstorming]] to find out more.

{{ednote|text=
Make sure that all participants understand what a brainstorm is.

What is the purpose of a brainstorm? It can have many purposes, but one purpose is that a brainstorm is a good way of finding out what they already know. So to go from the "known to the unknown".
}}

= Giving formative feedback =

Read the Science question below and the responses from two students.

{|border=1
||
'''Lesson Objective:''' We are learning ways of preventing being infected by malaria.

'''Success Criteria:''' I will be successful if I can write at least two correct ways of preventing the malaria infection, communicating clearly and in some detail.

'''Question:''' Imagine you are going to visit someone in an area that is known to be infested with mosquitoes. Describe two ways to avoid being infected by malaria.

'''Sample student’s response:'''

Mary: I will avoid getting bitten by mosquitoes because malaria is very unpleasant.

Mulenga: As mosquitoes bite particularly at night, I will make sure I sleep in rooms that have a good mosquito net or wear a long-sleeved shirt. If I can plan in advance, I will visit a doctor to take some preventive medicine.
|}

{{activity|wcd|: Whole group brainstorm on what feedback to give the students.|5}} As a group, brainstorm:
* What will be my feedback to Mary? Why?
* What will be my feedback to Mulenga? Why?

{{activity|Role play| teacher-student feedback in pairs.|5}} Break into pairs, assign roles (teacher, Mary/Mulenga), and do a role play for 5 minutes. The person playing the teacher gives the feedback (based on the brainstorm you have just done), and the other participant (playing first Mary and then Mulenga) responds to the teachers comments or keeps a note of how the feedback makes them feel. Then swap roles and role play again.

{{ednote|text=

Encourage participants to provide different formative feedback to each of the students. This may involve:

i. Acknowledge Mary’s attempt to respond to the question - prompt her to elaborate more on how he/she could avoid being bitten by mosquitoes.

ii. Give full credits to Mulenga for her response through positive affirmation that comments on how she has addressed the success criteria (eg she has highlighted important strategies, clearly stated, nicely detailed). Also consider challenging her by encouraging her to think of another preventive way of being infected by malaria or whether she knows what preventive drug can be used.

It is expected that participants’ feedback will evolve during the brainstorm. This will happen if you reinforce the points below through modelling them yourself.
}}

{{ednote|text=
Limit the time to 5 minutes.
}}

{{activity|wgd|: Whole group discussion on teacher-student role plays.|5}} Come back together as a group. Discuss the role plays. Was is easier to give feedback to Mary or Mulenga? How did you feel when you were receiving feedback? Make a note of any particular points that you could use in the future when giving feedback to students.

While giving formative feedback (individually or in whole class):
* always '''begin with what is good''' about students’ work or which success criteria have been met and appreciate students’ responses
* ask students to '''reflect on which criteria was/were not met''' before you tell them.
* ask students '''what they could do next time'''/could have done this time to meet the success criteria
* '''suggest some points''' on which students could act '''immediately'''/in near future
* for high achievers suggest some points that can be achieved beyond the success criteria

{{ednote|text=
Ask participants to pay particular attention to the words that they use - sensitive language that guides students for further action/effort is best. The feedback should be directed at students’ responses or work and NOT at the students themselves.
}}

{{Related resources|text=

This '''Zedupad''' resource ''Fred the Fly learns about Malaria'' (see link below) is an informative interactive resource with multiple choice questions on malaria prevention and a drag and drop activity at the end that could be used as part of a formative assessment. If you decide to use the resource, remember to plan in advance of the lesson what the success criteria will be and how you are going to provide feedback to the students.

[[Image: malaria1.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

== Enquiry Ideas: Investigating my body and how it works ==

Children are naturally curious about how their bodies work so this is a rich area to draw on for enquiry ideas. A simple and straight forward enquiry into pulse rate and how it varies with exercise requires minimal equipment, just a stopwatch (or a clock with a second hand) and some accurate counting. Students can come up with different types of exercise such as running on the spot/sprinting/going up and down stairs and see how these affect their pulse rate. They could also look at whether or not their pulse rate is different when they are lying down.

Here is a short videos of a Zambian teacher working on an enquiry topic centred around how our bodies work:

* lung capacity and how it varies with height/sex/pulse rate/chest circumference

{{: Video/Aggie lung capacity.m4v }}

{{Related resources|text=

As well as providing an additional context for enquiry work, this substantial '''TESSA''' resource ''Investigating Distance'' will help you to develop ways of teaching in a more pupil-centred way and contains useful ideas on how to improve your ability to organise, support and assess practical investigations.

Reading through the case studies will be useful when you are developing your own enquiry ideas, especially case study 3 which emphasises the importance of assessing students' prior understanding and ensuring that they have the necessary skills before embarking on an independent enquiry.

[[File: Investigating_distance.pdf]]

}}

OER4Schools/AVU2014

2014-10-24T18:02:55Z

JanetBlair: BJOERN, READ MY NOTE AT THE TOP OF THE DOCUMENT

AVU workshop, November 2014

BJOERN, I LIKE THE 'CREATING A SUPPORTIVE ENVIRONMENT FOR LEARNING' SECTION ON THE E-LEARNING AFRICA PRESENTATION. ALONG WITH THAT YOU MAY WISH TO CHOOSE ONE OR MORE OF THE FOLLOWING DEPENDING ON WHAT YOUU WANT TO ADDRESS. I'VE INCLUDED ACTIVITIES THAT HAVE RECOMMENDED TESSA/ZEDUPAD RESOURCES WITH THEM, THAT MAY OR MAY NOT BE A GOOD IDEA DEPENDING ON YOUR AUDIENCE/GOALS.

{{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?'

If you are part of our “facilitators program”, use the tools provided to capture the discussion.
}}

= Brainstorming in the classroom =

{{ednote|text=

The following activity is same-task group work, done in pairs. So for this part of the session you are doing group work, where the groups are pairs. Just ask participants to turn to each other.

}}

{{activity|stgw|: Discussion in pairs of what {{activitytag| brainstorming}} 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|wcd|: Reporting back from the discussion|5}} Participants briefly report back from the group work.

{{ednote|text=
Make sure that participants get the idea of what a brainstorm is.

You do not need to go round all the groups. You can just ask whether people have more to add.
}}

{{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.
}}

{{activity|otr|: Summary|5}}. Summarise, and discuss the proper meaning of what a brainstorm is. You can refer to [[OER4Schools/activities/brainstorming]] to find out more.

{{ednote|text=
Make sure that all participants understand what a brainstorm is.

What is the purpose of a brainstorm? It can have many purposes, but one purpose is that a brainstorm is a good way of finding out what they already know. So to go from the "known to the unknown".
}}

= Giving formative feedback =

Read the Science question below and the responses from two students.

{|border=1
||
'''Lesson Objective:''' We are learning ways of preventing being infected by malaria.

'''Success Criteria:''' I will be successful if I can write at least two correct ways of preventing the malaria infection, communicating clearly and in some detail.

'''Question:''' Imagine you are going to visit someone in an area that is known to be infested with mosquitoes. Describe two ways to avoid being infected by malaria.

'''Sample student’s response:'''

Mary: I will avoid getting bitten by mosquitoes because malaria is very unpleasant.

Mulenga: As mosquitoes bite particularly at night, I will make sure I sleep in rooms that have a good mosquito net or wear a long-sleeved shirt. If I can plan in advance, I will visit a doctor to take some preventive medicine.
|}

{{activity|wcd|: Whole group brainstorm on what feedback to give the students.|5}} As a group, brainstorm:
* What will be my feedback to Mary? Why?
* What will be my feedback to Mulenga? Why?

{{activity|Role play| teacher-student feedback in pairs.|5}} Break into pairs, assign roles (teacher, Mary/Mulenga), and do a role play for 5 minutes. The person playing the teacher gives the feedback (based on the brainstorm you have just done), and the other participant (playing first Mary and then Mulenga) responds to the teachers comments or keeps a note of how the feedback makes them feel. Then swap roles and role play again.

{{ednote|text=

Encourage participants to provide different formative feedback to each of the students. This may involve:

i. Acknowledge Mary’s attempt to respond to the question - prompt her to elaborate more on how he/she could avoid being bitten by mosquitoes.

ii. Give full credits to Mulenga for her response through positive affirmation that comments on how she has addressed the success criteria (eg she has highlighted important strategies, clearly stated, nicely detailed). Also consider challenging her by encouraging her to think of another preventive way of being infected by malaria or whether she knows what preventive drug can be used.

It is expected that participants’ feedback will evolve during the brainstorm. This will happen if you reinforce the points below through modelling them yourself.
}}

{{ednote|text=
Limit the time to 5 minutes.
}}

{{activity|wgd|: Whole group discussion on teacher-student role plays.|5}} Come back together as a group. Discuss the role plays. Was is easier to give feedback to Mary or Mulenga? How did you feel when you were receiving feedback? Make a note of any particular points that you could use in the future when giving feedback to students.

While giving formative feedback (individually or in whole class):
* always '''begin with what is good''' about students’ work or which success criteria have been met and appreciate students’ responses
* ask students to '''reflect on which criteria was/were not met''' before you tell them.
* ask students '''what they could do next time'''/could have done this time to meet the success criteria
* '''suggest some points''' on which students could act '''immediately'''/in near future
* for high achievers suggest some points that can be achieved beyond the success criteria

{{ednote|text=
Ask participants to pay particular attention to the words that they use - sensitive language that guides students for further action/effort is best. The feedback should be directed at students’ responses or work and NOT at the students themselves.
}}

{{Related resources|text=

This '''Zedupad''' resource ''Fred the Fly learns about Malaria'' (see link below) is an informative interactive resource with multiple choice questions on malaria prevention and a drag and drop activity at the end that could be used as part of a formative assessment. If you decide to use the resource, remember to plan in advance of the lesson what the success criteria will be and how you are going to provide feedback to the students.

[[Image: malaria1.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

== Enquiry Ideas: Investigating my body and how it works ==

Children are naturally curious about how their bodies work so this is a rich area to draw on for enquiry ideas. A simple and straight forward enquiry into pulse rate and how it varies with exercise requires minimal equipment, just a stopwatch (or a clock with a second hand) and some accurate counting. Students can come up with different types of exercise such as running on the spot/sprinting/going up and down stairs and see how these affect their pulse rate. They could also look at whether or not their pulse rate is different when they are lying down.

Here is a short videos of Zambian teachers working on an enquiry topic centred around how our bodies work:

* lung capacity and how it varies with height/sex/pulse rate/chest circumference

{{: Video/Aggie lung capacity.m4v }}

{{Related resources|text=

As well as providing an additional context for enquiry work, this substantial '''TESSA''' resource ''Investigating Distance'' will help you to develop ways of teaching in a more pupil-centred way and contains useful ideas on how to improve your ability to organise, support and assess practical investigations.

Reading through the case studies will be useful when you are developing your own enquiry ideas, especially case study 3 which emphasises the importance of assessing students' prior understanding and ensuring that they have the necessary skills before embarking on an independent enquiry.

[[File: Investigating_distance.pdf]]

}}

OER4Schools/AVU2014

2014-10-24T17:58:55Z

JanetBlair:

AVU workshop, November 2014

BJOERN, I LIKE THE 'CREATING A SUPPORTIVE ENVIRONMENT FOR LEARNING' SECTION ON THE E-LEARNING AFRICA PRESENTATION. ALONG WITH THAT YOU MAY WISH TO CHOOSE ONE OR MORE OF THE FOLLOWING DEPENDING ON ….

{{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?'

If you are part of our “facilitators program”, use the tools provided to capture the discussion.
}}

= Brainstorming in the classroom =

{{ednote|text=

The following activity is same-task group work, done in pairs. So for this part of the session you are doing group work, where the groups are pairs. Just ask participants to turn to each other.

}}

{{activity|stgw|: Discussion in pairs of what {{activitytag| brainstorming}} 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|wcd|: Reporting back from the discussion|5}} Participants briefly report back from the group work.

{{ednote|text=
Make sure that participants get the idea of what a brainstorm is.

You do not need to go round all the groups. You can just ask whether people have more to add.
}}

{{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.
}}

{{activity|otr|: Summary|5}}. Summarise, and discuss the proper meaning of what a brainstorm is. You can refer to [[OER4Schools/activities/brainstorming]] to find out more.

{{ednote|text=
Make sure that all participants understand what a brainstorm is.

What is the purpose of a brainstorm? It can have many purposes, but one purpose is that a brainstorm is a good way of finding out what they already know. So to go from the "known to the unknown".
}}

= Giving formative feedback =

Read the Science question below and the responses from two students.

{|border=1
||
'''Lesson Objective:''' We are learning ways of preventing being infected by malaria.

'''Success Criteria:''' I will be successful if I can write at least two correct ways of preventing the malaria infection, communicating clearly and in some detail.

'''Question:''' Imagine you are going to visit someone in an area that is known to be infested with mosquitoes. Describe two ways to avoid being infected by malaria.

'''Sample student’s response:'''

Mary: I will avoid getting bitten by mosquitoes because malaria is very unpleasant.

Mulenga: As mosquitoes bite particularly at night, I will make sure I sleep in rooms that have a good mosquito net or wear a long-sleeved shirt. If I can plan in advance, I will visit a doctor to take some preventive medicine.
|}

{{activity|wcd|: Whole group brainstorm on what feedback to give the students.|5}} As a group, brainstorm:
* What will be my feedback to Mary? Why?
* What will be my feedback to Mulenga? Why?

{{activity|Role play| teacher-student feedback in pairs.|5}} Break into pairs, assign roles (teacher, Mary/Mulenga), and do a role play for 5 minutes. The person playing the teacher gives the feedback (based on the brainstorm you have just done), and the other participant (playing first Mary and then Mulenga) responds to the teachers comments or keeps a note of how the feedback makes them feel. Then swap roles and role play again.

{{ednote|text=

Encourage participants to provide different formative feedback to each of the students. This may involve:

i. Acknowledge Mary’s attempt to respond to the question - prompt her to elaborate more on how he/she could avoid being bitten by mosquitoes.

ii. Give full credits to Mulenga for her response through positive affirmation that comments on how she has addressed the success criteria (eg she has highlighted important strategies, clearly stated, nicely detailed). Also consider challenging her by encouraging her to think of another preventive way of being infected by malaria or whether she knows what preventive drug can be used.

It is expected that participants’ feedback will evolve during the brainstorm. This will happen if you reinforce the points below through modelling them yourself.
}}

{{ednote|text=
Limit the time to 5 minutes.
}}

{{activity|wgd|: Whole group discussion on teacher-student role plays.|5}} Come back together as a group. Discuss the role plays. Was is easier to give feedback to Mary or Mulenga? How did you feel when you were receiving feedback? Make a note of any particular points that you could use in the future when giving feedback to students.

While giving formative feedback (individually or in whole class):
* always '''begin with what is good''' about students’ work or which success criteria have been met and appreciate students’ responses
* ask students to '''reflect on which criteria was/were not met''' before you tell them.
* ask students '''what they could do next time'''/could have done this time to meet the success criteria
* '''suggest some points''' on which students could act '''immediately'''/in near future
* for high achievers suggest some points that can be achieved beyond the success criteria

{{ednote|text=
Ask participants to pay particular attention to the words that they use - sensitive language that guides students for further action/effort is best. The feedback should be directed at students’ responses or work and NOT at the students themselves.
}}

{{Related resources|text=

This '''Zedupad''' resource ''Fred the Fly learns about Malaria'' (see link below) is an informative interactive resource with multiple choice questions on malaria prevention and a drag and drop activity at the end that could be used as part of a formative assessment. If you decide to use the resource, remember to plan in advance of the lesson what the success criteria will be and how you are going to provide feedback to the students.

[[Image: malaria1.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

== Enquiry Ideas: Investigating my body and how it works ==

Children are naturally curious about how their bodies work so this is a rich area to draw on for enquiry ideas. A simple and straight forward enquiry into pulse rate and how it varies with exercise requires minimal equipment, just a stopwatch (or a clock with a second hand) and some accurate counting. Students can come up with different types of exercise such as running on the spot/sprinting/going up and down stairs and see how these affect their pulse rate. They could also look at whether or not their pulse rate is different when they are lying down.

Here is a short videos of Zambian teachers working on an enquiry topic centred around how our bodies work:

* lung capacity and how it varies with height/sex/pulse rate/chest circumference

{{: Video/Aggie lung capacity.m4v }}

{{Related resources|text=

As well as providing an additional context for enquiry work, this substantial '''TESSA''' resource ''Investigating Distance'' will help you to develop ways of teaching in a more pupil-centred way and contains useful ideas on how to improve your ability to organise, support and assess practical investigations.

Reading through the case studies will be useful when you are developing your own enquiry ideas, especially case study 3 which emphasises the importance of assessing students' prior understanding and ensuring that they have the necessary skills before embarking on an independent enquiry.

[[File: Investigating_distance.pdf]]

}}

OER4Schools/AVU2014

2014-10-24T16:49:28Z

JanetBlair: …WILL COME BACK TO THIS...

AVU workshop, November 2014

BJOERN, I LIKE THE 'CREATING A SUPPORTIVE ENVIRONMENT FOR LEARNING' SECTION ON THE E-LEARNING AFRICA PRESENTATION. ALONG WITH THAT YOU MAY WISH TO CHOOSE ONE OR MORE OF THE FOLLOWING DEPENDING ON ….

{{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?'

If you are part of our “facilitators program”, use the tools provided to capture the discussion.
}}

= Brainstorming in the classroom =

{{ednote|text=

The following activity is same-task group work, done in pairs. So for this part of the session you are doing group work, where the groups are pairs. Just ask participants to turn to each other.

}}

{{activity|stgw|: Discussion in pairs of what {{activitytag| brainstorming}} 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|wcd|: Reporting back from the discussion|5}} Participants briefly report back from the group work.

{{ednote|text=
Make sure that participants get the idea of what a brainstorm is.

You do not need to go round all the groups. You can just ask whether people have more to add.
}}

{{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.
}}

{{activity|otr|: Summary|5}}. Summarise, and discuss the proper meaning of what a brainstorm is. You can refer to [[OER4Schools/activities/brainstorming]] to find out more.

{{ednote|text=
Make sure that all participants understand what a brainstorm is.

What is the purpose of a brainstorm? It can have many purposes, but one purpose is that a brainstorm is a good way of finding out what they already know. So to go from the "known to the unknown".
}}

= Giving formative feedback =

Read the Science question below and the responses from two students.

{|border=1
||
'''Lesson Objective:''' We are learning ways of preventing being infected by malaria.

'''Success Criteria:''' I will be successful if I can write at least two correct ways of preventing the malaria infection, communicating clearly and in some detail.

'''Question:''' Imagine you are going to visit someone in an area that is known to be infested with mosquitoes. Describe two ways to avoid being infected by malaria.

'''Sample student’s response:'''

Mary: I will avoid getting bitten by mosquitoes because malaria is very unpleasant.

Mulenga: As mosquitoes bite particularly at night, I will make sure I sleep in rooms that have a good mosquito net or wear a long-sleeved shirt. If I can plan in advance, I will visit a doctor to take some preventive medicine.
|}

{{activity|wcd|: Whole group brainstorm on what feedback to give the students.|5}} As a group, brainstorm:
* What will be my feedback to Mary? Why?
* What will be my feedback to Mulenga? Why?

{{activity|Role play| teacher-student feedback in pairs.|5}} Break into pairs, assign roles (teacher, Mary/Mulenga), and do a role play for 5 minutes. The person playing the teacher gives the feedback (based on the brainstorm you have just done), and the other participant (playing first Mary and then Mulenga) responds to the teachers comments or keeps a note of how the feedback makes them feel. Then swap roles and role play again.

{{ednote|text=

Encourage participants to provide different formative feedback to each of the students. This may involve:

i. Acknowledge Mary’s attempt to respond to the question - prompt her to elaborate more on how he/she could avoid being bitten by mosquitoes.

ii. Give full credits to Mulenga for her response through positive affirmation that comments on how she has addressed the success criteria (eg she has highlighted important strategies, clearly stated, nicely detailed). Also consider challenging her by encouraging her to think of another preventive way of being infected by malaria or whether she knows what preventive drug can be used.

It is expected that participants’ feedback will evolve during the brainstorm. This will happen if you reinforce the points below through modelling them yourself.
}}

{{ednote|text=
Limit the time to 5 minutes.
}}

{{activity|wgd|: Whole group discussion on teacher-student role plays.|5}} Come back together as a group. Discuss the role plays. Was is easier to give feedback to Mary or Mulenga? How did you feel when you were receiving feedback? Make a note of any particular points that you could use in the future when giving feedback to students.

While giving formative feedback (individually or in whole class):
* always '''begin with what is good''' about students’ work or which success criteria have been met and appreciate students’ responses
* ask students to '''reflect on which criteria was/were not met''' before you tell them.
* ask students '''what they could do next time'''/could have done this time to meet the success criteria
* '''suggest some points''' on which students could act '''immediately'''/in near future
* for high achievers suggest some points that can be achieved beyond the success criteria

{{ednote|text=
Ask participants to pay particular attention to the words that they use - sensitive language that guides students for further action/effort is best. The feedback should be directed at students’ responses or work and NOT at the students themselves.
}}

{{Related resources|text=

This '''Zedupad''' resource ''Fred the Fly learns about Malaria'' (see link below) is an informative interactive resource with multiple choice questions on malaria prevention and a drag and drop activity at the end that could be used as part of a formative assessment. If you decide to use the resource, remember to plan in advance of the lesson what the success criteria will be and how you are going to provide feedback to the students.

[[Image: malaria1.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

== Idea E: Investigating my body and how it works ==

Children are naturally curious about how their bodies work so this is a rich area to draw on for enquiry ideas. A simple and straight forward enquiry into pulse rate and how it varies with exercise requires minimal equipment, just a stopwatch (or a clock with a second hand) and some accurate counting. Students can come up with different types of exercise such as running on the spot/sprinting/going up and down stairs and see how these affect their pulse rate. They could also look at whether or not their pulse rate is different when they are lying down.

Here are some short videos of Zambian teachers working on an enquiry topic centred around how our bodies work:

* lung capacity and how it varies with height/sex/pulse rate/chest circumference
{{: Video/Aggie lung capacity.m4v }}
* BMI and being healthy
{{: Video/Judith_body_A04.m4v }}

{{Related resources|text=

As well as providing an additional context for enquiry work, this substantial '''TESSA''' resource ''Investigating Distance'' will help you to develop ways of teaching in a more pupil-centred way and contains useful ideas on how to improve your ability to organise, support and assess practical investigations.

Reading through the case studies will be useful when you are developing your own enquiry ideas, especially case study 3 which emphasises the importance of assessing students' prior understanding and ensuring that they have the necessary skills before embarking on an independent enquiry.

[[File: Investigating_distance.pdf]]

}}

OER4Schools/AVU2014

2014-10-24T16:17:40Z

JanetBlair: added the name of the resource to the write up about it

AVU workshop, November 2014

{{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?'

If you are part of our “facilitators program”, use the tools provided to capture the discussion.
}}

= Brainstorming in the classroom =

{{ednote|text=

The following activity is same-task group work, done in pairs. So for this part of the session you are doing group work, where the groups are pairs. Just ask participants to turn to each other.

}}

{{activity|stgw|: Discussion in pairs of what {{activitytag| brainstorming}} 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|wcd|: Reporting back from the discussion|5}} Participants briefly report back from the group work.

{{ednote|text=
Make sure that participants get the idea of what a brainstorm is.

You do not need to go round all the groups. You can just ask whether people have more to add.
}}

{{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.
}}

{{activity|otr|: Summary|5}}. Summarise, and discuss the proper meaning of what a brainstorm is. You can refer to [[OER4Schools/activities/brainstorming]] to find out more.

{{ednote|text=
Make sure that all participants understand what a brainstorm is.

What is the purpose of a brainstorm? It can have many purposes, but one purpose is that a brainstorm is a good way of finding out what they already know. So to go from the "known to the unknown".
}}

= Giving formative feedback =

Read the Science question below and the responses from two students.

{|border=1
||
'''Lesson Objective:''' We are learning ways of preventing being infected by malaria.

'''Success Criteria:''' I will be successful if I can write at least two correct ways of preventing the malaria infection, communicating clearly and in some detail.

'''Question:''' Imagine you are going to visit someone in an area that is known to be infested with mosquitoes. Describe two ways to avoid being infected by malaria.

'''Sample student’s response:'''

Mary: I will avoid getting bitten by mosquitoes because malaria is very unpleasant.

Mulenga: As mosquitoes bite particularly at night, I will make sure I sleep in rooms that have a good mosquito net or wear a long-sleeved shirt. If I can plan in advance, I will visit a doctor to take some preventive medicine.
|}

{{activity|wcd|: Whole group brainstorm on what feedback to give the students.|5}} As a group, brainstorm:
* What will be my feedback to Mary? Why?
* What will be my feedback to Mulenga? Why?

{{activity|Role play| teacher-student feedback in pairs.|5}} Break into pairs, assign roles (teacher, Mary/Mulenga), and do a role play for 5 minutes. The person playing the teacher gives the feedback (based on the brainstorm you have just done), and the other participant (playing first Mary and then Mulenga) responds to the teachers comments or keeps a note of how the feedback makes them feel. Then swap roles and role play again.

{{ednote|text=

Encourage participants to provide different formative feedback to each of the students. This may involve:

i. Acknowledge Mary’s attempt to respond to the question - prompt her to elaborate more on how he/she could avoid being bitten by mosquitoes.

ii. Give full credits to Mulenga for her response through positive affirmation that comments on how she has addressed the success criteria (eg she has highlighted important strategies, clearly stated, nicely detailed). Also consider challenging her by encouraging her to think of another preventive way of being infected by malaria or whether she knows what preventive drug can be used.

It is expected that participants’ feedback will evolve during the brainstorm. This will happen if you reinforce the points below through modelling them yourself.
}}

{{ednote|text=
Limit the time to 5 minutes.
}}

{{activity|wgd|: Whole group discussion on teacher-student role plays.|5}} Come back together as a group. Discuss the role plays. Was is easier to give feedback to Mary or Mulenga? How did you feel when you were receiving feedback? Make a note of any particular points that you could use in the future when giving feedback to students.

While giving formative feedback (individually or in whole class):
* always '''begin with what is good''' about students’ work or which success criteria have been met and appreciate students’ responses
* ask students to '''reflect on which criteria was/were not met''' before you tell them.
* ask students '''what they could do next time'''/could have done this time to meet the success criteria
* '''suggest some points''' on which students could act '''immediately'''/in near future
* for high achievers suggest some points that can be achieved beyond the success criteria

{{ednote|text=
Ask participants to pay particular attention to the words that they use - sensitive language that guides students for further action/effort is best. The feedback should be directed at students’ responses or work and NOT at the students themselves.
}}

{{Related resources|text=

This '''Zedupad''' resource ''Fred the Fly learns about Malaria'' (see link below) is an informative interactive resource with multiple choice questions on malaria prevention and a drag and drop activity at the end that could be used as part of a formative assessment. If you decide to use the resource, remember to plan in advance of the lesson what the success criteria will be and how you are going to provide feedback to the students.

[[Image: malaria1.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

== Idea E: Investigating my body and how it works ==

Children are naturally curious about how their bodies work so this is a rich area to draw on for enquiry ideas. A simple and straight forward enquiry into pulse rate and how it varies with exercise requires minimal equipment, just a stopwatch (or a clock with a second hand) and some accurate counting. Students can come up with different types of exercise such as running on the spot/sprinting/going up and down stairs and see how these affect their pulse rate. They could also look at whether or not their pulse rate is different when they are lying down.

Here are some short videos of Zambian teachers working on an enquiry topic centred around how our bodies work:

* lung capacity and how it varies with height/sex/pulse rate/chest circumference
{{: Video/Aggie lung capacity.m4v }}
* BMI and being healthy
{{: Video/Judith_body_A04.m4v }}

{{Related resources|text=

As well as providing an additional context for enquiry work, this substantial '''TESSA''' resource ''Investigating Distance'' will help you to develop ways of teaching in a more pupil-centred way and contains useful ideas on how to improve your ability to organise, support and assess practical investigations.

Reading through the case studies will be useful when you are developing your own enquiry ideas, especially case study 3 which emphasises the importance of assessing students' prior understanding and ensuring that they have the necessary skills before embarking on an independent enquiry.

[[File: Investigating_distance.pdf]]

}}

OER4Schools/Starting the enquiry based learning process

2014-10-24T16:16:15Z

JanetBlair: added the name of the resource to the write up about it

{{OER4S
|title=Starting the enquiry-based learning process
|session=5.2
}}

''"You can't teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it." Seymour Papert, MIT''

{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* posing real and productive questions to get the most from enquiry-based learning
* different ways to start off an enquiry-based learning lesson (e.g. brainstorm)
* preparing for an enquiry-based learning session through a series of lessons and a ‘project day’ or ‘field trip’ for maths or science classes
* 4 levels of enquiry involving different amounts of student independence:
** demonstrated enquiry
** structured enquiry
** problem-solving enquiry
** independent enquiry

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* play a questioning game to practise using open and real questions
* continue to plan a a ‘project day’ or ‘field trip’ taking into account the four main parts of an enquiry based learning lesson:
** posing productive questions
** finding resources/doing an experiment
** interpreting information
** reporting findings
* do a PMI activity on the 4 levels of enquiry
* watch a sequence of videos focusing on the nature of the questions used by the teacher

|ict=In this session you will continue to apply the ICT skills you have learnt so far for EBL, and to think about how they help you implement EBL in the classroom.

}}

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

{{review of follow up}}

= Overview of Enquiry-Based Learning (EBL) =
{{activity|otr|: Reading about EBL.|10}} The essence of EBL is asking good investigative questions and that the students participate in the planning, researching and presentation of responding to these questions through projects and activities. It may be the case that the field trip activity you have thought about earlier can be a catalyst event for helping students to think about good enquiry questions!

Teachers can take many approaches to crafting an enquiry-based lesson, but Dr. Cornelia Brunner of the Center for Children and Technology ([http://cct.edc.org/ http://cct.edc.org/]) breaks it into four main parts: Posing Real Questions, Finding Relevant Resources, Interpreting Information and Reporting Findings.

[[Image:Unit5.2StartingtheEnquiryProcess.1.jpg]]

(http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry)

{{activity|stgw|: discussion in small groups.|10}} Get into your previous group of 3-4 teachers again (as in last week’s ‘Planning an outdoor’ activity). Look through the questions in the diagram above in each of the four parts of the enquiry process. Think about how useful they are for the field trip you are planning to organise.

Discuss these questions:

# What questions will you select to use during the field trip? Did you use some of them already in your homework planning task?
# How will you structure the field trip such that students can go through the four main steps of enquiry learning?
# You will realise that for the students to complete the whole process of enquiry, '''it cannot easily happen within a single lesson! '''(Although you can do a mini-enquiry in one lesson.)''' '''How does this challenge your current thinking and practice of teaching?

{{Background| text=
The following further set of questions can be useful to help you plan the ‘project’ or ‘field-trip’ day:

* Will there be shared lesson objectives for all the students or would it differ considerably depending on what enquiry task is chosen?
* How will the enquiry tasks support enquiry, questioning, thinking and discussion?
* Will the tasks constitute a project or activity extending over and between lessons? If not, how can this be arranged?
* If so, will students do anything in between lessons? Will this involve research? Will parents/guardians or other family/community members be involved?

* Will the tasks be undertaken by
** individuals (perhaps cooperating by sharing equipment and helping each other with both technical issues and the task) - could enquire as a group but not strictly co-enquiry!
** groups (collaboratively planning and developing ideas, conducting the work, learning to compromise and giving feedback)
** or the whole class working together collaboratively?

* How will students record what they learned?
* If groups, will there be group presentations to the class?
* If groups, will different groups investigate different aspects of the topic and then share their knowledge with the class?
* What criteria will the class use to assess the outcomes of their enquiry? How will you ensure that any criticism is constructive and sensitive? How will the group be encouraged to take on board constructive feedback?
* How will students assess their own work?
}}

= Posing Real and Productive Questions =
In this section, we introduce the idea that it is important students know what a good enquiry question is and are willing to pose them. We suggest that it is very important for the teachers in the first stage of an enquiry-based lesson to help students to pose '''real questions and productive questions''' i.e. ''questions that are worth answering''. Ultimately, these will be questions that when answered will move the student's learning forward and deepen their understanding.

{{activity|wcb| on asking questions.|5}} Look at the following image and come up with as many enquiry type questions as you can relating to it. (Hint - think about the variables.) Record the questions on the blackboard/on a large piece of paper/on ether pad for use later:

[[image: Agnes 5.jpg|450px]]

{{activity|otr|: posing questions that are worth asking|5}}
'''Real questions''' are:
* questions that students are curious and very interested to answer or particularly interested to pose (rather than just pursuing what the teachers want them to answer).
* questions that generally do not lead to simple yes/no answers (or just one possible answer). Instead, they are open-ended in nature to stimulate discussion and invite further investigation.
* questions that must ultimately be answerable through enquiry. Questions like "What colour is God?" or "Can I become a national leader?" are valid questions, but they are partially belief-based and not normally subject to the scientific methods that are at the root of enquiry-based learning in the current context. Similarly, questions that are highly personal (that are based on opinion), typically do not lend themselves to an enquiry for science and maths topics. (It is possible in other subjects and require other techniques of enquiry).

Some possible real questions coming from students may be: Why is the colour of the sky blue?, Why is the colour of the sea different at different points of the day in different places?, How do I actually see colours around us? How many soccer balls can fit in our classroom? A sample design task they might engage with is “Design a new school on the same site as yours and for the same number of students as your school.”

'''Productive''' '''questions''' can be used by the teacher to help students think about a problem in a desired direction. These types of questions are open enough to give opportunities for students to consider new ways of thinking. They usually involve questions like:
* What differences and similarities do you see between these objects (or situations)?
* Why do you think these results are different from the other experiment?
* In your opinion, what would happen if...?
* How do you think you could go about...?
* How might you explain...?
* How can we be sure...?
* How many...?
* What is the temperature...?

The “In your opinion...?” and “What/why do you think...?” are very important here as they do not ask the student for the right answer, rather they ask what the student is thinking. In this way, teachers can progress and support the students’ enquiries. Teachers may use productive questions to help students delve more deeply into their chosen enquiry area with the hope that once students have become open to thinking this way they can begin to ask productive questions of their own.

If teachers decide to give students the option of searching for good enquiry questions, they must help them identify and refine their questions for exploration and help them realise when a question is not appropriate for a given enquiry project. The process of refining questions includes helping students identify what they know and don't know about the subject, identifying sub-questions that may be part of the larger question and, most importantly, formulating hypotheses about what the answer might be at an early stage.

'''Look back at the list of questions from the brainstorm on the candle with jar over it image and try to classify them using your knowledge of the following question types:'''
* real
* productive
* closed
* open
* surface
* deep

{{ednote|text=
You may like to help participants to recall their learning on questioning in [[OER4Schools/2.2_Questioning|Session 2.2]]. The following background text is from that session.
}}

{{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 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 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.''

'''It is likely that real and productive questions need to be “open” or “deep” as well!'''
}}

= A questioning game =

{{activity|Game| about real and productive questions.|10}} This game is about learning to ask open and real questions. The idea is that you go round your group, and practice questioning.

To start with, decide on a topic to pose questions about to your colleagues. One person starts with an open-ended question that can be either real or productive. The next person could either comment on the previous question (e.g. how can we answer that question? Is it possible to find answers to that question?) or respond with a related open-ended question. This goes on as long as there is no repeating of a previous question. For example, the topic might be on light:

* Teacher A: Why is it important to have light?
* Teacher B : What would happen if there is no light?
* Teacher C: Where/when do you think light is used in particular?
* Teacher D: Who or what do you think particularly need light?
* Teacher E: How does light help or not help people?
* Teacher A: How does light come about?
* Teacher B: What kind of process is involved in seeing light?
* Teacher C: What is the speed of light?
* Teacher D: I think the previous question does not lead to a productive discussion since it only has one correct answer, so how about changing it to: ‘How do we find out about the properties of light such as the speed?’

So now, choose topic, and start asking questions! After you have gone round the group once or twice (depending on the size of the group) you might want to do another round with another topic.

{{activity|otr| on bigger and smaller questions.|10}} You will realise that some of the questions are ‘bigger’ than the rest in terms of the possibilities that the question can be ‘broken down’ into ‘smaller’ ones. It is probably easier to respond to the ‘smaller’ sub-questions than the ‘bigger ones’. Therefore, responding to the smaller questions will give clues to answering the bigger questions. Bigger questions might frame a whole enquiry whereas smaller, sub-questions might collectively structure that enquiry.

Examples:
*Why is it important to have light? (‘bigger’ question)
*What would happen if there is no light? (‘smaller’ question)
*Where/when do you think light is used? (‘smaller’ question)
*Who or what do you think particularly need light? (‘smaller’ question)

It will be useful for the questions to be written out on the board so that everyone can see how the questions evolve (and to see the ‘size’ of each question) as each person poses a question.

{{ednote|text= Highlight to the teachers that such a process of posing, refining and sizing of questions is by itself a useful enquiry activity for students. We are inviting them to pose questions and think about what kind of investigation needs to take place to respond to the questions. It may be the case that some questions seem rather ‘straightforward’ so posing further probing questions like ‘how do you know’ or ‘why do you think so’ will be helpful to further deepen the thinking process of the students.}}

= Posing real and productive questions - video watching =

{{activity|otr| on posing real and productive questions|10}} Watch the following clip on Abel trying to get students to understand the relationship of area and perimeter. Pay attention to the questions he posed:
* What other questions could be asked to elicit the students' ideas on the concept of area?
* How might a 'think pair share' approach to the class discussion have affected students' learning?
* Consider the question, ‘How do/can we measure area?’. How might this question be developed into a useful enquiry activity for students?

{{: Video/Abel Clip 2.m4v }}

Continue to watch in the next clip, how Abel set up the class for students to explore the relationship of area and perimeter. What kind of probing questions did he use to help students in their learning?

{{:video/Abel Clip 4.m4v}}

The next clip shows how the students made use of Geogebra in their enquiry process. How do you think such an approach of learning would be helpful for the students? Do you think it helped them to become more engaged and confident? Why do you think so?

{{: video/Geogebra-group-interaction.m4v}}

What can you say about how confident the students seem in using this new technology?

= Four Levels of Enquiry =

{{activity|wcd| on the four levels of enquiry|5}} Read the following examples of teachers trying to start an enquiry-based learning lesson for a maths topic on angles of polygons. According to Douglas Llewellyn, the different approaches of enquiry-based teaching require teachers and students to play different roles in the enquiry-based learning process.

'''Teacher A: Demonstrated Enquiry'''

Teacher introduced new concepts of properties of polygons by showing the pupils different pictures of polygons and asking them to describe what they see (see table below). She explained or demonstrated the sum of angles for each polygon. Teacher asked students to explain the pattern across the shapes.

''Example of Question: What is the sum of the interior angles of a regular polygon with seven sides based on what I have shown you so far?''

Students attempted to answer questions which teacher assessed according to whether responses were correct or incorrect. Students took down notes for the topic. The lesson on this topic ended.

[[Image:Unit5.2StartingtheEnquiryProcess.2.jpg|600px]]

'''Teacher B: Structured Enquiry'''

Teacher B divided the class into groups and provided pictures of regular polygons for each group to investigate the property of their angles. The teacher provided step-by-step instruction and questions about how the students should be measuring and recording the angles of each polygon onto a table (see below):

{| style="border-spacing:0;"
| style="border:0.035cm solid #000000;padding:0.176cm;" | '''Number of sides?'''
| style="border:0.035cm solid #000000;padding:0.176cm;" | '''Sum of interior angles?'''
| style="border:0.035cm solid #000000;padding:0.176cm;" | '''Shape? '''
| style="border:0.035cm solid #000000;padding:0.176cm;" | '''What do you realise about the pattern?'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |

|-
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |

|-
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |

|-
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |

|-
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |

|-
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |
| style="border:0.035cm solid #000000;padding:0.176cm;" |

|}

''Example of Question: Can you record the number of sides and sum of interior angles of each of the polygon? What kind of pattern can you see?''

Teacher assigned roles to each pupil and asked the spokesperson to report on the group’s findings at the end of their investigation – which can take up to one or two days.

'''Teacher C: Problem-Solving Enquiry '''

Teacher posed the following problem for the pupils to investigate in groups. She wanted the pupils to think of ways to find out the interior angles of this regular polygon (see picture below) and to search the internet to find out where in the world such a polygon can exist physically as a building structure or object.

''Example of Question: You have come across this rather interesting regular polygon and are interested to find out what would be the total interior angles of it. How can you go about finding this out and be sure that the answer is correct? Where do you think you can see this polygon in the real world?''

[[Image:Unit5.2StartingtheEnquiryProcess.3.jpg|300px]]

Teacher directed students to some resources that they could search online. Teacher asked students to present their findings at the end of their investigation – which may span across two or three days.

'''Teacher D: Independent Inquiry'''

Teacher asked each student to think of ways to find the general formula of the interior angle (S) of a regular n-sided polygon : ''S'' = (''n'' −2) × 180°/ ''n''

''Example of Question:'' ''You have come across several regular polygons. Can you work individually to find out a general formula to find the total interior angles of it up to 100 sides?''

Students worked on their own to derive a general formula. Teacher asked students to present their findings at the end of their investigation – which may span across two or three days.

= PMI activity on the Four Level of Enquiry =

{{Activity|stgw|: PMI activity on the four levels of enquiry.|15}} Before having a brief discussion on the differences of the levels of enquiry, it may be helpful to do a PMI (positives, minuses, interesting) activity where you work in groups of two or three and consider the PMIs of each approach. Remember, you can also use a PMI activity to consider the possible pros and cons of a random statement as in the ‘Plants can now walk in our World!’ statement in 5.1.

Do a PMI activity and come up with something '''P'''ositive about and a '''M'''inus point about as well as something '''I'''nteresting about, in this case, the enquiry levels/approaches used by Teachers A, B, C and D and/or consider the following questions for discussion:

# What do you think are the main differences between the levels of enquiry?
# Where do you see yourself (Teacher A-D?) in terms of conducting an enquiry-based learning activity in your class if you were to teach them today? Why do you say that?
# Do you think there is a possibility that you will consider using a different approach to start an enquiry-based lesson in your class if you are given some time to plan? What and how will you go about trying?

{{ednote|text=
As the facilitator, look closely at what is being suggested as P, M, and Is. Critically discuss whether something suggested is really a minus, or whether it could be a Positive, or perhaps just interesting. You might say: "You have put down that students will be challenged as a minus. Is challenging your students a minus? How do we challenge students appropriately?" Also see where suggestions are similar across the four approaches. You might say: "You suggested that this was a Positive for all four teachers - where do you think this is the biggest Positive?"

Here is one way of organising the PMI activity so that all groups consider all 4 levels of enquiry - as represented by Teachers A to D:

* Place a piece of A4 paper with the title: ‘'''Teacher A: Demonstrated Enquiry'''’ on a desk (desk A) in one corner of the room.
* Then place a second piece of paper with the title: ‘'''Teacher B: Structured Enquiry'''‘ on a desk (desk B) in another corner of the room.
* A third piece of paper with the title: ‘'''Teacher C: Problem-Solving Enquiry''' ‘ should be placed on another desk (desk C) in a different corner.
* In the final corner should be placed a piece of of paper with the title: ‘'''Teacher D: Independent Inquiry'''‘ on it (desk D).
* Each group starts on a different desk. They will read through the enquiry approach for that Teacher, have a short discussion about the PMI’s of the Teacher/enquiry approach and write them down before moving on to the next desk in the A,B,C,D sequence (so A moves to B, B moves to C etc.).

After the first move, there will already be something positive ('''P'''), something negative ('''M''') and an interesting point ('''I''') written on the paper now in front of each group. If there are only three groups, the group starting at desk C and moving on to desk D will be greeted with another blank piece of paper Each group will read through the enquiry approach for that Teacher but they will have to think more deeply about ''their'' PMIs, moving beyond the obvious (so, they should not repeat what has been written but should extend their thinking, perhaps using those ideas). The third group to arrive at that desk will hopefully be able to use the other groups ideas to delve even deeper. By perpetuating this cycle all groups will get to discuss each of the Teachers with an increasing level of challenge to their thinking.

At the end of the activity, the four pieces of paper could be displayed so that everyone can see what has been written. Another discussion may arise out of this process, but that’s enquiry for you!

Another way to do this activity is to move the pieces of A4 paper from group to group. This works well if there are the same number of groups as pieces of paper -
Groups each choose from Teachers A, B, C or D, feedback one PMI related to their choice, and then pass their chosen teacher (piece of paper) on for the next group to consider. The next group must come up with a different PMI for that same Teacher. By the end of the activity each of A, B, C and D should have 4 PMI comments. The feedback comments could be written on the board by the facilitator for ongoing discussion or written on the piece of A4 paper and passed on.}}

There is no single correct way to teach or to conduct an enquiry. Effective teachers are resourceful and have a whole repertoire of teaching strategies which they draw on as appropriate, according to the topic, task, level of student confidence and knowledge. The diagram below shows how levels of teacher support and student independence might vary.

[[Image:Unit5.2StartingtheEnquiryProcess.4.jpg]]

{{ednote|text= The differences between the approaches of the four teachers can be understood based on '''differing levels of teacher support or scaffolding (maximum for teacher A) '''for the students and '''students’ independence in their learning (maximum for teacher D)'''. While we hope that we can help our students to take up more responsibility and ownership through enquiry-based learning, we trust that the teachers can make appropriate decisions on which level of support or scaffolding is best suited for their students at any point. One thing that can be common across the approaches is that a teacher should always strive to be a co-learner with the students and not assume that he/she already has all the answers. Be prepared for surprises and that the students’ questions and findings might be very illuminating indeed!}}

= Making use of Enquiry Ideas =

[[Image:Patricia 1.jpg|300px]] [[Image:Judith 3.jpg|300px]] [[Image:Agnes 3.jpg|300px]]

{{activity|stgw| on making use of enquiry ideas|10}} Below are five enquiry ideas (A-E) that could be turned into an enquiry in your class. Please note that these are just ''enquiry ideas'' which means that you need to go through substantial thinking and planning for the ideas to be introduced in a lesson to engage students in their own enquiry. It may be that you do not find some of the ideas useful at all, in which case you are welcome to come up with your own enquiry ideas to discuss as a group.

Divide yourself into groups of three or four teachers. You should read through all the enquiry ideas and eventually pick one or two ideas for the group activity that you will be working on together in this session and in the next two weeks. As you are reading through these ideas, think about the following:

#Are the ideas interesting and engaging for my students?
#Are the ideas relevant to the curriculum? What subject will it be most relevant to introduce them to?
#What can be an appropriate lesson objective(s) if you do make use of the enquiry ideas?
#What kind of resources will you need and are they easily accessible to you and your students?
#How will you introduce the ideas in the first lesson (recall what are some of the ways to present your questions that you have learnt in the previous session) and how many lessons do you think you will need to complete the enquiry process?

== Idea A: Investigating paper airplane design ==

[[image: airplane.png|250px]]

There are many different designs of paper aeroplanes. Some of them have a very plain design but can fly a longer distance whereas others can have rather interesting designs but do not fly as well. What are the factors that affect how far a paper airplane can fly?

You may like to refer to the following web references for more information:

* Examples of airplane designs imitating flying and gliding animals:
** http://srel.uga.edu/outreach/kidsdoscience/sci-method-planes/airplane-designs.pdf
* Examples of airplanes with instructions and videos on how to fold them:
** http://www.funpaperairplanes.com
** http://www.origami-resource-center.com/paper-airplane-instructions.html
* Examples of the actual lessons on investigating the flights of paper airplanes using scientific method as an extended project:
** http://camillasenior.homestead.com/paper_airplanes.pdf
** http://srel.uga.edu/outreach/kidsdoscience/kidsdoscience-airplanes.htm

''Tip: Students could use what they have learned from their enquiry to design their own enhanced airplane.''

== Idea B: Investigating the process of hand washing ==

[[image: left arm.png|200px]]
[[image: bowl of water.png|200px]] [[image: soap.png|80px]]

We have been told that washing of our hands is an important part of maintaining hygiene and preventing the spread of germs and viruses. How do you know that you have spent adequate time washing your hands each time?

* Example of lesson plan on investigating hand washing
** http://www.bam.gov/teachers/activities/epi_4_hand_wash.pdf
* Example of youtube video on emphasising importance of washing hands
** http://www.youtube.com/watch?v=mY8Kx2iW2ls
** http://www.youtube.com/watch?v=tmMGwO4N0Vc
* Video of a Zambian teacher doing this enquiry with her students
<nowiki> </nowiki>{{: Video/Judith.m4v }}

== Idea C: Investigating the vegetables and trees within our community ==

What are some of the vegetables and trees that are grown in our community? Why are they being grown here? (e.g. consider tomatoes, rape, onion, cabbage, nimu tree, holy fiso, malaina, mango)

Some possible areas of investigation: location of vegetable/trees (e.g. type of soil and availability of water source like a stream), medicinal properties (e.g. is it used as a traditional medicine?), nutritional properties, economic consideration (e.g. source of fuel/income), ecological and environmental concerns, personal and spiritual values. You might like to select one or two areas of investigation for a start.

* Example of youtube video on tree planting in Zambia
** http://www.youtube.com/watch?v=u5gCho1S5oc
** http://www.youtube.com/watch?v=iL5e40UL20I
** http://www.youtube.com/watch?v=kGdN8F_igVo
* Example of website on ‘treevolution’ in Zambia
** http://www.greenpop.org/projects/trees-for-zambia/
* Video of a Zambian teacher doing an enquiry on water retention in different soil types with her students
{{: Video/Priscillah_Water_Soil_A04.m4v }}

== Idea D: Planning for a trip to the game reserves and {{Zambia|Victoria Falls}}{{Kenya|Masaai Mara}} ==

[[image: Victoria_Falls.png|600px]]

Imagine you have two overseas visitors who have just arrived in {{Zambia|Lusaka}}{{Kenya|Nairobi}} and would like to visit a game reserve near {{Zambia|Lusaka}}{{Kenya|Nairobi}}, plus the {{Zambia|Victoria Falls}}{{Kenya|Masaai Mara}} and one other interesting site by car. The two visitors only have one day to visit these three places by car. Can you inform the visitors about the distance to these places from {{Zambia|Lusaka}}{{Kenya|Nairobi}} city centre? Can you also suggest an itinerary that will take into consideration the shortest distance of travel to and between the three places, starting and ending at {{Zambia|Lusaka}}{{Kenya|Nairobi}} city centre? Please state the distance of travelling to each place and the approximate time required to travel.

{{Zambia|Example of website on visiting Zambia: http://www.zambiatourism.com/welcome.htm.}}
{{Kenya|Example of website on visiting Kenya: http://www.touropia.com. }}

Make sure that you do consider the practical arrangements for this trip! In the itinerary: decide on the length of your imaginary journey and work out the travelling time, but also think about the practical arrangements: how much luggage (water, food, equipment) will you need to take and how will you be able to carry this? Are there any elderly people or young children in your party, who might need special provision, such as extra food, or more frequent stops?

== Idea E: Investigating my body and how it works ==

Children are naturally curious about how their bodies work so this is a rich area to draw on for enquiry ideas. A simple and straight forward enquiry into pulse rate and how it varies with exercise requires minimal equipment, just a stopwatch (or a clock with a second hand) and some accurate counting. Students can come up with different types of exercise such as running on the spot/sprinting/going up and down stairs and see how these affect their pulse rate. They could also look at whether or not their pulse rate is different when they are lying down.

Here are some short videos of Zambian teachers working on an enquiry topic centred around how our bodies work:

* lung capacity and how it varies with height/sex/pulse rate/chest circumference
{{: Video/Aggie lung capacity.m4v }}
* BMI and being healthy
{{: Video/Judith_body_A04.m4v }}

{{Related resources|text=

As well as providing an additional context for enquiry work, this substantial '''TESSA''' resource ''Investigating Distance'' will help you to develop ways of teaching in a more pupil-centred way and contains useful ideas on how to improve your ability to organise, support and assess practical investigations.

Reading through the case studies will be useful when you are developing your own enquiry ideas, especially case study 3 which emphasises the importance of assessing students' prior understanding and ensuring that they have the necessary skills before embarking on an independent enquiry.

[[File: Investigating_distance.pdf]]

}}

= Discussion of Enquiry Ideas =
{{ednote|text=This activity is optional if small groups need more time to discuss. Also, at this time, draw participants attention to the TESSA resource on investigating distance which can be used as an additional source of information and guidance as we study this unit on enquiry based learning.}}

{{activity|wcd| on enquiry ideas|10}} Nominate one or two representatives from each group to share the enquiry ideas they have discussed in the previous activity. In particular, highlight the reasons for selecting the enquiry ideas that the group has chosen and share ideas on how the teacher should present the enquiry ideas and questions in the first lesson. Share any possible challenges that the teacher may face. The rest of the participants should provide constructive questions or comments to help the group to sharpen their ideas further.

= ICT practice: Making use of ICT in enquiry-based learning =
{{:OER4Schools/ICT/include}}

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

{{Activity for connecting with overarching goals}}

= Follow-up activities =

{{activity|Agreeing follow up activities|5}}

Part A: Small group planning task.

Work with the same small group of colleagues to develop the resources (e.g. worksheets and materials) for one or two enquiry ideas that you have discussed just now that will be necessary to carry on the enquiring process by your students. Bring these resources next week (including the materials like the paper for the paper aeroplane) so that you can start the data collection and interpreting process as a group. Remember that you have time to work on at most two enquiry ideas so please choose the idea(s) that you really want to work on! If you think that you have OTHER ideas that you prefer to work on, that is fine but do ensure that you have thought through the questions we have suggested to you earlier. You may find this document useful as it contains some further enquiry ideas that have been developed by students alongside examples of their work: [[file:Developing Higher Order Scientific Enquiry Skills.pdf]]

Part B: Developing Internet search skills

Internet search skills are very important as the internet is typically the first stop to obtaining information on specific news and topics of interest. You may like to direct your students to specific web sites in the early stage of an EBL lesson.

We suggest that you spend some time viewing the following YouTube clips on internet search skills. This can also be done as a group session using a projector, if preferred.

{{: video/How to scan and skim sources on the Internet.mp4 }}

{{: video/Learn how to search the Internet effectively.mp4 }}

{{: video/Learn how to use Google expert search.mp4 }}

{{: video/How to use Google Earth in the classroom.mp4 }}

After you have looked at the video clips above, please try to search for a video clip on the internet on '''Enquiry-based learning & OER use at the Aisha Project School, Zambia.''' Can you summarise what the teacher in the clip has said about enquiry-based learning through the use of ICT?

{{ednote|text=
When you discuss the homework with the participants, let them know that they can ask you for help in navigating to this site if they have difficulty finding the clip. The clip can be found at
http://vimeo.com/12669204 (and is available offline as Enquiry-based learning at Aisha Project School.mp4).

The clip shows Andreia Santos (http://aisantos.wordpress.com) interviewing Brighton Lubasi about the use of open educational resources at the Aisha Project School in Lusaka, Zambia. Brighton explained how they drew on an enquiry-based pedagogy for learning with OER. The interview was carried out during Andreia's visit to Zambia to attend and present at the E-learning Africa Conference in May 2010.
}}

Part C: Notes for planning 'project or field day'

We hope today's session will help you to develop your ideas for an enquiry-based ‘project day’ or ‘field trip’. Be prepared to share any updates of your ideas in the next session (5.3). In the previous session (5.1) , we introduced these questions to help you plan for your own EBL 'field trip' or 'project day' so be sure to refer to them:

* What is a suitable topic?
* What is a suitable lesson objective/success criteria?
* Where would be a suitable venue for the event?
* What kind of questions could you pose during the enquiry? Is there a main enquiry question and sub-questions? Can you phrase some sample questions that ask learners what they know/think about some aspects of your chosen topic? Are you giving opportunity for the students to pose their own questions? What might they like to know/find out?
* What specific resources (e.g. worksheets, objects, internet links) have you come up with for the event?
* How can the students make use of ICT to facilitate their enquiry process?
* Consider also what are some administrative requirements you need to attend to organise such an event (e.g. Do you need permission from an authority/parents? Do you need to invite a specialist speaker to talk about the topic?

The table below summarises the different kind of questions that we have discussed so far.

{| style="border-spacing:0;"
| style="border:0.035cm solid #000000;padding:0.176cm;" | '''‘Open-ended’ Questions'''
| style="border:0.035cm solid #000000;padding:0.176cm;" | '''‘Deep’ Questions'''
| style="border:0.035cm solid #000000;padding:0.176cm;" | '''‘Real’ Questions'''
| style="border:0.035cm solid #000000;padding:0.176cm;" | '''‘Productive’ Questions'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;" | Questions have many answers.

''Examples:''

''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?''
| style="border:0.035cm solid #000000;padding:0.176cm;" | Questions elicit relations between ideas and extended ideas.

''Examples:''

''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?''
| style="border:0.035cm solid #000000;padding:0.176cm;" | Questions that students are curious and very interested to answer or particularly interested to pose (rather than just pursuing what the teachers want them to answer).

''Examples should come from the students themselves!''
| style="border:0.035cm solid #000000;padding:0.176cm;" | Questions help students to delve more deeply into an enquiry area. May be posed by the teacher initially to support and progress students’ enquiries.

''Examples:''

''Probing questions starting with “in your opinion”, “what would happen”, why do you think”, “how can you be sure” etc''

|}

{{setting of follow up}}

= References =

* Pollard, A., Anderson, J.,Maddock, M.,Swaffield, S., Warin, J., Warwick, P., 2002. ''Reflective teaching: Effective and evidence‐informed professional practice'', London: Continuum.
* Llewellyn, D. 2011. ''Differentiated Science Inquiry'', Thousand Oaks CA: Corwin.

= Acknowledgements =

We thank YouthLearn Initiative at Education Development Center (http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry inquiry) and Futurelab (http://www.enquiringminds.org.uk/terms_of_use/) for kindly allowing us to use the material from their website.

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/AVU2014

2014-10-24T15:54:54Z

JanetBlair: added another activity

AVU workshop, November 2014

{{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?'

If you are part of our “facilitators program”, use the tools provided to capture the discussion.
}}

= Brainstorming in the classroom =

{{ednote|text=

The following activity is same-task group work, done in pairs. So for this part of the session you are doing group work, where the groups are pairs. Just ask participants to turn to each other.

}}

{{activity|stgw|: Discussion in pairs of what {{activitytag| brainstorming}} 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|wcd|: Reporting back from the discussion|5}} Participants briefly report back from the group work.

{{ednote|text=
Make sure that participants get the idea of what a brainstorm is.

You do not need to go round all the groups. You can just ask whether people have more to add.
}}

{{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.
}}

{{activity|otr|: Summary|5}}. Summarise, and discuss the proper meaning of what a brainstorm is. You can refer to [[OER4Schools/activities/brainstorming]] to find out more.

{{ednote|text=
Make sure that all participants understand what a brainstorm is.

What is the purpose of a brainstorm? It can have many purposes, but one purpose is that a brainstorm is a good way of finding out what they already know. So to go from the "known to the unknown".
}}

= Giving formative feedback =

Read the Science question below and the responses from two students.

{|border=1
||
'''Lesson Objective:''' We are learning ways of preventing being infected by malaria.

'''Success Criteria:''' I will be successful if I can write at least two correct ways of preventing the malaria infection, communicating clearly and in some detail.

'''Question:''' Imagine you are going to visit someone in an area that is known to be infested with mosquitoes. Describe two ways to avoid being infected by malaria.

'''Sample student’s response:'''

Mary: I will avoid getting bitten by mosquitoes because malaria is very unpleasant.

Mulenga: As mosquitoes bite particularly at night, I will make sure I sleep in rooms that have a good mosquito net or wear a long-sleeved shirt. If I can plan in advance, I will visit a doctor to take some preventive medicine.
|}

{{activity|wcd|: Whole group brainstorm on what feedback to give the students.|5}} As a group, brainstorm:
* What will be my feedback to Mary? Why?
* What will be my feedback to Mulenga? Why?

{{activity|Role play| teacher-student feedback in pairs.|5}} Break into pairs, assign roles (teacher, Mary/Mulenga), and do a role play for 5 minutes. The person playing the teacher gives the feedback (based on the brainstorm you have just done), and the other participant (playing first Mary and then Mulenga) responds to the teachers comments or keeps a note of how the feedback makes them feel. Then swap roles and role play again.

{{ednote|text=

Encourage participants to provide different formative feedback to each of the students. This may involve:

i. Acknowledge Mary’s attempt to respond to the question - prompt her to elaborate more on how he/she could avoid being bitten by mosquitoes.

ii. Give full credits to Mulenga for her response through positive affirmation that comments on how she has addressed the success criteria (eg she has highlighted important strategies, clearly stated, nicely detailed). Also consider challenging her by encouraging her to think of another preventive way of being infected by malaria or whether she knows what preventive drug can be used.

It is expected that participants’ feedback will evolve during the brainstorm. This will happen if you reinforce the points below through modelling them yourself.
}}

{{ednote|text=
Limit the time to 5 minutes.
}}

{{activity|wgd|: Whole group discussion on teacher-student role plays.|5}} Come back together as a group. Discuss the role plays. Was is easier to give feedback to Mary or Mulenga? How did you feel when you were receiving feedback? Make a note of any particular points that you could use in the future when giving feedback to students.

While giving formative feedback (individually or in whole class):
* always '''begin with what is good''' about students’ work or which success criteria have been met and appreciate students’ responses
* ask students to '''reflect on which criteria was/were not met''' before you tell them.
* ask students '''what they could do next time'''/could have done this time to meet the success criteria
* '''suggest some points''' on which students could act '''immediately'''/in near future
* for high achievers suggest some points that can be achieved beyond the success criteria

{{ednote|text=
Ask participants to pay particular attention to the words that they use - sensitive language that guides students for further action/effort is best. The feedback should be directed at students’ responses or work and NOT at the students themselves.
}}

{{Related resources|text=

This '''Zedupad''' resource ''Fred the Fly learns about Malaria'' (see link below) is an informative interactive resource with multiple choice questions on malaria prevention and a drag and drop activity at the end that could be used as part of a formative assessment. If you decide to use the resource, remember to plan in advance of the lesson what the success criteria will be and how you are going to provide feedback to the students.

[[Image: malaria1.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

== Idea E: Investigating my body and how it works ==

Children are naturally curious about how their bodies work so this is a rich area to draw on for enquiry ideas. A simple and straight forward enquiry into pulse rate and how it varies with exercise requires minimal equipment, just a stopwatch (or a clock with a second hand) and some accurate counting. Students can come up with different types of exercise such as running on the spot/sprinting/going up and down stairs and see how these affect their pulse rate. They could also look at whether or not their pulse rate is different when they are lying down.

Here are some short videos of Zambian teachers working on an enquiry topic centred around how our bodies work:

* lung capacity and how it varies with height/sex/pulse rate/chest circumference
{{: Video/Aggie lung capacity.m4v }}
* BMI and being healthy
{{: Video/Judith_body_A04.m4v }}

{{Related resources|text=

As well as providing an additional context for enquiry work, this substantial '''TESSA''' resource will help you to develop ways of teaching in a more pupil-centred way and contains useful ideas on how to improve your ability to organise, support and assess practical investigations.

Reading through the case studies will be useful when you are developing your own enquiry ideas, especially case study 3 which emphasises the importance of assessing students' prior understanding and ensuring that they have the necessary skills before embarking on an independent enquiry.

[[File: Investigating_distance.pdf]]

}}

OER4Schools/AVU2014

2014-10-24T15:39:19Z

JanetBlair: added this activity instead (still formative/summative assessment)

OER4Schools/AVU2014

2014-10-24T15:04:10Z

JanetBlair: started adding useful material

Video/Art of Problem Solving Classifying Quadrilaterals.mp4

2014-10-24T14:45:59Z

JanetBlair: fixed typo

{{video
|realtitle=The Art of Problem Solving
|src=xoXLb0WRBMA
|name=Art_of_Problem_Solving_Classifying_Quadrilaterals.mp4
|title=The Art of Problem Solving: Classifying Quadrilaterals
|project=OER4Schools
|series={{v other orgs}}
|acknowledgement=
|duration=9:44
|youtubeaccount=OTHER
<noinclude>|semantics=yes</noinclude>
}}

OER4Schools/What is interactive teaching

2014-10-03T13:10:37Z

JanetBlair: added full stop

{{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=In this session there are no ICT components yet, this will start in the next session.

}}

= Introduction and ice breakers =

{{activity|wcd|: Introduction to the programme|30}}

{{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|thumb]]
Welcome to the first workshop of the [[OER4Schools]] programme. The facilitator will now guide you through some introductory activities.

{{ednote|text=
As a facilitator, you should have read the introductory material to the programme very carefully, including "[[OER4Schools/How_to_use_this_resource|how to use this resource]]" and
"[[OER4Schools/How_to_run_workshops|how to run workshops]]".

You now start the session with an ice breaker, and then make essential arrangements.

}}

As part of this, you have the opportunity to discuss
* a weekly time for the workshops,
* whether you are going to use first or second names,
* your expectations,
* whether participants need to come on time, or report in if they are ill,
* keeping of a register,
* the use of the ICT equipment, and
* any other suggestions, ideas, and concerns you may have.

{{ednote|text=
At this point, you should make a programme agreement, as a set of "ground rules" if you like.

Record some of the outcomes from the discussion above, for instance recording ground rules like this:
* We keep a register of attendance, that will be shared with the head teacher.
* Because we respect each others time, we pledge to arrive on time, and stay for the duration of each workshop.
* We implement activities in our classroom.
* When you discuss ICT-use later in this session, you should also devise a rota for ICT equipment use.
You can revisit these rules as the programme continues, but for now it is important to make them.

'''Write the rules down on paper, and keep them available. Perhaps put them up in the room where the workshops take place. You could get participants to sign the sheet as well, to firm up the commitment.'''
}}

= Brainstorm on interactive teaching =

{{ednote|text=
You are now starting the first activitiy. Make sure that participants are alert and excited. If necessary, do another quick ice breaker, and then launch into the first activity.

'''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.

}}

{{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?'

If you are part of our “facilitators program”, use the tools provided to capture the discussion.
}}

= Brainstorming in the classroom =

{{ednote|text=

The following activity is same-task group work, done in pairs. So for this part of the session you are doing group work, where the groups are pairs. Just ask participants to turn to each other.

}}

{{activity|stgw|: Discussion in pairs of what {{activitytag| brainstorming}} 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|wcd|: Reporting back from the discussion|5}} Participants briefly report back from the group work.

{{ednote|text=
Make sure that participants get the idea of what a brainstorm is.

You do not need to go round all the groups. You can just ask whether people have more to add.
}}

{{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.
}}

{{activity|otr|: Summary|5}}. Summarise, and discuss the proper meaning of what a brainstorm is. You can refer to [[OER4Schools/activities/brainstorming]] to find out more.

{{ednote|text=
Make sure that all participants understand what a brainstorm is.

What is the purpose of a brainstorm? It can have many purposes, but one purpose is that a brainstorm is a good way of finding out what they already know. So to go from the "known to the unknown".
}}

= 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 forsee 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. The template includes details of
* 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.

= 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.

= 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}} 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)

{{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/Activity planning and reflection

2014-10-03T12:53:53Z

JanetBlair: formatting

{{OER4S
|title=Activity planning and reflection
|session=1.3
}}{{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, and
* 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, and
* 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, and
* viewing slideshows using the browser and open office.
{{ 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.
}}

= {{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.

'''Tips for using the techniques successfully:'''

* 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.

* When using this activity in the classroom it is not necessary to take feedback from all groups every time. This would be quite time consuming and may not be particularly edifying. Teachers can walk around and listen to the students talking in their pairs and perhaps call on those that they know will have something interesting to contribute. Whilst all students should be given the opportunity to contribute during lessons it is not necessary to give everyone that opportunity in every activity.

'''Strategy for keeping track of who has contributed during activities/lessons:'''

By putting a little dot next to the names of the students in the class list for a particular lesson (or the register) you can easily keep track of those students that have been called on during that lesson and incorporate that into your planning.

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!

}}

{{Related resources|text=
The '''Zedupad''' resource ''Taking care of the environment'' (see link below) could be used as an engaging context through which to introduce your students to the ''think-pair-share'' technique. It offers a bird's eye view of a village both before and after its inhabitants decided to take care of it.

Slide 3 asks the following question:

* Whose responsibility is it to care for the environment?

And slide 4 asks students to look at a picture and identify the ways in which the village is being badly cared for. You could try using the ''think-pair-share'' technique with either or both of these questions.

[[Image: environment1.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php
}}

= ICT practice: Practical activity =
{{:OER4Schools/ICT/include}}

= 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, and
*Clip 6: Groupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group.
[[Image:Eness1.jpg|thumb|200px]]

{{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?

{{Related resources|text=

This '''TESSA''' resource on exploring shapes provides an additional context for classification (mathematics) and does not require the use of ICT. Activity 1: Helping pupils sort real objects (on page 4 of the resource) includes useful ideas on how you can set the scene for an open-ended task encouraging students to come up with different ways of classifying everyday objects. The rest of the resource goes on to introduce the mathematical vocabulary needed to describe and classify shapes effectively and introduces a fun 'feely bag' idea.

This related ORBIT resource: http://orbit.educ.cam.ac.uk/wiki/Exploring_shape_and_its_mathematical_language_through_sorting_activities/Resource allows you to see at a glance the material that is included in the resource below.

[[File: Exploring_shapes.pdf]]

}}

{{Ednote|text=

Draw participants attention to the TESSA resource.

}}

= Typing practice =

{{: OER4Schools/ICT/typing_practice_for_participants }}

= 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}}

File:Environment1.jpg

2014-10-03T12:52:22Z

JanetBlair:

OER4Schools/Activity planning and reflection

2014-10-03T12:51:31Z

JanetBlair: adding Zedupad resources

{{OER4S
|title=Activity planning and reflection
|session=1.3
}}{{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, and
* 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, and
* 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, and
* viewing slideshows using the browser and open office.
{{ 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.
}}

= {{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.

'''Tips for using the techniques successfully:'''

* 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.

* When using this activity in the classroom it is not necessary to take feedback from all groups every time. This would be quite time consuming and may not be particularly edifying. Teachers can walk around and listen to the students talking in their pairs and perhaps call on those that they know will have something interesting to contribute. Whilst all students should be given the opportunity to contribute during lessons it is not necessary to give everyone that opportunity in every activity.

'''Strategy for keeping track of who has contributed during activities/lessons:'''

By putting a little dot next to the names of the students in the class list for a particular lesson (or the register) you can easily keep track of those students that have been called on during that lesson and incorporate that into your planning.

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!

}}

{{Related resources|text=
The '''Zedupad''' resource ''Taking care of the environment'' (see link below) could be used as an engaging context through which to introduce your students to the ''think-pair-share'' technique. It offers a bird's eye view of a village both before and after its inhabitants decided to take care of it.

Slide 3 asks the following question:

* Whose responsibility is it to care for the environment?

And slide 4 asks students to look at a picture and identify the ways in which the village is being badly cared for. You could try using the ''think-pair-share'' technique with either or both of these questions.

[[Image: environment1.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

= ICT practice: Practical activity =
{{:OER4Schools/ICT/include}}

= 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, and
*Clip 6: Groupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group.
[[Image:Eness1.jpg|thumb|200px]]

{{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?

{{Related resources|text=

This '''TESSA''' resource on exploring shapes provides an additional context for classification (mathematics) and does not require the use of ICT. Activity 1: Helping pupils sort real objects (on page 4 of the resource) includes useful ideas on how you can set the scene for an open-ended task encouraging students to come up with different ways of classifying everyday objects. The rest of the resource goes on to introduce the mathematical vocabulary needed to describe and classify shapes effectively and introduces a fun 'feely bag' idea.

This related ORBIT resource: http://orbit.educ.cam.ac.uk/wiki/Exploring_shape_and_its_mathematical_language_through_sorting_activities/Resource allows you to see at a glance the material that is included in the resource below.

[[File: Exploring_shapes.pdf]]

}}

{{Ednote|text=

Draw participants attention to the TESSA resource.

}}

= Typing practice =

{{: OER4Schools/ICT/typing_practice_for_participants }}

= 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}}

OER4Schools/Concept mapping

2014-10-03T12:11:49Z

JanetBlair: added a bit more detail

{{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
* developing ideas for concept maps
* 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

}}

{{Ednote|text=
If you are using concept 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}}).
}}
[[Image:oer4s T concept map.jpg|thumb|300px]]
{{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}}.)

}}

{{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.

{{Related resources|text=
The '''Zedupad''' resources ''Subsistence farmers'' and ''Growing Maize'' (see link below) provide an interesting topic for a concept mapping activity. Ideas to be linked include the hazards of using fertilisers and traditional versus modern farming methods. Slide 15 of the ''Growing Maize'' resource shows the beginning of a flowchart ''from seed to nshima''. Flowcharts, like concept maps, are a useful method for organising material and finding relationships and connections between ideas. Completing the ''seed to nshima'' flowchart is a useful activity that will help students to focus on the main ideas to include in their concept map.

'''Other ideas for using the Growing Maize resource'''

You may wish to bookmark this resource and use it later when you have completed more of the OER4Schools course. Other ways that it could be used include:

* Students could work collaboratively in groups to construct a flowchart (either manually or using software) of the traditional process for growing maize.
* They could also complete an enquiry task (before watching slides 17-27) on how the process might be modernised. This could be a short task that harnesses students ideas either as a whole class activity or working in small groups and feeding back to the class. (There is more information on enquiry based learning in Unit 5.)
* An interactive lesson with a combination of these activities could be designed. (There is more information on designing interactive lesson plans at the end of Unit 3.)

[[Image: subfarming2 .jpg|200px]] [[Image: maize2.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

= 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}} =
{{:OER4Schools/ICT/include}}

= {{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

2014-10-03T12:08:36Z

JanetBlair: fixed typo

{{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
* developing ideas for concept maps
* 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

}}

{{Ednote|text=
If you are using concept 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}}).
}}
[[Image:oer4s T concept map.jpg|thumb|300px]]
{{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}}.)

}}

{{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.

{{Related resources|text=
The '''Zedupad''' resources ''Subsistence farmers'' and ''Growing Maize'' (see link below) provide an interesting topic for a concept mapping activity. Ideas to be linked include the hazards of using fertilisers and traditional versus modern farming methods. Slide 15 of the ''Growing Maize'' resource shows the beginning of a flowchart ''from seed to nshima''. Flowcharts, like concept maps, are a useful method for organising material and finding relationships and connections between ideas. Completing the ''seed to nshima'' flowchart is a useful activity that will help students to focus on the main ideas to include in their concept map.

'''Other ideas for using this resource'''

You may wish to bookmark this resource and use it later when you have completed more of the OER4Schools course. Other ways that it could be used include:

* Students could work collaboratively in groups to construct a flowchart (either manually or using software) of the traditional process for growing maize.
* They could also complete an enquiry task (before watching slides 17-27) on how the process might be modernised. This could be a short task that harnesses students ideas either as a whole class activity or working in small groups and feeding back to the class. (There is more information on enquiry based learning in Unit 5.)
* An interactive lesson with a combination of these activities could be designed. (There is more information on designing interactive lesson plans at the end of Unit 3.)

[[Image: subfarming2 .jpg|200px]] [[Image: maize2.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

= 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}} =
{{:OER4Schools/ICT/include}}

= {{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

2014-10-03T12:06:24Z

JanetBlair: Think this is done now.

{{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
* developing ideas for concept maps
* 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

}}

{{Ednote|text=
If you are using concept 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}}).
}}
[[Image:oer4s T concept map.jpg|thumb|300px]]
{{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}}.)

}}

{{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.

{{Related resources|text=
The '''Zedupad''' resources ''Subsistence farmers'' and ''Growing Maize'' (see link below) provide an interesting topic for a concept mapping activity. Ideas to be linked include the hazards of using fertilisers and traditional versus modern farming methods. Slide 15 of the ''Growing Maize'' resource shows the beginning of a flowchart ''from seed to nshima''. Flowcharts, like concept maps, are a useful method for organising material and finding relationships and connections between ideas. Completing the ''seed to nshima'' flowchart is a useful activity that will help students to focus on the main ideas to include in their concept map.

'''Other ideas for using this resource'''

You may wish to bookmark this resource and use it later when you have completed more of the OER4Schools course. Other ways that it could be used include:

* Students could work collaboratively in groups to construct a flowchart (either manually or using software) of the traditional process for growing maize.
* They could also complete an enquiry task (before watching slides 17-27) on how the process might be modernised. This could be a short task that harnesses students ideas either as a whole class activity or working in small groups and feeing back to the class. (There is more information on enquiry based learning in Unit 5.)
* An interactive lesson with a combination of these activities could be designed. (There is more information on designing interactive lesson plans at the end of Unit 3.)

[[Image: subfarming2 .jpg|200px]] [[Image: maize2.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

= 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}} =
{{:OER4Schools/ICT/include}}

= {{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

2014-10-03T11:52:48Z

JanetBlair: added some more detail

{{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
* developing ideas for concept maps
* 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

}}

{{Ednote|text=
If you are using concept 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}}).
}}
[[Image:oer4s T concept map.jpg|thumb|300px]]
{{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}}.)

}}

{{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.

{{Related resources|text=
The '''Zedupad''' resources ''Subsistence farmers'' and ''Growing Maize'' (see link below) provide an interesting topic for a concept mapping activity. Ideas to be linked include the hazards of using fertilisers and traditional versus modern farming methods. Slide 15 of the ''Growing Maize'' resource shows the beginning of a flowchart ''from seed to nshima''. Flowcharts, like concept maps, are a useful method for organising material and finding relationships and connections between ideas. Completing the ''seed to nshima'' flowchart is a useful activity that will help students to focus on the main ideas to include in their concept map. Students could work collaboratively in groups to construct the flowchart (either manually or using software) of the traditional process. They could also complete an enquiry task (before watching slides 17-27) on how the process might be modernised. This could be a short task that harnesses students ideas either as a whole class activity or working in small groups and feeing back to the class.

[[Image: subfarming2 .jpg|200px]] [[Image: maize2.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

= 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}} =
{{:OER4Schools/ICT/include}}

= {{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

2014-10-03T11:43:07Z

JanetBlair: added some more detail

{{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
* developing ideas for concept maps
* 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

}}

{{Ednote|text=
If you are using concept 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}}).
}}
[[Image:oer4s T concept map.jpg|thumb|300px]]
{{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}}.)

}}

{{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.

{{Related resources|text=
The '''Zedupad''' resources ''Subsistence farmers'' and ''Growing Maize'' (see link below) provide an interesting topic for a concept mapping activity. Ideas to be linked include the hazards of using fertilisers and traditional versus modern farming methods. Slide 15 of the ''Growing Maize'' resource shows the beginning of a flowchart ''from seed to nshima''. Flowcharts, like concept maps, are a useful method for organising material and finding relationships and connections between ideas. Completing the ''seed to nshima'' flowchart is a useful activity that will help students to focus on the main ideas to include in their concept map.

[[Image: subfarming2 .jpg|200px]] [[Image: maize2.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

= 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}} =
{{:OER4Schools/ICT/include}}

= {{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

2014-09-30T13:28:57Z

JanetBlair: vs to versus

{{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
* developing ideas for concept maps
* 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

}}

{{Ednote|text=
If you are using concept 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}}).
}}
[[Image:oer4s T concept map.jpg|thumb|300px]]
{{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}}.)

}}

{{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.

{{Related resources|text=
The '''Zedupad''' resources ''Subsistence farmers'' and ''Growing Maize'' (see link below) provide an interesting topic around which students could construct a concept map. Ideas to be linked include the hazards of using fertilisers and traditional versus modern farming methods.

[[Image: subfarming2 .jpg|200px]] [[Image: maize2.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

= 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}} =
{{:OER4Schools/ICT/include}}

= {{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

2014-09-30T13:26:37Z

JanetBlair: reorganised content to look better

{{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
* developing ideas for concept maps
* 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

}}

{{Ednote|text=
If you are using concept 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}}).
}}
[[Image:oer4s T concept map.jpg|thumb|300px]]
{{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}}.)

}}

{{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.

{{Related resources|text=
The '''Zedupad''' resources ''Subsistence farmers'' and ''Growing Maize'' (see link below) provide an interesting topic around which students could construct a concept map. Ideas to be linked include the hazards of using fertilisers and traditional vs modern farming methods.

[[Image: subfarming2 .jpg|200px]] [[Image: maize2.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

= 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}} =
{{:OER4Schools/ICT/include}}

= {{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}}

File:Maize2.jpg

2014-09-30T13:21:13Z

JanetBlair:

File:Subfarming2 .jpg

2014-09-30T13:20:32Z

JanetBlair:

OER4Schools/Concept mapping

2014-09-30T13:19:42Z

JanetBlair: adding Zedupad resources

{{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
* developing ideas for concept maps
* 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

}}

{{Ednote|text=
If you are using concept 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.

{{Related resources|text=
The '''Zedupad''' resources ''Subsistence farmers'' and ''Growing Maize'' (see link below) provide an interesting topic around which students could construct a concept map. Ideas to be linked include the hazards of using fertilisers and traditional vs modern farming methods.

[[Image: subfarming2 .jpg|200px]][[Image: maize2.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

= 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}} =
{{:OER4Schools/ICT/include}}

= {{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

2014-09-30T10:15:42Z

JanetBlair: fixed typo

{{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
* developing ideas for concept maps
* 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

}}

{{Ednote|text=
If you are using concept 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}} =
{{:OER4Schools/ICT/include}}

= {{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/Designing interactive lesson plans

2014-09-30T09:56:48Z

JanetBlair: fixed typo and reorganised text

{{OER4S
|title=Designing interactive lesson plans
|session=3.6
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}

* using '''lesson templates''' as a tool when planning interactive lessons
* designing interactive lesson plans to include a range of interactive techniques
* planning to use effective questions by referring to '''Bloom's Taxonomy'''

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* watch a sequence of videos and map them on to an interactive lesson plan
* plan an interactive lesson using a lesson template
* complete a range of activities to become familiar with Bloom's hierarchy of question types

|ict={{ OER4SchoolsWSInfo/ICT intro}}

{{ OER4SchoolsWSInfo/ICT intro students}}
* you will ...
}}

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

{{review of follow up}}

= Lesson planning =
Let us think about planning whole lessons using a combination of the interactive teaching techniques that we have encountered so far.

{{activity|wcd|: How do you currently plan your lessons?|10}} Share your thoughts with the rest of the group, listening out for similarities and differences.

{{ednote|text=
Check variation, discuss value of recording lesson plans (better prepared for teaching process/can be used by someone else if you are away/makes it easier to reflect and improve on teaching/saves time as good parts can be used again.
}}

= An interactive lesson plan in action =

Look at the lesson plan template and the example of a completed one: this shows the plan for a lesson that you have seen clips from earlier on in the programme – Eness’s lesson on vertebrates.

<center>'''Interactive Teaching Lesson Plan template'''</center>

{| border=1 valign="top"
| colspan="2"| '''Teacher:'''
'''Lesson title/topic:'''
| colspan="2"|'''Grade:'''

'''Duration: '''mins.

|-
| colspan="4"| '''Learning objectives '''for students:

'''Resources to be used''' (ICT and non-ICT):

'''No. and size of groups: '''

|-
| colspan="4"|  
<center>'''''Lesson plan (methodology)'''''</center>
 
|-
|colspan="2" style="width:50%;" | <center>'''''Learner activity'''''</center>
|colspan="2" | <center>'''''Teacher activity'''''</center>
|-
| colspan="2" valign="top" | '''Introductory activity '''

| colspan="2"| '''Introductory activity '''(e.g. finding out what students know or remember):

'''Questions:'''

|-
| colspan="2" valign="top" | '''Main body of lesson ''' (in steps):

| colspan="2" valign="top" | '''Main body of lesson ''':

'''Questions:'''

|-
| colspan="2" valign="top" |'''Plenary activity '''

| colspan="2"| '''Plenary activity '''(e.g. seeing who has understood what, groups presenting, etc.):

'''Questions:'''

|-
| colspan="4" | '''Notes / special needs / differentiation for different pace groups or learners'''

|-
| colspan="4" | '''Change for next time / Follow-up lesson plan'''

|}

{{activity|otr|: Watching video clips of an interactive lesson.|15}} Watch the following 4 clips to see how the activities in that lesson are sequenced. (A couple of these you have already seen, the other two are new).

{{activity|wcd| on these videos, adding useful notes to the completed lesson template.|10}} Discuss these clips at the end; how did the teacher build up the sequence of activities? Look at her lesson plan again and add any useful notes for reference when planning your own interactive lessons. Notice how the teacher gives the children time to think before the brainstorm; she is very patient! This is called “wait time” and can be used any time when learners are asked a question or given a challenging task. Rather than jumping in to tell them an answer, it allows uncertainty and encourages deeper thinking.

{{: video/Eness_vertebrates_1.mp4 }}
{{: video/Eness_vertebrates_3.mp4 }}
{{: video/Eness_vertebrates_5.mp4 }}
{{: video/Eness_vertebrates_12.mp4 }}

{{ednote|text=
The clips are from [[Video/Eness Vertebrates|Eness' lesson on vertebrates]], clips 1 (part), 3, 5, 12 .mp4. They demonstrate:
* 1 = start of lesson: brainstorm with unique contributions, time to think first, no hands up technique too
* 3 = Instructions to set up the task and initiate group work<nowiki>; </nowiki>group enjoying themselves
* 5 = teacher gives detailed help to group: shows ICT use
* 12 = whole class discussion of ‘is a bat a bird?’ + teacher sets unresolved problem as homework

The lesson builds from (a) brainstorm to (b) groupwork using ICT and developing children’s own classifications, to (c) group presentations to the class, interspersed with (d) whole class discussion and follow-up homework.
}}

= Developing lesson plans using lesson plan "templates" =
{{activity|Small group activity| writing a lesson plan|20}} Working in small groups, each participant should complete a whole lesson plan for a lesson they will teach shortly. Spend quite a lot of time on this.

* Think about incorporating interactive elements in your lesson plans. Discuss ideas with your group. Plan the lesson in detail, so every activity is described in enough detail that someone else could teach from your plan.

* However, allow for some flexibility according to learners’ responses. Remember at the end of Eness’s lesson (Clip 12), she set the learners a research task for homework because they had not come to a consensus view about whether a bat was a bird or not.

* '''Including all learners'''. How can you ensure that everyone is participating actively?

For example, you saw how Eness (Clip 1) required every child to think of their own example of an animal. Are there other techniques you can use, especially if you have a large class where that might be too time consuming?

Are there any learners that may have difficulty with the tasks?

* '''Differentiation'''. Think too about how you will cater for slower and faster learners – can the faster learners get further or get more work done than the slower ones? Do you need to have additional, more challenging work ready for them to do if they finish an activity before their peers?

Choose one or more of these activities (that you have already tried) and consider using group work with or without ICT:
* Brainstorm
* Mini-blackboard use, with or without student presentations
* A question-and-answer session with students as to what they might want to learn. (You would need to then take those requests seriously!)
* Talking points
* Magic microphone
* A practical or outdoors activity

Think carefully about the types of questions that you will ask students during the lesson and record these on your lesson plan template. The Bloom's Taxonomy activities in the following section will help to improve your repertoire of effective questions.

{{Related resources|text=
The '''Zedupad''' resource ''Bantu on the move'' (see link below) could be used as a basis around which to develop an interactive lesson plan. It tells the story of the Bantu tribe and there are opportunities for pair discussion and research using ICT. Slides 6 asks the following question and could be used for a brainstorm activity:

* Why do you think the Bantu moved away from their home and continued to move around southern Africa?

Slides 13-18 ask questions about how the Bantu lived and could be shown after a small group discussion activity where students imagine how it might have been to be a Bantu child.

[[Image: bantu.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

= Questioning and Bloom's taxonomy =

{{activity|group activity|: Becoming familiar with different question types and their level of demand.|15}}

'''You will need one copy of pages 4, 5 and 6 from the VVOB Questioning the Questions handout per group for these card sort activities along with some scissors.'''

[[file: VVOB_-_Questioning_the_Questions.pdf]]

[[Image: Bloom'spg4.png|285px]]
[[Image: Bloom'spg5.png|285px]]
[[Image: Bloom'spg6.png|285px]]

Cut out the different sections so that there are six equal sized pieces of paper, each with one section each on it - these will be referred to as the question type cards (1-6).

[[Image: card 1.png|border|800px]]

[[Image: card 2.png|border|800px]]

[[Image: card 3.png|border|800px]]

[[Image: card 4.png|border|800px]]

[[Image: card 5.png|border|800px]]

[[Image: card 6.png|border|800px]]

There are a number of activities you could do to help you get to grips with the material that these pages cover and to help you develop a deeper understanding of the types of questions you can ask students and the level of demand of different types of questions:

'''Activity 1'''

In your groups, sort the question type cards in order of increasing demand on the student - be prepared to discuss with group members why you think one type of question is more demanding than another.

'''Activity 2'''

Turn the question type cards upside down and place them in a pile. Members of the group take it in turn to pick a card from the top of the pile and read one piece of information from the card from either the verb, question or example columns. Other members of the group try to guess what question type this card is. Be prepared to discuss why you think a question is a particular type. Cards can be returned to the pile at the end, shuffled and a different piece of information read out next time a card is turned over. Continue to play the game until all members of the group can spot the question types easily.

'''Activity 3'''

Now that everyone is familiar with the question types and hierarchy, divide out the cards and working in pairs within your group come up with two additional questions for your particular question types and write them on the cards that you have. Try out your questions on the rest of the group and see if they can classify the question type correctly.

These are the question types in order of increasing demand:

LOW LEVEL
* remembering
* understanding
* applying
* analysing
* evaluating
* creating
HIGH LEVEL

Both '''open''' and '''closed''' questions may be at any level of the taxonomy.

An '''open low-level question''' might be: "What is an example of an adverb?"

An '''open high-level question''' might be: "What are some ways we might solve the energy crisis?"

A '''closed low-level question''': "What are the properties of a square?"

A '''closed high-level question''': "Given the data before you, would you say that mercury is a metal or a non-metal?"

= {{Name for ICT practice with dtgw}} =
{{:OER4Schools/ICT/include}}

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

{{Activity for connecting with overarching goals}}

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

Teach the lesson you have planned. Then '''REFLECT''' on it as you did before when you trialled a new activity. Use your dictaphone to record your reflections. You may want to write down a few brief notes too, so you can remember the issues arising when you come to the next workshop session, as you will be asked to share your reflections with others then (focusing on how the lesson went, how learners responded, and what you would change if you taught it again).

{{activity summary}}

{{OER4S_NextSession}}

File:Bantu.jpg

2014-09-30T09:53:53Z

JanetBlair:

OER4Schools/Designing interactive lesson plans

2014-09-30T09:53:17Z

JanetBlair: added Bantu Zedupad resource

{{OER4S
|title=Designing interactive lesson plans
|session=3.6
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}

* using '''lesson templates''' as a tool when planning interactive lessons
* designing interactive lesson plans to include a range of interactive techniques
* planning to use effective questions by referring to '''Bloom's Taxonomy'''

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* watch a sequence of videos and map them on to an interactive lesson plan
* plan an interactive lesson using a lesson template
* complete a range of activities to become familiar with Bloom's hierarchy of question types

|ict={{ OER4SchoolsWSInfo/ICT intro}}

{{ OER4SchoolsWSInfo/ICT intro students}}
* you will ...
}}

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

{{review of follow up}}

= Lesson planning =
Let us think about planning whole lessons using a combination of the interactive teaching techniques that we have encountered so far.

{{activity|wcd|: How do you currently plan your lessons?|10}} Share your thoughts with the rest of the group, listening out for similarities and differences.

{{ednote|text=
Check variation, discuss value of recording lesson plans (better prepared for teaching process/can be used by someone else if you are away/makes it easier to reflect and improve on teaching/saves time as good parts can be used again.
}}

= An interactive lesson plan in action =

Look at the lesson plan template and the example of a completed one: this shows the plan for a lesson that you have seen clips from earlier on in the programme – Eness’s lesson on vertebrates.

<center>'''Interactive Teaching Lesson Plan template'''</center>

{| border=1 valign="top"
| colspan="2"| '''Teacher:'''
'''Lesson title/topic:'''
| colspan="2"|'''Grade:'''

'''Duration: '''mins.

|-
| colspan="4"| '''Learning objectives '''for students:

'''Resources to be used''' (ICT and non-ICT):

'''No. and size of groups: '''

|-
| colspan="4"|  
<center>'''''Lesson plan (methodology)'''''</center>
 
|-
|colspan="2" style="width:50%;" | <center>'''''Learner activity'''''</center>
|colspan="2" | <center>'''''Teacher activity'''''</center>
|-
| colspan="2" valign="top" | '''Introductory activity '''

| colspan="2"| '''Introductory activity '''(e.g. finding out what students know or remember):

'''Questions:'''

|-
| colspan="2" valign="top" | '''Main body of lesson ''' (in steps):

| colspan="2" valign="top" | '''Main body of lesson ''':

'''Questions:'''

|-
| colspan="2" valign="top" |'''Plenary activity '''

| colspan="2"| '''Plenary activity '''(e.g. seeing who has understood what, groups presenting, etc.):

'''Questions:'''

|-
| colspan="4" | '''Notes / special needs / differentiation for different pace groups or learners'''

|-
| colspan="4" | '''Change for next time / Follow-up lesson plan'''

|}

{{activity|otr|: Watching video clips of an interactive lesson.|15}} Watch the following 4 clips to see how the activities in that lesson are sequenced. (A couple of these you have already seen, the other two are new).

{{activity|wcd| on these videos, adding useful notes to the completed lesson template.|10}} Discuss these clips at the end; how did the teacher build up the sequence of activities? Look at her lesson plan again and add any useful notes for reference when planning your own interactive lessons. Notice how the teacher gives the children time to think before the brainstorm; she is very patient! This is called “wait time” and can be used any time when learners are asked a question or given a challenging task. Rather than jumping in to tell them an answer, it allows uncertainty and encourages deeper thinking.

{{: video/Eness_vertebrates_1.mp4 }}
{{: video/Eness_vertebrates_3.mp4 }}
{{: video/Eness_vertebrates_5.mp4 }}
{{: video/Eness_vertebrates_12.mp4 }}

{{ednote|text=
The clips are from [[Video/Eness Vertebrates|Eness' lesson on vertebrates]], clips 1 (part), 3, 5, 12 .mp4. They demonstrate:
* 1 = start of lesson: brainstorm with unique contributions, time to think first, no hands up technique too
* 3 = Instructions to set up the task and initiate group work<nowiki>; </nowiki>group enjoying themselves
* 5 = teacher gives detailed help to group: shows ICT use
* 12 = whole class discussion of ‘is a bat a bird?’ + teacher sets unresolved problem as homework

The lesson builds from (a) brainstorm to (b) groupwork using ICT and developing children’s own classifications, to (c) group presentations to the class, interspersed with (d) whole class discussion and follow-up homework.
}}

= Developing lesson plans using lesson plan "templates" =
{{activity|Small group activity| writing a lesson plan|20}} Working in small groups, each participant should complete a whole lesson plan for a lesson they will teach shortly. Spend quite a lot of time on this.

* Think about incorporating interactive elements in your lesson plans. Discuss ideas with your group. Plan the lesson in detail, so every activity is described in enough detail that someone else could teach from your plan.

* However, allow for some flexibility according to learners’ responses. Remember at the end of Eness’s lesson (Clip 12), she set the learners a research task for homework because they had not come to a consensus view about whether a bat was a bird or not.

* '''Including all learners'''. How can you ensure that everyone is participating actively?

For example, you saw how Eness (Clip 1) required every child to think of their own example of an animal. Are there other techniques you can use, especially if you have a large class where that might be too time consuming?

Are there any learners that may have difficulty with the tasks?

* '''Differentiation'''. Think too about how you will cater for slower and faster learners – can the faster learners get further or get more work done than the slower ones? Do you need to have additional, more challenging work ready for them to do if they finish an activity before their peers?

Choose one or more of these activities (that you have already tried) and consider using group work with or without ICT:
* Brainstorm
* Mini-blackboard use, with or without student presentations
* A question-and-answer session with students as to what they might want to learn. (You would need to then take those requests seriously!)
* Talking points
* Magic microphone
* A practical or outdoors activity

Think carefully about the types of questions that you will ask students during the lesson and record these on your lesson plan template. The Bloom's Taxonomy activities in the following section will help to improve your repertoire of effective questions.

{{Related resources|text=
The '''Zedupad''' resource ''Bantu on the move'' (see link below) could be used as a basis around which to develop an interactive lesson plan. It tells the story of the Bantu tribe and there are opportunities for pair discussion and research using ICT.

Slides 6 asks the following question and could be used for a brainstorm activity:

* Why do you thing the Bantu moved away from their home and continued to move around southern Africa?

Slides 13-18 ask questions about how the Bantu lived and could be shown after a small group discussion activity where students imagine how it might have been to be a Bantu child.

[[Image: bantu.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

= Questioning and Bloom's taxonomy =

{{activity|group activity|: Becoming familiar with different question types and their level of demand.|15}}

'''You will need one copy of pages 4, 5 and 6 from the VVOB Questioning the Questions handout per group for these card sort activities along with some scissors.'''

[[file: VVOB_-_Questioning_the_Questions.pdf]]

[[Image: Bloom'spg4.png|285px]]
[[Image: Bloom'spg5.png|285px]]
[[Image: Bloom'spg6.png|285px]]

Cut out the different sections so that there are six equal sized pieces of paper, each with one section each on it - these will be referred to as the question type cards (1-6).

[[Image: card 1.png|border|800px]]

[[Image: card 2.png|border|800px]]

[[Image: card 3.png|border|800px]]

[[Image: card 4.png|border|800px]]

[[Image: card 5.png|border|800px]]

[[Image: card 6.png|border|800px]]

There are a number of activities you could do to help you get to grips with the material that these pages cover and to help you develop a deeper understanding of the types of questions you can ask students and the level of demand of different types of questions:

'''Activity 1'''

In your groups, sort the question type cards in order of increasing demand on the student - be prepared to discuss with group members why you think one type of question is more demanding than another.

'''Activity 2'''

Turn the question type cards upside down and place them in a pile. Members of the group take it in turn to pick a card from the top of the pile and read one piece of information from the card from either the verb, question or example columns. Other members of the group try to guess what question type this card is. Be prepared to discuss why you think a question is a particular type. Cards can be returned to the pile at the end, shuffled and a different piece of information read out next time a card is turned over. Continue to play the game until all members of the group can spot the question types easily.

'''Activity 3'''

Now that everyone is familiar with the question types and hierarchy, divide out the cards and working in pairs within your group come up with two additional questions for your particular question types and write them on the cards that you have. Try out your questions on the rest of the group and see if they can classify the question type correctly.

These are the question types in order of increasing demand:

LOW LEVEL
* remembering
* understanding
* applying
* analysing
* evaluating
* creating
HIGH LEVEL

Both '''open''' and '''closed''' questions may be at any level of the taxonomy.

An '''open low-level question''' might be: "What is an example of an adverb?"

An '''open high-level question''' might be: "What are some ways we might solve the energy crisis?"

A '''closed low-level question''': "What are the properties of a square?"

A '''closed high-level question''': "Given the data before you, would you say that mercury is a metal or a non-metal?"

= {{Name for ICT practice with dtgw}} =
{{:OER4Schools/ICT/include}}

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

{{Activity for connecting with overarching goals}}

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

Teach the lesson you have planned. Then '''REFLECT''' on it as you did before when you trialled a new activity. Use your dictaphone to record your reflections. You may want to write down a few brief notes too, so you can remember the issues arising when you come to the next workshop session, as you will be asked to share your reflections with others then (focusing on how the lesson went, how learners responded, and what you would change if you taught it again).

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Designing interactive lesson plans

2014-09-30T08:19:25Z

JanetBlair: removed 'todo' and reorganised text/image

{{OER4S
|title=Designing interactive lesson plans
|session=3.6
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}

* using '''lesson templates''' as a tool when planning interactive lessons
* designing interactive lesson plans to include a range of interactive techniques
* planning to use effective questions by referring to '''Bloom's Taxonomy'''

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* watch a sequence of videos and map them on to an interactive lesson plan
* plan an interactive lesson using a lesson template
* complete a range of activities to become familiar with Bloom's hierarchy of question types

|ict={{ OER4SchoolsWSInfo/ICT intro}}

{{ OER4SchoolsWSInfo/ICT intro students}}
* you will ...
}}

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

{{review of follow up}}

= Lesson planning =
Let us think about planning whole lessons using a combination of the interactive teaching techniques that we have encountered so far.

{{activity|wcd|: How do you currently plan your lessons?|10}} Share your thoughts with the rest of the group, listening out for similarities and differences.

{{ednote|text=
Check variation, discuss value of recording lesson plans (better prepared for teaching process/can be used by someone else if you are away/makes it easier to reflect and improve on teaching/saves time as good parts can be used again.
}}

= An interactive lesson plan in action =

Look at the lesson plan template and the example of a completed one: this shows the plan for a lesson that you have seen clips from earlier on in the programme – Eness’s lesson on vertebrates.

<center>'''Interactive Teaching Lesson Plan template'''</center>

{| border=1 valign="top"
| colspan="2"| '''Teacher:'''
'''Lesson title/topic:'''
| colspan="2"|'''Grade:'''

'''Duration: '''mins.

|-
| colspan="4"| '''Learning objectives '''for students:

'''Resources to be used''' (ICT and non-ICT):

'''No. and size of groups: '''

|-
| colspan="4"|  
<center>'''''Lesson plan (methodology)'''''</center>
 
|-
|colspan="2" style="width:50%;" | <center>'''''Learner activity'''''</center>
|colspan="2" | <center>'''''Teacher activity'''''</center>
|-
| colspan="2" valign="top" | '''Introductory activity '''

| colspan="2"| '''Introductory activity '''(e.g. finding out what students know or remember):

'''Questions:'''

|-
| colspan="2" valign="top" | '''Main body of lesson ''' (in steps):

| colspan="2" valign="top" | '''Main body of lesson ''':

'''Questions:'''

|-
| colspan="2" valign="top" |'''Plenary activity '''

| colspan="2"| '''Plenary activity '''(e.g. seeing who has understood what, groups presenting, etc.):

'''Questions:'''

|-
| colspan="4" | '''Notes / special needs / differentiation for different pace groups or learners'''

|-
| colspan="4" | '''Change for next time / Follow-up lesson plan'''

|}

{{activity|otr|: Watching video clips of an interactive lesson.|15}} Watch the following 4 clips to see how the activities in that lesson are sequenced. (A couple of these you have already seen, the other two are new).

{{activity|wcd| on these videos, adding useful notes to the completed lesson template.|10}} Discuss these clips at the end; how did the teacher build up the sequence of activities? Look at her lesson plan again and add any useful notes for reference when planning your own interactive lessons. Notice how the teacher gives the children time to think before the brainstorm; she is very patient! This is called “wait time” and can be used any time when learners are asked a question or given a challenging task. Rather than jumping in to tell them an answer, it allows uncertainty and encourages deeper thinking.

{{: video/Eness_vertebrates_1.mp4 }}
{{: video/Eness_vertebrates_3.mp4 }}
{{: video/Eness_vertebrates_5.mp4 }}
{{: video/Eness_vertebrates_12.mp4 }}

{{ednote|text=
The clips are from [[Video/Eness Vertebrates|Eness' lesson on vertebrates]], clips 1 (part), 3, 5, 12 .mp4. They demonstrate:
* 1 = start of lesson: brainstorm with unique contributions, time to think first, no hands up technique too
* 3 = Instructions to set up the task and initiate group work<nowiki>; </nowiki>group enjoying themselves
* 5 = teacher gives detailed help to group: shows ICT use
* 12 = whole class discussion of ‘is a bat a bird?’ + teacher sets unresolved problem as homework

The lesson builds from (a) brainstorm to (b) groupwork using ICT and developing children’s own classifications, to (c) group presentations to the class, interspersed with (d) whole class discussion and follow-up homework.
}}

= Developing lesson plans using lesson plan "templates" =
{{activity|Small group activity| writing a lesson plan|20}} Working in small groups, each participant should complete a whole lesson plan for a lesson they will teach shortly. Spend quite a lot of time on this.

* Think about incorporating interactive elements in your lesson plans. Discuss ideas with your group. Plan the lesson in detail, so every activity is described in enough detail that someone else could teach from your plan.

* However, allow for some flexibility according to learners’ responses. Remember at the end of Eness’s lesson (Clip 12), she set the learners a research task for homework because they had not come to a consensus view about whether a bat was a bird or not.

* '''Including all learners'''. How can you ensure that everyone is participating actively?

For example, you saw how Eness (Clip 1) required every child to think of their own example of an animal. Are there other techniques you can use, especially if you have a large class where that might be too time consuming?

Are there any learners that may have difficulty with the tasks?

* '''Differentiation'''. Think too about how you will cater for slower and faster learners – can the faster learners get further or get more work done than the slower ones? Do you need to have additional, more challenging work ready for them to do if they finish an activity before their peers?

Choose one or more of these activities (that you have already tried) and consider using group work with or without ICT:
* Brainstorm
* Mini-blackboard use, with or without student presentations
* A question-and-answer session with students as to what they might want to learn. (You would need to then take those requests seriously!)
* Talking points
* Magic microphone
* A practical or outdoors activity

Think carefully about the types of questions that you will ask students during the lesson and record these on your lesson plan template. The following set of activities will help to improve your repertoire of effective questions.

= Questioning and Bloom's taxonomy =

{{activity|group activity|: Becoming familiar with different question types and their level of demand.|15}}

'''You will need one copy of pages 4, 5 and 6 from the VVOB Questioning the Questions handout per group for these card sort activities along with some scissors.'''

[[file: VVOB_-_Questioning_the_Questions.pdf]]

[[Image: Bloom'spg4.png|285px]]
[[Image: Bloom'spg5.png|285px]]
[[Image: Bloom'spg6.png|285px]]

Cut out the different sections so that there are six equal sized pieces of paper, each with one section each on it - these will be referred to as the question type cards (1-6).

[[Image: card 1.png|border|800px]]

[[Image: card 2.png|border|800px]]

[[Image: card 3.png|border|800px]]

[[Image: card 4.png|border|800px]]

[[Image: card 5.png|border|800px]]

[[Image: card 6.png|border|800px]]

There are a number of activities you could do to help you get to grips with the material that these pages cover and to help you develop a deeper understanding of the types of questions you can ask students and the level of demand of different types of questions:

'''Activity 1'''

In your groups, sort the question type cards in order of increasing demand on the student - be prepared to discuss with group members why you think one type of question is more demanding than another.

'''Activity 2'''

Turn the question type cards upside down and place them in a pile. Members of the group take it in turn to pick a card from the top of the pile and read one piece of information from the card from either the verb, question or example columns. Other members of the group try to guess what question type this card is. Be prepared to discuss why you think a question is a particular type. Cards can be returned to the pile at the end, shuffled and a different piece of information read out next time a card is turned over. Continue to play the game until all members of the group can spot the question types easily.

'''Activity 3'''

Now that everyone is familiar with the question types and hierarchy, divide out the cards and working in pairs within your group come up with two additional questions for your particular question types and write them on the cards that you have. Try out your questions on the rest of the group and see if they can classify the question type correctly.

These are the question types in order of increasing demand:

LOW LEVEL
* remembering
* understanding
* applying
* analysing
* evaluating
* creating
HIGH LEVEL

Both '''open''' and '''closed''' questions may be at any level of the taxonomy.

An '''open low-level question''' might be: "What is an example of an adverb?"

An '''open high-level question''' might be: "What are some ways we might solve the energy crisis?"

A '''closed low-level question''': "What are the properties of a square?"

A '''closed high-level question''': "Given the data before you, would you say that mercury is a metal or a non-metal?"

= {{Name for ICT practice with dtgw}} =
{{:OER4Schools/ICT/include}}

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

{{Activity for connecting with overarching goals}}

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

Teach the lesson you have planned. Then '''REFLECT''' on it as you did before when you trialled a new activity. Use your dictaphone to record your reflections. You may want to write down a few brief notes too, so you can remember the issues arising when you come to the next workshop session, as you will be asked to share your reflections with others then (focusing on how the lesson went, how learners responded, and what you would change if you taught it again).

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Formative feedback

2014-09-30T08:13:19Z

JanetBlair: improved wording

{{OER4S
|title={{Get session title}}
|session=4.3
}}
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* using an assessment inventory as a self-assessment measure
* two types of feedback ('''summative feedback and formative feedback''') and their use in AfL
* how to give formative feedback

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* keep a record of the assessment methods that you have used on your assessment inventory
* watch videos of formative and summative feedback in action and draw out the salient points
* read about the differences between summative and formative feedback
* role play giving and receiving formative feedback

|ict=In this session you will continue consolidating the ICT skills
you have learnt so far, and apply them in the classroom. You will be
able to apply AfL techniques in conjunction with ICT classroom use as
well.
}}

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

{{review of follow up}}

= My assessment inventory =

{{ednote|text=
As this activity is repeated every week, avoid spending more than 4-5 minutes on it. Ask participants to start filling up the inventory as soon as they arrive for the workshop if there is any waiting time for everybody to get together.
}}

{{activity|Individual work| updating assessment inventory.|5}} Update the assessment inventory {{File|My assessment inventory.doc}} that you started at the beginning of Unit 4. Add the date in the third row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

=Examples of different types of feedback =

You have seen a short video clip of this same lesson before when you discussed mixed pace group work. During the lesson portrayed in these 2 video clips, Judith assigned groups to work on maths problems together. She invited students to share how they worked out the problems. Then she invited group secretaries to report the answers of their group. Finally, she assessed each group’s learning by involving all students in the whole-class assessment.

In today’s session the first short clip (group working on maths problem: duration 36 secs.) and the first part of the second clip (one girl shows her group’s working) will help to familiarise you with the context. Then watch the final part of the second video from the perspective of assessment (Judith goes through the groups’ answers: clip duration is 2.36). Discuss the episode afterwards using the stimulus questions below.

'''Video sequence:'''

{{: video/Judith_division_group_talk.m4v }}

{{: video/Judith_division_demo_and_scoring.m4v }}

{{activity|otr|: Video clips involving students in assessing their own learning.|10}} Suggested questions for reflection:
* Judith involved all students in assessing the learning of their own group. Share any personal experiences when you have involved students in assessing their own learning as a group.
** What was your topic?
** How did you assess the learning?
** How did you involve your students?
* Giving marks to students for their learning is common practice in classrooms in most countries. How often and when do you give marks to your students?
* How could teachers use AfL to '''diagnose''' what the low achievers like the group in the video had trouble with understanding?
* Can you think of other ways of giving feedback (besides giving marks) to students and involving them, so that they can be aware of their own learning?

{{activity|Whole group discussion| on formative assessment video.|10}} Reflect on these questions as you watch the following video, then discuss them:

* From Shirley Clarke’s brief description at the beginning, what do you think was the most significant point related to feedback?
* What do you notice in Helen’s discussion about the drawing when she was talking to the whole class?
* Do you think Helen’s feedback to the boy was fair? Why?
* Helen’s feedback was not quantitative but qualitative. Do you think this was more helpful or less helpful than the quantitative feedback? Why?

'''Shirley Clarke video on feedback''': Watch from 0:00 to 4:37

{{: Video/Formative Assessment in Schools.mp4 }}

* '''(Optional extra question, skip if there is less time)''' Imagine this situation: Helen was assessing the boy’s drawing at home i.e. when the child was not physically present near her. Would she still be able to give qualitative feedback? What would it look like?

Now watch the following video showing a different form of feedback.

{{: Video/Secondary improvement marking.mp4 }}

{{activity|Whole group discussion| on giving written feedback.|10}} Suggested questions for reflection:
* How was feedback in this video clip different from the clip of Helen?
* What are the advantages of giving written feedback to students?
* Do you think giving written feedback is possible in your context? What could be the issues? Discuss ways to solve these issues with your peers.

= Understanding summative and formative feedback =

{{ednote|text=
Remind participants about the second Activity from last session (Unit 4 Session 2): Read Question 3 again for the benefit of the participants. It was:
For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

Ask the participants to turn to the third Activity ('Understanding summative and formative feedback') from the current session’s printouts.
}}

Look at the example below. Two teachers - Teacher A and Teacher B have given feedback on this work.

[[Image:4.3 teacher feedback on drawing.png|600px]]

{{activity|wcd|: on the quality of feedback given.|10}} Questions for reflection:
* What are some differences between the feedback given by Teacher A and Teacher B?
* How would the feedback differ if it was given in the whole class (oral) or to the individual student (oral or written)?

{{activity|ia|: Reading about the differences between summative and formative assessment.|10}} Read the following:

Some common characteristics and differences between summative and formative feedback are:
{| border=1
|| Summative Feedback
|| Formative Feedback
|-
||

1. Indication of accurate or inaccurate (tick or cross).

2. Usually accompanied by a grade or mark.

3. Usually provided a day or two after students have handed in their work.

||

1. Positive comments to describe work that is done well (descriptive, with reference to success criteria).

2. Would indicate to student what they need to improve on, if necessary, OR encourages students to develop their thinking beyond the current success criteria

3. Feedback is given as soon as possible.
|}

Formative feedback is more helpful for students’ learning because it gives them pointers for the future. Like sharing objectives and criteria with pupils, it also '''gives the learners responsibility for developing their own thinking and skills'''. Sharing this responsibility is a key element of interactive teaching and it reduces the pressure on students.

{{ednote|text=
Highlight to the teachers:
* formative feedback '''assists students’ learning'''
* the words in formative feedback communicate '''respect for students and their work, and position students to be in control''' of what they need to improve on (particularly the weaker students)

Note if teachers have any concerns about giving formative feedback. For instance,
* giving individual feedback during whole class teaching
* insufficient time

Some suggestions to resolve the concerns are:
* provide feedback based on commonly-made errors to the whole class, with reference to success criteria
* identify students who are able to successfully complete the task to assist other students
* provide written feedback

If there is time, consider these questions:
* Can summative feedback and formative feedback be given concurrently?
* How could that help students’ learning?

'''Break:''' Ask participants to take a 3-4 minute break. They can do whatever they like in the workshop room like walk for a bit, stretch, drink water, sing a song together etc, but should be asked to stay in the room as you do not want to lose the momentum or be delayed in restarting. Start again promptly after 4 minutes. You could play some music while participants relax, and stop the music to indicate that it’s time to return to their seats. They might want to change places after the break too.
}}

= Giving formative feedback =

Read the Science question below and the responses from two students.

{|border=1
||
'''Lesson Objective:''' We are learning ways of preventing being infected by malaria.

'''Success Criteria:''' I will be successful if I can write at least two correct ways of preventing the malaria infection, communicating clearly and in some detail.

'''Question:''' Imagine you are going to visit someone in an area that is known to be infested with mosquitoes. Describe two ways to avoid being infected by malaria.

'''Sample student’s response:'''

Mary: I will avoid getting bitten by mosquitoes because malaria is very unpleasant.

Mulenga: As mosquitoes bite particularly at night, I will make sure I sleep in rooms that have a good mosquito net or wear a long-sleeved shirt. If I can plan in advance, I will visit a doctor to take some preventive medicine.
|}

{{activity|wcd|: Whole group brainstorm on what feedback to give the students.|5}} As a group, brainstorm:
* What will be my feedback to Mary? Why?
* What will be my feedback to Mulenga? Why?

{{activity|Role play| teacher-student feedback in pairs.|5}} Break into pairs, assign roles (teacher, Mary/Mulenga), and do a role play for 5 minutes. The person playing the teacher gives the feedback (based on the brainstorm you have just done), and the other participant (playing first Mary and then Mulenga) responds to the teachers comments or keeps a note of how the feedback makes them feel. Then swap roles and role play again.

{{ednote|text=

Encourage participants to provide different formative feedback to each of the students. This may involve:

i. Acknowledge Mary’s attempt to respond to the question - prompt her to elaborate more on how he/she could avoid being bitten by mosquitoes.

ii. Give full credits to Mulenga for her response through positive affirmation that comments on how she has addressed the success criteria (eg she has highlighted important strategies, clearly stated, nicely detailed). Also consider challenging her by encouraging her to think of another preventive way of being infected by malaria or whether she knows what preventive drug can be used.

It is expected that participants’ feedback will evolve during the brainstorm. This will happen if you reinforce the points below through modelling them yourself.
}}

{{ednote|text=
Limit the time to 5 minutes.
}}

{{activity|wgd|: Whole group discussion on teacher-student role plays.|5}} Come back together as a group. Discuss the role plays. Was is easier to give feedback to Mary or Mulenga? How did you feel when you were receiving feedback? Make a note of any particular points that you could use in the future when giving feedback to students.

While giving formative feedback (individually or in whole class):
* always '''begin with what is good''' about students’ work or which success criteria have been met and appreciate students’ responses
* ask students to '''reflect on which criteria was/were not met''' before you tell them.
* ask students '''what they could do next time'''/could have done this time to meet the success criteria
* '''suggest some points''' on which students could act '''immediately'''/in near future
* for high achievers suggest some points that can be achieved beyond the success criteria

{{ednote|text=
Ask participants to pay particular attention to the words that they use - sensitive language that guides students for further action/effort is best. The feedback should be directed at students’ responses or work and NOT at the students themselves.
}}

{{Related resources|text=

This '''Zedupad''' resource ''Fred the Fly learns about Malaria'' (see link below) is an informative interactive resource with multiple choice questions on malaria prevention and a drag and drop activity at the end that could be used as part of a formative assessment. If you decide to use the resource, remember to plan in advance of the lesson what the success criteria will be and how you are going to provide feedback to the students.

[[Image: malaria1.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

= {{Name for ICT practice with dtgw}} =
{{:OER4Schools/ICT/include}}

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

{{Activity for connecting with overarching goals}}

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

{{fup|A}} Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.
:

:''Your success criteria for all Formative Feedback homework below are:
::
::* identifying evidence where the student performed well and appreciating that performance
::* identifying evidence where the student could improve and giving practical tips for improving
::* suggesting a higher target for high achieving students
::''

{{fup|B}} For any topic that you are teaching this week, display the learning objective and success criteria. Then randomly choose a student’s work and assess it with the whole class with reference to the success criteria. You can watch Helen’s video clip again as an example for this homework. Record your experience on the dictaphone.

{{fup|C}} For a topic that you teach this week, give oral formative feedback to two students who (a) perform well and (b) struggle in the lesson. Record answers to the following questions on the dictaphone:
* What feedback did you give to each student?
* Why did you give that feedback?
* What difference did your feedback make to your students’ learning?

{{fup|D}} Give written feedback to a few students in your class this week. Record your observations of the experience and students’ learning on the dictaphone.

If possible, take pictures of the written work and your feedback with a digital camera. Upload it onto the server. Otherwise, bring the samples of your written feedback in the next workshop session.

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Formative feedback

2014-09-29T13:38:20Z

JanetBlair: adjusted image size

{{OER4S
|title={{Get session title}}
|session=4.3
}}
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* using an assessment inventory as a self-assessment measure
* two types of feedback ('''summative feedback and formative feedback''') and their use in AfL
* how to give formative feedback

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* keep a record of the assessment methods that you have used on your assessment inventory
* watch videos of formative and summative feedback in action and draw out the salient points
* read about the differences between summative and formative feedback
* role play giving and receiving formative feedback

|ict=In this session you will continue consolidating the ICT skills
you have learnt so far, and apply them in the classroom. You will be
able to apply AfL techniques in conjunction with ICT classroom use as
well.
}}

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

{{review of follow up}}

= My assessment inventory =

{{ednote|text=
As this activity is repeated every week, avoid spending more than 4-5 minutes on it. Ask participants to start filling up the inventory as soon as they arrive for the workshop if there is any waiting time for everybody to get together.
}}

{{activity|Individual work| updating assessment inventory.|5}} Update the assessment inventory {{File|My assessment inventory.doc}} that you started at the beginning of Unit 4. Add the date in the third row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

=Examples of different types of feedback =

You have seen a short video clip of this same lesson before when you discussed mixed pace group work. During the lesson portrayed in these 2 video clips, Judith assigned groups to work on maths problems together. She invited students to share how they worked out the problems. Then she invited group secretaries to report the answers of their group. Finally, she assessed each group’s learning by involving all students in the whole-class assessment.

In today’s session the first short clip (group working on maths problem: duration 36 secs.) and the first part of the second clip (one girl shows her group’s working) will help to familiarise you with the context. Then watch the final part of the second video from the perspective of assessment (Judith goes through the groups’ answers: clip duration is 2.36). Discuss the episode afterwards using the stimulus questions below.

'''Video sequence:'''

{{: video/Judith_division_group_talk.m4v }}

{{: video/Judith_division_demo_and_scoring.m4v }}

{{activity|otr|: Video clips involving students in assessing their own learning.|10}} Suggested questions for reflection:
* Judith involved all students in assessing the learning of their own group. Share any personal experiences when you have involved students in assessing their own learning as a group.
** What was your topic?
** How did you assess the learning?
** How did you involve your students?
* Giving marks to students for their learning is common practice in classrooms in most countries. How often and when do you give marks to your students?
* How could teachers use AfL to '''diagnose''' what the low achievers like the group in the video had trouble with understanding?
* Can you think of other ways of giving feedback (besides giving marks) to students and involving them, so that they can be aware of their own learning?

{{activity|Whole group discussion| on formative assessment video.|10}} Reflect on these questions as you watch the following video, then discuss them:

* From Shirley Clarke’s brief description at the beginning, what do you think was the most significant point related to feedback?
* What do you notice in Helen’s discussion about the drawing when she was talking to the whole class?
* Do you think Helen’s feedback to the boy was fair? Why?
* Helen’s feedback was not quantitative but qualitative. Do you think this was more helpful or less helpful than the quantitative feedback? Why?

'''Shirley Clarke video on feedback''': Watch from 0:00 to 4:37

{{: Video/Formative Assessment in Schools.mp4 }}

* '''(Optional extra question, skip if there is less time)''' Imagine this situation: Helen was assessing the boy’s drawing at home i.e. when the child was not physically present near her. Would she still be able to give qualitative feedback? What would it look like?

Now watch the following video showing a different form of feedback.

{{: Video/Secondary improvement marking.mp4 }}

{{activity|Whole group discussion| on giving written feedback.|10}} Suggested questions for reflection:
* How was feedback in this video clip different from the clip of Helen?
* What are the advantages of giving written feedback to students?
* Do you think giving written feedback is possible in your context? What could be the issues? Discuss ways to solve these issues with your peers.

= Understanding summative and formative feedback =

{{ednote|text=
Remind participants about the second Activity from last session (Unit 4 Session 2): Read Question 3 again for the benefit of the participants. It was:
For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

Ask the participants to turn to the third Activity ('Understanding summative and formative feedback') from the current session’s printouts.
}}

Look at the example below. Two teachers - Teacher A and Teacher B have given feedback on this work.

[[Image:4.3 teacher feedback on drawing.png|600px]]

{{activity|wcd|: on the quality of feedback given.|10}} Questions for reflection:
* What are some differences between the feedback given by Teacher A and Teacher B?
* How would the feedback differ if it was given in the whole class (oral) or to the individual student (oral or written)?

{{activity|ia|: Reading about the differences between summative and formative assessment.|10}} Read the following:

Some common characteristics and differences between summative and formative feedback are:
{| border=1
|| Summative Feedback
|| Formative Feedback
|-
||

1. Indication of accurate or inaccurate (tick or cross).

2. Usually accompanied by a grade or mark.

3. Usually provided a day or two after students have handed in their work.

||

1. Positive comments to describe work that is done well (descriptive, with reference to success criteria).

2. Would indicate to student what they need to improve on, if necessary, OR encourages students to develop their thinking beyond the current success criteria

3. Feedback is given as soon as possible.
|}

Formative feedback is more helpful for students’ learning because it gives them pointers for the future. Like sharing objectives and criteria with pupils, it also '''gives the learners responsibility for developing their own thinking and skills'''. Sharing this responsibility is a key element of interactive teaching and it reduces the pressure on students.

{{ednote|text=
Highlight to the teachers:
* formative feedback '''assists students’ learning'''
* the words in formative feedback communicate '''respect for students and their work, and position students to be in control''' of what they need to improve on (particularly the weaker students)

Note if teachers have any concerns about giving formative feedback. For instance,
* giving individual feedback during whole class teaching
* insufficient time

Some suggestions to resolve the concerns are:
* provide feedback based on commonly-made errors to the whole class, with reference to success criteria
* identify students who are able to successfully complete the task to assist other students
* provide written feedback

If there is time, consider these questions:
* Can summative feedback and formative feedback be given concurrently?
* How could that help students’ learning?

'''Break:''' Ask participants to take a 3-4 minute break. They can do whatever they like in the workshop room like walk for a bit, stretch, drink water, sing a song together etc, but should be asked to stay in the room as you do not want to lose the momentum or be delayed in restarting. Start again promptly after 4 minutes. You could play some music while participants relax, and stop the music to indicate that it’s time to return to their seats. They might want to change places after the break too.
}}

= Giving formative feedback =

Read the Science question below and the responses from two students.

{|border=1
||
'''Lesson Objective:''' We are learning ways of preventing being infected by malaria.

'''Success Criteria:''' I will be successful if I can write at least two correct ways of preventing the malaria infection, communicating clearly and in some detail.

'''Question:''' Imagine you are going to visit someone in an area that is known to be infested with mosquitoes. Describe two ways to avoid being infected by malaria.

'''Sample student’s response:'''

Mary: I will avoid getting bitten by mosquitoes because malaria is very unpleasant.

Mulenga: As mosquitoes bite particularly at night, I will make sure I sleep in rooms that have a good mosquito net or wear a long-sleeved shirt. If I can plan in advance, I will visit a doctor to take some preventive medicine.
|}

{{activity|wcd|: Whole group brainstorm on what feedback to give the students.|5}} As a group, brainstorm:
* What will be my feedback to Mary? Why?
* What will be my feedback to Mulenga? Why?

{{activity|Role play| teacher-student feedback in pairs.|5}} Break into pairs, assign roles (teacher, Mary/Mulenga), and do a role play for 5 minutes. The person playing the teacher gives the feedback (based on the brainstorm you have just done), and the other participant (playing first Mary and then Mulenga) responds to the teachers comments or keeps a note of how the feedback makes them feel. Then swap roles and role play again.

{{ednote|text=

Encourage participants to provide different formative feedback to each of the students. This may involve:

i. Acknowledge Mary’s attempt to respond to the question - prompt her to elaborate more on how he/she could avoid being bitten by mosquitoes.

ii. Give full credits to Mulenga for her response through positive affirmation that comments on how she has addressed the success criteria (eg she has highlighted important strategies, clearly stated, nicely detailed). Also consider challenging her by encouraging her to think of another preventive way of being infected by malaria or whether she knows what preventive drug can be used.

It is expected that participants’ feedback will evolve during the brainstorm. This will happen if you reinforce the points below through modelling them yourself.
}}

{{ednote|text=
Limit the time to 5 minutes.
}}

{{activity|wgd|: Whole group discussion on teacher-student role plays.|5}} Come back together as a group. Discuss the role plays. Was is easier to give feedback to Mary or Mulenga? How did you feel when you were receiving feedback? Make a note of any particular points that you could use in the future when giving feedback to students.

While giving formative feedback (individually or in whole class):
* always '''begin with what is good''' about students’ work or which success criteria have been met and appreciate students’ responses
* ask students to '''reflect on which criteria was/were not met''' before you tell them.
* ask students '''what they could do next time'''/could have done this time to meet the success criteria
* '''suggest some points''' on which students could act '''immediately'''/in near future
* for high achievers suggest some points that can be achieved beyond the success criteria

{{ednote|text=
Ask participants to pay particular attention to the words that they use - sensitive language that guides students for further action/effort is best. The feedback should be directed at students’ responses or work and NOT at the students themselves.
}}

{{Related resources|text=

This '''Zedupad''' resource ''Fred the Fly learns about Malaria'' (see link below) could be used with your students if you wanted to practise giving formative feedback in a similar context to that used in the workshop. It is an interactive resource with lots of multiple choice questions on the material covered.

[[Image: malaria1.jpg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

= {{Name for ICT practice with dtgw}} =
{{:OER4Schools/ICT/include}}

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

{{Activity for connecting with overarching goals}}

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

{{fup|A}} Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.
:

:''Your success criteria for all Formative Feedback homework below are:
::
::* identifying evidence where the student performed well and appreciating that performance
::* identifying evidence where the student could improve and giving practical tips for improving
::* suggesting a higher target for high achieving students
::''

{{fup|B}} For any topic that you are teaching this week, display the learning objective and success criteria. Then randomly choose a student’s work and assess it with the whole class with reference to the success criteria. You can watch Helen’s video clip again as an example for this homework. Record your experience on the dictaphone.

{{fup|C}} For a topic that you teach this week, give oral formative feedback to two students who (a) perform well and (b) struggle in the lesson. Record answers to the following questions on the dictaphone:
* What feedback did you give to each student?
* Why did you give that feedback?
* What difference did your feedback make to your students’ learning?

{{fup|D}} Give written feedback to a few students in your class this week. Record your observations of the experience and students’ learning on the dictaphone.

If possible, take pictures of the written work and your feedback with a digital camera. Upload it onto the server. Otherwise, bring the samples of your written feedback in the next workshop session.

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

File:Malaria1.jpg

2014-09-29T13:37:27Z

JanetBlair:

OER4Schools/Formative feedback

2014-09-29T13:36:42Z

JanetBlair: adding Zedupad malaria resource

{{OER4S
|title={{Get session title}}
|session=4.3
}}
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* using an assessment inventory as a self-assessment measure
* two types of feedback ('''summative feedback and formative feedback''') and their use in AfL
* how to give formative feedback

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* keep a record of the assessment methods that you have used on your assessment inventory
* watch videos of formative and summative feedback in action and draw out the salient points
* read about the differences between summative and formative feedback
* role play giving and receiving formative feedback

|ict=In this session you will continue consolidating the ICT skills
you have learnt so far, and apply them in the classroom. You will be
able to apply AfL techniques in conjunction with ICT classroom use as
well.
}}

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

{{review of follow up}}

= My assessment inventory =

{{ednote|text=
As this activity is repeated every week, avoid spending more than 4-5 minutes on it. Ask participants to start filling up the inventory as soon as they arrive for the workshop if there is any waiting time for everybody to get together.
}}

{{activity|Individual work| updating assessment inventory.|5}} Update the assessment inventory {{File|My assessment inventory.doc}} that you started at the beginning of Unit 4. Add the date in the third row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.

=Examples of different types of feedback =

You have seen a short video clip of this same lesson before when you discussed mixed pace group work. During the lesson portrayed in these 2 video clips, Judith assigned groups to work on maths problems together. She invited students to share how they worked out the problems. Then she invited group secretaries to report the answers of their group. Finally, she assessed each group’s learning by involving all students in the whole-class assessment.

In today’s session the first short clip (group working on maths problem: duration 36 secs.) and the first part of the second clip (one girl shows her group’s working) will help to familiarise you with the context. Then watch the final part of the second video from the perspective of assessment (Judith goes through the groups’ answers: clip duration is 2.36). Discuss the episode afterwards using the stimulus questions below.

'''Video sequence:'''

{{: video/Judith_division_group_talk.m4v }}

{{: video/Judith_division_demo_and_scoring.m4v }}

{{activity|otr|: Video clips involving students in assessing their own learning.|10}} Suggested questions for reflection:
* Judith involved all students in assessing the learning of their own group. Share any personal experiences when you have involved students in assessing their own learning as a group.
** What was your topic?
** How did you assess the learning?
** How did you involve your students?
* Giving marks to students for their learning is common practice in classrooms in most countries. How often and when do you give marks to your students?
* How could teachers use AfL to '''diagnose''' what the low achievers like the group in the video had trouble with understanding?
* Can you think of other ways of giving feedback (besides giving marks) to students and involving them, so that they can be aware of their own learning?

{{activity|Whole group discussion| on formative assessment video.|10}} Reflect on these questions as you watch the following video, then discuss them:

* From Shirley Clarke’s brief description at the beginning, what do you think was the most significant point related to feedback?
* What do you notice in Helen’s discussion about the drawing when she was talking to the whole class?
* Do you think Helen’s feedback to the boy was fair? Why?
* Helen’s feedback was not quantitative but qualitative. Do you think this was more helpful or less helpful than the quantitative feedback? Why?

'''Shirley Clarke video on feedback''': Watch from 0:00 to 4:37

{{: Video/Formative Assessment in Schools.mp4 }}

* '''(Optional extra question, skip if there is less time)''' Imagine this situation: Helen was assessing the boy’s drawing at home i.e. when the child was not physically present near her. Would she still be able to give qualitative feedback? What would it look like?

Now watch the following video showing a different form of feedback.

{{: Video/Secondary improvement marking.mp4 }}

{{activity|Whole group discussion| on giving written feedback.|10}} Suggested questions for reflection:
* How was feedback in this video clip different from the clip of Helen?
* What are the advantages of giving written feedback to students?
* Do you think giving written feedback is possible in your context? What could be the issues? Discuss ways to solve these issues with your peers.

= Understanding summative and formative feedback =

{{ednote|text=
Remind participants about the second Activity from last session (Unit 4 Session 2): Read Question 3 again for the benefit of the participants. It was:
For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints.

Ask the participants to turn to the third Activity ('Understanding summative and formative feedback') from the current session’s printouts.
}}

Look at the example below. Two teachers - Teacher A and Teacher B have given feedback on this work.

[[Image:4.3 teacher feedback on drawing.png|600px]]

{{activity|wcd|: on the quality of feedback given.|10}} Questions for reflection:
* What are some differences between the feedback given by Teacher A and Teacher B?
* How would the feedback differ if it was given in the whole class (oral) or to the individual student (oral or written)?

{{activity|ia|: Reading about the differences between summative and formative assessment.|10}} Read the following:

Some common characteristics and differences between summative and formative feedback are:
{| border=1
|| Summative Feedback
|| Formative Feedback
|-
||

1. Indication of accurate or inaccurate (tick or cross).

2. Usually accompanied by a grade or mark.

3. Usually provided a day or two after students have handed in their work.

||

1. Positive comments to describe work that is done well (descriptive, with reference to success criteria).

2. Would indicate to student what they need to improve on, if necessary, OR encourages students to develop their thinking beyond the current success criteria

3. Feedback is given as soon as possible.
|}

Formative feedback is more helpful for students’ learning because it gives them pointers for the future. Like sharing objectives and criteria with pupils, it also '''gives the learners responsibility for developing their own thinking and skills'''. Sharing this responsibility is a key element of interactive teaching and it reduces the pressure on students.

{{ednote|text=
Highlight to the teachers:
* formative feedback '''assists students’ learning'''
* the words in formative feedback communicate '''respect for students and their work, and position students to be in control''' of what they need to improve on (particularly the weaker students)

Note if teachers have any concerns about giving formative feedback. For instance,
* giving individual feedback during whole class teaching
* insufficient time

Some suggestions to resolve the concerns are:
* provide feedback based on commonly-made errors to the whole class, with reference to success criteria
* identify students who are able to successfully complete the task to assist other students
* provide written feedback

If there is time, consider these questions:
* Can summative feedback and formative feedback be given concurrently?
* How could that help students’ learning?

'''Break:''' Ask participants to take a 3-4 minute break. They can do whatever they like in the workshop room like walk for a bit, stretch, drink water, sing a song together etc, but should be asked to stay in the room as you do not want to lose the momentum or be delayed in restarting. Start again promptly after 4 minutes. You could play some music while participants relax, and stop the music to indicate that it’s time to return to their seats. They might want to change places after the break too.
}}

= Giving formative feedback =

Read the Science question below and the responses from two students.

{|border=1
||
'''Lesson Objective:''' We are learning ways of preventing being infected by malaria.

'''Success Criteria:''' I will be successful if I can write at least two correct ways of preventing the malaria infection, communicating clearly and in some detail.

'''Question:''' Imagine you are going to visit someone in an area that is known to be infested with mosquitoes. Describe two ways to avoid being infected by malaria.

'''Sample student’s response:'''

Mary: I will avoid getting bitten by mosquitoes because malaria is very unpleasant.

Mulenga: As mosquitoes bite particularly at night, I will make sure I sleep in rooms that have a good mosquito net or wear a long-sleeved shirt. If I can plan in advance, I will visit a doctor to take some preventive medicine.
|}

{{activity|wcd|: Whole group brainstorm on what feedback to give the students.|5}} As a group, brainstorm:
* What will be my feedback to Mary? Why?
* What will be my feedback to Mulenga? Why?

{{activity|Role play| teacher-student feedback in pairs.|5}} Break into pairs, assign roles (teacher, Mary/Mulenga), and do a role play for 5 minutes. The person playing the teacher gives the feedback (based on the brainstorm you have just done), and the other participant (playing first Mary and then Mulenga) responds to the teachers comments or keeps a note of how the feedback makes them feel. Then swap roles and role play again.

{{ednote|text=

Encourage participants to provide different formative feedback to each of the students. This may involve:

i. Acknowledge Mary’s attempt to respond to the question - prompt her to elaborate more on how he/she could avoid being bitten by mosquitoes.

ii. Give full credits to Mulenga for her response through positive affirmation that comments on how she has addressed the success criteria (eg she has highlighted important strategies, clearly stated, nicely detailed). Also consider challenging her by encouraging her to think of another preventive way of being infected by malaria or whether she knows what preventive drug can be used.

It is expected that participants’ feedback will evolve during the brainstorm. This will happen if you reinforce the points below through modelling them yourself.
}}

{{ednote|text=
Limit the time to 5 minutes.
}}

{{activity|wgd|: Whole group discussion on teacher-student role plays.|5}} Come back together as a group. Discuss the role plays. Was is easier to give feedback to Mary or Mulenga? How did you feel when you were receiving feedback? Make a note of any particular points that you could use in the future when giving feedback to students.

While giving formative feedback (individually or in whole class):
* always '''begin with what is good''' about students’ work or which success criteria have been met and appreciate students’ responses
* ask students to '''reflect on which criteria was/were not met''' before you tell them.
* ask students '''what they could do next time'''/could have done this time to meet the success criteria
* '''suggest some points''' on which students could act '''immediately'''/in near future
* for high achievers suggest some points that can be achieved beyond the success criteria

{{ednote|text=
Ask participants to pay particular attention to the words that they use - sensitive language that guides students for further action/effort is best. The feedback should be directed at students’ responses or work and NOT at the students themselves.
}}

{{Related resources|text=

This '''Zedupad''' resource ''Fred the Fly learns about Malaria'' (see link below) could be used with your students if you wanted to practise giving formative feedback in a similar context to that used in the workshop. It is an interactive resource with lots of multiple choice questions on the material covered.

[[Image: malaria1.jpg]]

http://www.zedupad.com/zambian_school_lessons.php

}}

= {{Name for ICT practice with dtgw}} =
{{:OER4Schools/ICT/include}}

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

{{Activity for connecting with overarching goals}}

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

{{fup|A}} Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week.
:

:''Your success criteria for all Formative Feedback homework below are:
::
::* identifying evidence where the student performed well and appreciating that performance
::* identifying evidence where the student could improve and giving practical tips for improving
::* suggesting a higher target for high achieving students
::''

{{fup|B}} For any topic that you are teaching this week, display the learning objective and success criteria. Then randomly choose a student’s work and assess it with the whole class with reference to the success criteria. You can watch Helen’s video clip again as an example for this homework. Record your experience on the dictaphone.

{{fup|C}} For a topic that you teach this week, give oral formative feedback to two students who (a) perform well and (b) struggle in the lesson. Record answers to the following questions on the dictaphone:
* What feedback did you give to each student?
* Why did you give that feedback?
* What difference did your feedback make to your students’ learning?

{{fup|D}} Give written feedback to a few students in your class this week. Record your observations of the experience and students’ learning on the dictaphone.

If possible, take pictures of the written work and your feedback with a digital camera. Upload it onto the server. Otherwise, bring the samples of your written feedback in the next workshop session.

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Presenting findings of enquiries

2014-09-29T09:13:46Z

JanetBlair: finalised Zedupad resource addition

{{OER4S
|title=Presenting findings of enquiries
|session=5.5
}}
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* what to look out for in presenting data and findings for an EBL lesson
* how to present the results of an EBL activity
* how EBL activities can be carried out more seamlessly in ‘everyday’ lessons

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* watch three examples of student presentations and discuss stimulus questions as a whole group
* present in groups the results of an enquiry using presentation rubric as guidance
* reflect on what you have learned about EBL using an inventory based on the material covered in this unit

|ict=In this session you will continue to apply the ICT skills
you have learnt so far for EBL, and to think about how they help you
implement EBL in the classroom.
}}

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

{{review of follow up}}

=Presenting findings: Watching some examples =

{{activity|wcd| on presenting findings|30 }} You will be watching a few video clips on students presenting their work after some research and preparation of an enquiry topic. Consider the questions that follow whilst watching the video clip and discuss them as a whole group afterwards.

'''Video A: Grade 7 Zambian students in Abel’s class presenting outcomes of their GeoGebra enquiry on the relationship between area and perimeter '''(spend 10 mins)

Consider these questions as you watch:
# What kind of feedback would you give the students?
# Would it be useful if the students presented some reflections on their work (as well as their solutions)? What kind of reflections could you ask them to include?
# Could there be other ways for the students to present their work? What kind of preparation would they need and how could you assist them?

{{: Video/Abel Clip 5.m4v }}

{{ednote|text=
The teachers should emphasise at each stage of the enquiry that students’ investigation is a '''journey''' and that finding new information is exciting, especially when unexpected. The final presentation stage is an integral part of an enquiry activity which contrasts with traditional pen and paper assessment methods. The emphasis should be on telling a particular audience the personal story of the '''“learning journey”,''' rather than just recounting and reporting the facts as in a test paper. The objective is not just to state the answer but to share how the students arrived at a particular finding(s) and what OTHER possible enquiry questions may have arisen from this current enquiry activity. }}

'''Video B: Secondary school students from various countries presenting their recommendations on basic rights of education for a child during a Project Citizen National Finals, sponsored by the U.S. Embassy (10 mins)'''

Consider these questions as you watch:
# What do you notice about the fluency and confidence of the presentations?
# How can you help your students to be more fluent and confident in their presentations?

{{: Video/Project_Citizen_Student_Presentations.mp4 }}

{{ednote|text= Do not be overly concerned if your students have gaps in their basic skills like reading or spelling in their first few presentations. You can point it out if you feel it’s necessary but the most important aspect of the enquiry approach is to help the students to become motivated to find out answers about what they are curious about the world around them. Notice that the students who present in this video clip have demonstrated poise, confidence and a lot of passion!

We should hope that your students would be equally excited to present their learning journey and the affirmation they receive from you and their classmates should energise them further in making more enquiries on their own. }}

{{Related resources|text=
The '''Zedupad''' resource ''Discrimination: women and girls'' (see link below) could be used with your students to explore some of the issues particular to women and girls around the basic right to an education. It tells the story of Mary who is being denied an education.

Slide 14 asks the following questions:

* Why doesn't Mary go to school?
* Why does her father send her brothers to school?
* Is this fair?
* What human rights is she being denied?

[[Image: discrimination.jpeg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

'''Video C: American secondary students presenting their findings on cyber-bullying to a panel of professionals in a Project Citizen State Showcase (10 mins)'''

Consider these '''questions''' as you watch:
# What do you notice about the way that the students organise themselves to present their findings? Is it effective? Why?
# What do you notice about the resources that the students have prepared for the presentations? Is it effective? Why?

{{: Video/Panel_1_The_Problem_Project_Citizen_State_Showcase_KIDS.mp4 }}

{{ednote|text=
It takes a lot of time and practice for a group student presentation to reach this level of quality. The facilitator should point out that even though this is an older group of students presenting, it should not be impossible for their students to be able to prepare the necessary resources and allocation of different roles through extended time of preparation. The key here is time for preparation! Do not expect your students to be able to come up with a good presentation unless you have shown them good examples of a good presentation and also, give them the time to prepare and try out different presentation formats! For example, they might ‘storyboard’ the presentation (plan it out step-by-step, using drawings or notes where helpful) before doing it live.
}}

=Modes of presentation=
{{activity|wcd| on modes of presentation|10 }} In all of the video clips you have seen, students present through speaking to the class and using visual props / displays of their work. What other means of presentation can they use, for more variety and to capture different kinds of outcomes? Which of these are feasible in your context?

{{ednote|text=
Presentations can take place through posters, dance, role play, cartoons, photograph sequences, charts and graphs, mind maps etc. Encourage the participants to think laterally about different options. Some may even involve audience participation?!}}

{{: Video/Pindi_Graphs3-17.mp4 }}

=Presenting findings - Criteria of assessment =
{{activity|wcd| on criteria of assessment|20 }}''' '''You have watched and discussed the different considerations of what a good presentation may entail. List all the criteria that you think your students should be informed about, when they prepare and eventually present their enquiry findings.

{{ednote|text= The facilitator should write down all the suggestions on the blackboard or a sheet of paper}}

Now look at this example of an assessment rubric for class presentation:

http://drsaraheaton.files.wordpress.com/2010/12/presentation-grading-rubric4.pdf

An assessment rubric like the one you have seen above provides the criteria for assessment and the list of descriptors of performance at the different levels.

Discuss these questions:

# Do you agree with the list of criteria and the descriptors of performance for a presentation?
# Are they appropriate for use in your class?
# How would you revise the assessment rubric for use in your class?
# How useful such an assessment rubric is for your students in terms of:

*i. Helping them to be aware of the criteria and standards of presentations that you expect from them.
*ii. Providing feedback to them during their preparation and after their presentation.
*iii. Discussing with them what are exemplars of a ‘good’ or ‘bad’ presentations.
*iv. How can the assessment rubric be used for the other stages of EBL activity?

=Presenting findings – group presentation =

{{activity|wcd|: group presentation|30 }} Have a go now at presenting your enquiry findings (for activities A-E) that you have worked on together in your small groups for the past weeks. Ensure that you present HOW you arrived at your conclusions. Decide on the maximum time that you would allow each group to present (we suggest 5-8 mins) and allocate a time-keeper. At the end of each presentation, allow the audience to ask questions for clarification (we suggest 3-5 mins).

The audience should make use of the assessment rubric above (or any revised version of the criteria and descriptors) to provide constructive feedback on the strength of the presentation and what areas could be improved on (as we will expect learners to do in the classroom).

= ICT practice: Making use of ICT in enquiry-based learning =
{{:OER4Schools/ICT/include}}

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

{{Activity for connecting with overarching goals}}

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

== Part A ==

You should try out a mini-EBL lesson (if you have not already done so) and proceed on to complete the more extended EBL ‘'''field or project day’'''; this is where your students will '''complete their enquiries, analyse their findings and present them''' to the class. The presentation session needs careful handling if the learning outcomes are to be fully achieved.

'''[Resource] '''Note that the site http://www.our-africa.org/zambia/climate-agriculture may be useful for the project on what crops are grown.

'''''Conducting the enquiry / Data collection'''''

'''Please ensure that students’ work throughout the enquiry is documented.''' You could use a digital camera to photograph both the students doing their activities and the outcomes.

Ask them to record what they are doing throughout, using separate sheets of paper where applicable rather than subject notebooks, so that these can be collated at the end and photocopied. These records can feed into your '''portfolio'''.

'''''Presentations:'''''
* Ensure that your students present their findings in the form of their '''learning journey''' (ie. WHY and HOW they have arrived at their conclusions? How much evidence is there for their claims?), rather than just presenting a particular solution.
* They should be able to '''reflect''' on how they may approach the enquiry task differently next time and how they this task has prompted them to think of other enquiry topics or questions. Encourage your students to make use of '''different presentation formats''' (e.g. role play, skit, song and dance presentation) and resources (e.g. charts/tables/diagrams, actual models, notes for the audience, series of images).
* Highlight to the audience that they should be '''listening''' and watching their classmates’ presentations and be ready to raise questions and comments. Both peers and you, the teacher, should provide constructive '''feedback that is related to the assessment criteria'''.
* If possible, video record or at least audio '''record some of the presentations'''. The workshop facilitator or another colleague may be able to help you do this.

The reporting stage can be followed by a '''‘consolidation’ stage''' where the pupils are encouraged to use the information they have gained to further advance their knowledge and understanding. This kind of reflective discussion, where the group outcomes are shared, can be very useful. '''''(from TESSA Key Resource: “Using investigations in the classroom”)'''''

== Part B ==

The full sets of '''reflection questions''' on your own planning and implementation of EBL lessons are listed below. You may like to take some time to make use of the questions to reflect on how successfully you think you have managed to capture the ‘spirit’ of enquiry in your class in the last few weeks. Please make a full audio reflection for Parts B and C using your dictaphone.

Watch the following clip to review what EBL is about:

{{: Video/Inquiry-Based_Learning_for_curriculum_and_instruction_class.mp4 }}

You might still have some concerns about whether EBL will really work in your classroom. What are your concerns and what are some take-away messages for yourself? How will you proceed to use/adapt EBL more seamlessly in your future lessons?

'''Planning Stage'''
* Will there be shared lesson objectives or would it differ considerably depending on that enquiry work is chosen?
* How will the enquiry tasks support enquiry, questioning and discussion?
* Will the tasks constitute a project or activity extending over and between lessons? If not, how can this be arranged?
* If so, will students do anything in between lessons? Will this involve research? Will the parents or other family/community members be involved?

* Will the tasks be undertaken by
** individuals (perhaps cooperating by sharing equipment and helping each other with both technical issues and the task) - could enquire as a group but not strictly co-enquiry!
** groups (collaboratively planning and developing ideas, conducting the work, learning to compromise and giving feedback)
** or the whole class working together collaboratively?

* How will students record what they learned?
* If groups, will there be group presentations to the class?
* If groups, will different groups investigate different aspects of the topic and then share their knowledge with the class?
* What criteria will the class use to assess the outcomes of their enquiry? How will you ensure that any criticism is constructive and sensitive? How will the group be encouraged to take on board constructive feedback?
* How will students assess their own work?

'''Implementing Stage'''

* How are the students involved in framing the enquiry tasks and questions? (e.g. could groups or individuals generate and record ideas about "what I/we want to know"? Or for a whole class investigation, could the class vote on which enquiry is the most interesting yet feasible to pursue? )
* Are the tasks open-ended enough so that the students also could take some responsibility for how they develop, rather than just producing an answer or a solution? (open-ended tasks can still contain guidance)
* Can students conduct experiment, search for information or resources themselves?
* Can students interpret the information or data themselves?
* Can you persuade students to ask more questions without feeling shy or stupid?
* Can you show students that you can be a learner alongside them?

* Are the resources - inside and outside the classroom, human/material/digital - sufficient and accessible to all of them?
* Can you and the rest of the class give comments or criticisms that are constructive and sensitive? Can the group be encouraged to take on board constructive feedback?
* Are the students motivated to suggest more enquiry ideas of their own?

== Part C ==

(after the final enquiry stage is implemented)

You have learnt quite a lot about EBL and have had gone through a full cycle of EBL with your colleagues in the past few weeks. Write down your thoughts on EBL (based on the reflection questions, concerns and any other take-away messages) and a few ideas on what you would like to try out for your future planning and implementation of EBL in your class. This can be one of the documents to be filed in your portfolio.

Referring to what you have written down, complete the following questionnaire to review how much you have learnt and tried to practise EBL in your classrooms. Circle the choice that best represents how you feel about each topic in this unit. There are no right or wrong answers! You may be inspired to write down some further thoughts on learning about and trying out EBL in the future '''after''' you have completed the questionnaire.

{| style="border-spacing:0;"
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.1 Introduction to EBL'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the benefits of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to learn more about EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.2 Starting the enquiry process'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the different parts or sections of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the different levels of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Do I know which level of EBL I am most comfortable to try out in my class?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Yes'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Not sure'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''No'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How skilled am I at posing good enquiry questions?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How often do I encourage my students to pose good enquiry questions?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''routinely'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''sometimes'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not often'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to learn and improve on making use of good enquiry questions as stimuli to engage my student’s learning?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.3 Collecting and Interpreting Information in Enquiries'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the various ways of collecting information in EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the appropriate analysis of information?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How confident am I in giving good feedback to the students on their collection and interpretation of information in EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to learn more about collection and interpretation of information for EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.4 Presenting Findings of Enquiries'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the different modes of presentation of findings in EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the different criteria and descriptors for assessing a presentation?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How confident am I in giving good feedback to the students on their presentations?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to find out more on different modes of presentation?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to find out more on using criteria and descriptors for assessing all the parts or sections of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.1-5.4 Use of ICT to support EBL'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about using ICT to support the various parts of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to find out more on using ICT to support EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|}

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

File:Discrim1.jpeg

2014-09-29T09:09:46Z

JanetBlair:

OER4Schools/Presenting findings of enquiries

2014-09-29T09:08:50Z

JanetBlair: trying another image source (to compare quality)

{{OER4S
|title=Presenting findings of enquiries
|session=5.5
}}
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* what to look out for in presenting data and findings for an EBL lesson
* how to present the results of an EBL activity
* how EBL activities can be carried out more seamlessly in ‘everyday’ lessons

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* watch three examples of student presentations and discuss stimulus questions as a whole group
* present in groups the results of an enquiry using presentation rubric as guidance
* reflect on what you have learned about EBL using an inventory based on the material covered in this unit

|ict=In this session you will continue to apply the ICT skills
you have learnt so far for EBL, and to think about how they help you
implement EBL in the classroom.
}}

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

{{review of follow up}}

=Presenting findings: Watching some examples =

{{activity|wcd| on presenting findings|30 }} You will be watching a few video clips on students presenting their work after some research and preparation of an enquiry topic. Consider the questions that follow whilst watching the video clip and discuss them as a whole group afterwards.

'''Video A: Grade 7 Zambian students in Abel’s class presenting outcomes of their GeoGebra enquiry on the relationship between area and perimeter '''(spend 10 mins)

Consider these questions as you watch:
# What kind of feedback would you give the students?
# Would it be useful if the students presented some reflections on their work (as well as their solutions)? What kind of reflections could you ask them to include?
# Could there be other ways for the students to present their work? What kind of preparation would they need and how could you assist them?

{{: Video/Abel Clip 5.m4v }}

{{ednote|text=
The teachers should emphasise at each stage of the enquiry that students’ investigation is a '''journey''' and that finding new information is exciting, especially when unexpected. The final presentation stage is an integral part of an enquiry activity which contrasts with traditional pen and paper assessment methods. The emphasis should be on telling a particular audience the personal story of the '''“learning journey”,''' rather than just recounting and reporting the facts as in a test paper. The objective is not just to state the answer but to share how the students arrived at a particular finding(s) and what OTHER possible enquiry questions may have arisen from this current enquiry activity. }}

'''Video B: Secondary school students from various countries presenting their recommendations on basic rights of education for a child during a Project Citizen National Finals, sponsored by the U.S. Embassy (10 mins)'''

Consider these questions as you watch:
# What do you notice about the fluency and confidence of the presentations?
# How can you help your students to be more fluent and confident in their presentations?

{{: Video/Project_Citizen_Student_Presentations.mp4 }}

{{ednote|text= Do not be overly concerned if your students have gaps in their basic skills like reading or spelling in their first few presentations. You can point it out if you feel it’s necessary but the most important aspect of the enquiry approach is to help the students to become motivated to find out answers about what they are curious about the world around them. Notice that the students who present in this video clip have demonstrated poise, confidence and a lot of passion!

We should hope that your students would be equally excited to present their learning journey and the affirmation they receive from you and their classmates should energise them further in making more enquiries on their own. }}

The '''Zedupad''' resource ''Discrimination: women and girls'' (see link below) could be used with your students to explore some of the issues particular to women and girls around the basic right to an education. It tells the story of Mary who is being denied an education.

Slide 14 asks the following questions:

* Why doesn't Mary go to school?
* Why does her father send her brothers to school?
* Is this fair?
* What human rights is she being denied?

{{Related resources|text=

[[Image: discrim1.jpeg|200px]]

http://www.zedupad.com/zambian_school_lessons.php

}}

'''Video C: American secondary students presenting their findings on cyber-bullying to a panel of professionals in a Project Citizen State Showcase (10 mins)'''

Consider these '''questions''' as you watch:
# What do you notice about the way that the students organise themselves to present their findings? Is it effective? Why?
# What do you notice about the resources that the students have prepared for the presentations? Is it effective? Why?

{{: Video/Panel_1_The_Problem_Project_Citizen_State_Showcase_KIDS.mp4 }}

{{ednote|text=
It takes a lot of time and practice for a group student presentation to reach this level of quality. The facilitator should point out that even though this is an older group of students presenting, it should not be impossible for their students to be able to prepare the necessary resources and allocation of different roles through extended time of preparation. The key here is time for preparation! Do not expect your students to be able to come up with a good presentation unless you have shown them good examples of a good presentation and also, give them the time to prepare and try out different presentation formats! For example, they might ‘storyboard’ the presentation (plan it out step-by-step, using drawings or notes where helpful) before doing it live.
}}

=Modes of presentation=
{{activity|wcd| on modes of presentation|10 }} In all of the video clips you have seen, students present through speaking to the class and using visual props / displays of their work. What other means of presentation can they use, for more variety and to capture different kinds of outcomes? Which of these are feasible in your context?

{{ednote|text=
Presentations can take place through posters, dance, role play, cartoons, photograph sequences, charts and graphs, mind maps etc. Encourage the participants to think laterally about different options. Some may even involve audience participation?!}}

{{: Video/Pindi_Graphs3-17.mp4 }}

=Presenting findings - Criteria of assessment =
{{activity|wcd| on criteria of assessment|20 }}''' '''You have watched and discussed the different considerations of what a good presentation may entail. List all the criteria that you think your students should be informed about, when they prepare and eventually present their enquiry findings.

{{ednote|text= The facilitator should write down all the suggestions on the blackboard or a sheet of paper}}

Now look at this example of an assessment rubric for class presentation:

http://drsaraheaton.files.wordpress.com/2010/12/presentation-grading-rubric4.pdf

An assessment rubric like the one you have seen above provides the criteria for assessment and the list of descriptors of performance at the different levels.

Discuss these questions:

# Do you agree with the list of criteria and the descriptors of performance for a presentation?
# Are they appropriate for use in your class?
# How would you revise the assessment rubric for use in your class?
# How useful such an assessment rubric is for your students in terms of:

*i. Helping them to be aware of the criteria and standards of presentations that you expect from them.
*ii. Providing feedback to them during their preparation and after their presentation.
*iii. Discussing with them what are exemplars of a ‘good’ or ‘bad’ presentations.
*iv. How can the assessment rubric be used for the other stages of EBL activity?

=Presenting findings – group presentation =

{{activity|wcd|: group presentation|30 }} Have a go now at presenting your enquiry findings (for activities A-E) that you have worked on together in your small groups for the past weeks. Ensure that you present HOW you arrived at your conclusions. Decide on the maximum time that you would allow each group to present (we suggest 5-8 mins) and allocate a time-keeper. At the end of each presentation, allow the audience to ask questions for clarification (we suggest 3-5 mins).

The audience should make use of the assessment rubric above (or any revised version of the criteria and descriptors) to provide constructive feedback on the strength of the presentation and what areas could be improved on (as we will expect learners to do in the classroom).

= ICT practice: Making use of ICT in enquiry-based learning =
{{:OER4Schools/ICT/include}}

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

{{Activity for connecting with overarching goals}}

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

== Part A ==

You should try out a mini-EBL lesson (if you have not already done so) and proceed on to complete the more extended EBL ‘'''field or project day’'''; this is where your students will '''complete their enquiries, analyse their findings and present them''' to the class. The presentation session needs careful handling if the learning outcomes are to be fully achieved.

'''[Resource] '''Note that the site http://www.our-africa.org/zambia/climate-agriculture may be useful for the project on what crops are grown.

'''''Conducting the enquiry / Data collection'''''

'''Please ensure that students’ work throughout the enquiry is documented.''' You could use a digital camera to photograph both the students doing their activities and the outcomes.

Ask them to record what they are doing throughout, using separate sheets of paper where applicable rather than subject notebooks, so that these can be collated at the end and photocopied. These records can feed into your '''portfolio'''.

'''''Presentations:'''''
* Ensure that your students present their findings in the form of their '''learning journey''' (ie. WHY and HOW they have arrived at their conclusions? How much evidence is there for their claims?), rather than just presenting a particular solution.
* They should be able to '''reflect''' on how they may approach the enquiry task differently next time and how they this task has prompted them to think of other enquiry topics or questions. Encourage your students to make use of '''different presentation formats''' (e.g. role play, skit, song and dance presentation) and resources (e.g. charts/tables/diagrams, actual models, notes for the audience, series of images).
* Highlight to the audience that they should be '''listening''' and watching their classmates’ presentations and be ready to raise questions and comments. Both peers and you, the teacher, should provide constructive '''feedback that is related to the assessment criteria'''.
* If possible, video record or at least audio '''record some of the presentations'''. The workshop facilitator or another colleague may be able to help you do this.

The reporting stage can be followed by a '''‘consolidation’ stage''' where the pupils are encouraged to use the information they have gained to further advance their knowledge and understanding. This kind of reflective discussion, where the group outcomes are shared, can be very useful. '''''(from TESSA Key Resource: “Using investigations in the classroom”)'''''

== Part B ==

The full sets of '''reflection questions''' on your own planning and implementation of EBL lessons are listed below. You may like to take some time to make use of the questions to reflect on how successfully you think you have managed to capture the ‘spirit’ of enquiry in your class in the last few weeks. Please make a full audio reflection for Parts B and C using your dictaphone.

Watch the following clip to review what EBL is about:

{{: Video/Inquiry-Based_Learning_for_curriculum_and_instruction_class.mp4 }}

You might still have some concerns about whether EBL will really work in your classroom. What are your concerns and what are some take-away messages for yourself? How will you proceed to use/adapt EBL more seamlessly in your future lessons?

'''Planning Stage'''
* Will there be shared lesson objectives or would it differ considerably depending on that enquiry work is chosen?
* How will the enquiry tasks support enquiry, questioning and discussion?
* Will the tasks constitute a project or activity extending over and between lessons? If not, how can this be arranged?
* If so, will students do anything in between lessons? Will this involve research? Will the parents or other family/community members be involved?

* Will the tasks be undertaken by
** individuals (perhaps cooperating by sharing equipment and helping each other with both technical issues and the task) - could enquire as a group but not strictly co-enquiry!
** groups (collaboratively planning and developing ideas, conducting the work, learning to compromise and giving feedback)
** or the whole class working together collaboratively?

* How will students record what they learned?
* If groups, will there be group presentations to the class?
* If groups, will different groups investigate different aspects of the topic and then share their knowledge with the class?
* What criteria will the class use to assess the outcomes of their enquiry? How will you ensure that any criticism is constructive and sensitive? How will the group be encouraged to take on board constructive feedback?
* How will students assess their own work?

'''Implementing Stage'''

* How are the students involved in framing the enquiry tasks and questions? (e.g. could groups or individuals generate and record ideas about "what I/we want to know"? Or for a whole class investigation, could the class vote on which enquiry is the most interesting yet feasible to pursue? )
* Are the tasks open-ended enough so that the students also could take some responsibility for how they develop, rather than just producing an answer or a solution? (open-ended tasks can still contain guidance)
* Can students conduct experiment, search for information or resources themselves?
* Can students interpret the information or data themselves?
* Can you persuade students to ask more questions without feeling shy or stupid?
* Can you show students that you can be a learner alongside them?

* Are the resources - inside and outside the classroom, human/material/digital - sufficient and accessible to all of them?
* Can you and the rest of the class give comments or criticisms that are constructive and sensitive? Can the group be encouraged to take on board constructive feedback?
* Are the students motivated to suggest more enquiry ideas of their own?

== Part C ==

(after the final enquiry stage is implemented)

You have learnt quite a lot about EBL and have had gone through a full cycle of EBL with your colleagues in the past few weeks. Write down your thoughts on EBL (based on the reflection questions, concerns and any other take-away messages) and a few ideas on what you would like to try out for your future planning and implementation of EBL in your class. This can be one of the documents to be filed in your portfolio.

Referring to what you have written down, complete the following questionnaire to review how much you have learnt and tried to practise EBL in your classrooms. Circle the choice that best represents how you feel about each topic in this unit. There are no right or wrong answers! You may be inspired to write down some further thoughts on learning about and trying out EBL in the future '''after''' you have completed the questionnaire.

{| style="border-spacing:0;"
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.1 Introduction to EBL'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the benefits of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to learn more about EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.2 Starting the enquiry process'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the different parts or sections of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the different levels of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Do I know which level of EBL I am most comfortable to try out in my class?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Yes'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Not sure'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''No'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How skilled am I at posing good enquiry questions?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How often do I encourage my students to pose good enquiry questions?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''routinely'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''sometimes'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not often'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to learn and improve on making use of good enquiry questions as stimuli to engage my student’s learning?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.3 Collecting and Interpreting Information in Enquiries'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the various ways of collecting information in EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the appropriate analysis of information?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How confident am I in giving good feedback to the students on their collection and interpretation of information in EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to learn more about collection and interpretation of information for EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.4 Presenting Findings of Enquiries'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the different modes of presentation of findings in EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the different criteria and descriptors for assessing a presentation?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How confident am I in giving good feedback to the students on their presentations?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to find out more on different modes of presentation?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to find out more on using criteria and descriptors for assessing all the parts or sections of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.1-5.4 Use of ICT to support EBL'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about using ICT to support the various parts of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to find out more on using ICT to support EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|}

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

File:Discrimination.jpeg

2014-09-29T09:02:12Z

JanetBlair: Image is from this page: http://www.zedupad.com/zambian_school_lessons.php

Image is from this page: http://www.zedupad.com/zambian_school_lessons.php

OER4Schools/Presenting findings of enquiries

2014-09-29T09:00:38Z

JanetBlair: adding Zedupad resource link

{{OER4S
|title=Presenting findings of enquiries
|session=5.5
}}
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* what to look out for in presenting data and findings for an EBL lesson
* how to present the results of an EBL activity
* how EBL activities can be carried out more seamlessly in ‘everyday’ lessons

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* watch three examples of student presentations and discuss stimulus questions as a whole group
* present in groups the results of an enquiry using presentation rubric as guidance
* reflect on what you have learned about EBL using an inventory based on the material covered in this unit

|ict=In this session you will continue to apply the ICT skills
you have learnt so far for EBL, and to think about how they help you
implement EBL in the classroom.
}}

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

{{review of follow up}}

=Presenting findings: Watching some examples =

{{activity|wcd| on presenting findings|30 }} You will be watching a few video clips on students presenting their work after some research and preparation of an enquiry topic. Consider the questions that follow whilst watching the video clip and discuss them as a whole group afterwards.

'''Video A: Grade 7 Zambian students in Abel’s class presenting outcomes of their GeoGebra enquiry on the relationship between area and perimeter '''(spend 10 mins)

Consider these questions as you watch:
# What kind of feedback would you give the students?
# Would it be useful if the students presented some reflections on their work (as well as their solutions)? What kind of reflections could you ask them to include?
# Could there be other ways for the students to present their work? What kind of preparation would they need and how could you assist them?

{{: Video/Abel Clip 5.m4v }}

{{ednote|text=
The teachers should emphasise at each stage of the enquiry that students’ investigation is a '''journey''' and that finding new information is exciting, especially when unexpected. The final presentation stage is an integral part of an enquiry activity which contrasts with traditional pen and paper assessment methods. The emphasis should be on telling a particular audience the personal story of the '''“learning journey”,''' rather than just recounting and reporting the facts as in a test paper. The objective is not just to state the answer but to share how the students arrived at a particular finding(s) and what OTHER possible enquiry questions may have arisen from this current enquiry activity. }}

'''Video B: Secondary school students from various countries presenting their recommendations on basic rights of education for a child during a Project Citizen National Finals, sponsored by the U.S. Embassy (10 mins)'''

Consider these questions as you watch:
# What do you notice about the fluency and confidence of the presentations?
# How can you help your students to be more fluent and confident in their presentations?

{{: Video/Project_Citizen_Student_Presentations.mp4 }}

{{ednote|text= Do not be overly concerned if your students have gaps in their basic skills like reading or spelling in their first few presentations. You can point it out if you feel it’s necessary but the most important aspect of the enquiry approach is to help the students to become motivated to find out answers about what they are curious about the world around them. Notice that the students who present in this video clip have demonstrated poise, confidence and a lot of passion!

We should hope that your students would be equally excited to present their learning journey and the affirmation they receive from you and their classmates should energise them further in making more enquiries on their own. }}

{{Related resources|text=

The '''Zedupad''' resource ''Discrimination: women and girls'' (see link below) could be used with your students to explore some of the issues particular to women and girls around the basic right to an education. It tells the story of Mary who is being denied an education.

Slide 14 asks the following questions:

* Why doesn't Mary go to school?
* Why does her father send her brothers to school?
* Is this fair?
* What human rights is she being denied?

[[Image: discrimination.jpeg]]

http://www.zedupad.com/zambian_school_lessons.php
}}

'''Video C: American secondary students presenting their findings on cyber-bullying to a panel of professionals in a Project Citizen State Showcase (10 mins)'''

Consider these '''questions''' as you watch:
# What do you notice about the way that the students organise themselves to present their findings? Is it effective? Why?
# What do you notice about the resources that the students have prepared for the presentations? Is it effective? Why?

{{: Video/Panel_1_The_Problem_Project_Citizen_State_Showcase_KIDS.mp4 }}

{{ednote|text=
It takes a lot of time and practice for a group student presentation to reach this level of quality. The facilitator should point out that even though this is an older group of students presenting, it should not be impossible for their students to be able to prepare the necessary resources and allocation of different roles through extended time of preparation. The key here is time for preparation! Do not expect your students to be able to come up with a good presentation unless you have shown them good examples of a good presentation and also, give them the time to prepare and try out different presentation formats! For example, they might ‘storyboard’ the presentation (plan it out step-by-step, using drawings or notes where helpful) before doing it live.
}}

=Modes of presentation=
{{activity|wcd| on modes of presentation|10 }} In all of the video clips you have seen, students present through speaking to the class and using visual props / displays of their work. What other means of presentation can they use, for more variety and to capture different kinds of outcomes? Which of these are feasible in your context?

{{ednote|text=
Presentations can take place through posters, dance, role play, cartoons, photograph sequences, charts and graphs, mind maps etc. Encourage the participants to think laterally about different options. Some may even involve audience participation?!}}

{{: Video/Pindi_Graphs3-17.mp4 }}

=Presenting findings - Criteria of assessment =
{{activity|wcd| on criteria of assessment|20 }}''' '''You have watched and discussed the different considerations of what a good presentation may entail. List all the criteria that you think your students should be informed about, when they prepare and eventually present their enquiry findings.

{{ednote|text= The facilitator should write down all the suggestions on the blackboard or a sheet of paper}}

Now look at this example of an assessment rubric for class presentation:

http://drsaraheaton.files.wordpress.com/2010/12/presentation-grading-rubric4.pdf

An assessment rubric like the one you have seen above provides the criteria for assessment and the list of descriptors of performance at the different levels.

Discuss these questions:

# Do you agree with the list of criteria and the descriptors of performance for a presentation?
# Are they appropriate for use in your class?
# How would you revise the assessment rubric for use in your class?
# How useful such an assessment rubric is for your students in terms of:

*i. Helping them to be aware of the criteria and standards of presentations that you expect from them.
*ii. Providing feedback to them during their preparation and after their presentation.
*iii. Discussing with them what are exemplars of a ‘good’ or ‘bad’ presentations.
*iv. How can the assessment rubric be used for the other stages of EBL activity?

=Presenting findings – group presentation =

{{activity|wcd|: group presentation|30 }} Have a go now at presenting your enquiry findings (for activities A-E) that you have worked on together in your small groups for the past weeks. Ensure that you present HOW you arrived at your conclusions. Decide on the maximum time that you would allow each group to present (we suggest 5-8 mins) and allocate a time-keeper. At the end of each presentation, allow the audience to ask questions for clarification (we suggest 3-5 mins).

The audience should make use of the assessment rubric above (or any revised version of the criteria and descriptors) to provide constructive feedback on the strength of the presentation and what areas could be improved on (as we will expect learners to do in the classroom).

= ICT practice: Making use of ICT in enquiry-based learning =
{{:OER4Schools/ICT/include}}

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

{{Activity for connecting with overarching goals}}

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

== Part A ==

You should try out a mini-EBL lesson (if you have not already done so) and proceed on to complete the more extended EBL ‘'''field or project day’'''; this is where your students will '''complete their enquiries, analyse their findings and present them''' to the class. The presentation session needs careful handling if the learning outcomes are to be fully achieved.

'''[Resource] '''Note that the site http://www.our-africa.org/zambia/climate-agriculture may be useful for the project on what crops are grown.

'''''Conducting the enquiry / Data collection'''''

'''Please ensure that students’ work throughout the enquiry is documented.''' You could use a digital camera to photograph both the students doing their activities and the outcomes.

Ask them to record what they are doing throughout, using separate sheets of paper where applicable rather than subject notebooks, so that these can be collated at the end and photocopied. These records can feed into your '''portfolio'''.

'''''Presentations:'''''
* Ensure that your students present their findings in the form of their '''learning journey''' (ie. WHY and HOW they have arrived at their conclusions? How much evidence is there for their claims?), rather than just presenting a particular solution.
* They should be able to '''reflect''' on how they may approach the enquiry task differently next time and how they this task has prompted them to think of other enquiry topics or questions. Encourage your students to make use of '''different presentation formats''' (e.g. role play, skit, song and dance presentation) and resources (e.g. charts/tables/diagrams, actual models, notes for the audience, series of images).
* Highlight to the audience that they should be '''listening''' and watching their classmates’ presentations and be ready to raise questions and comments. Both peers and you, the teacher, should provide constructive '''feedback that is related to the assessment criteria'''.
* If possible, video record or at least audio '''record some of the presentations'''. The workshop facilitator or another colleague may be able to help you do this.

The reporting stage can be followed by a '''‘consolidation’ stage''' where the pupils are encouraged to use the information they have gained to further advance their knowledge and understanding. This kind of reflective discussion, where the group outcomes are shared, can be very useful. '''''(from TESSA Key Resource: “Using investigations in the classroom”)'''''

== Part B ==

The full sets of '''reflection questions''' on your own planning and implementation of EBL lessons are listed below. You may like to take some time to make use of the questions to reflect on how successfully you think you have managed to capture the ‘spirit’ of enquiry in your class in the last few weeks. Please make a full audio reflection for Parts B and C using your dictaphone.

Watch the following clip to review what EBL is about:

{{: Video/Inquiry-Based_Learning_for_curriculum_and_instruction_class.mp4 }}

You might still have some concerns about whether EBL will really work in your classroom. What are your concerns and what are some take-away messages for yourself? How will you proceed to use/adapt EBL more seamlessly in your future lessons?

'''Planning Stage'''
* Will there be shared lesson objectives or would it differ considerably depending on that enquiry work is chosen?
* How will the enquiry tasks support enquiry, questioning and discussion?
* Will the tasks constitute a project or activity extending over and between lessons? If not, how can this be arranged?
* If so, will students do anything in between lessons? Will this involve research? Will the parents or other family/community members be involved?

* Will the tasks be undertaken by
** individuals (perhaps cooperating by sharing equipment and helping each other with both technical issues and the task) - could enquire as a group but not strictly co-enquiry!
** groups (collaboratively planning and developing ideas, conducting the work, learning to compromise and giving feedback)
** or the whole class working together collaboratively?

* How will students record what they learned?
* If groups, will there be group presentations to the class?
* If groups, will different groups investigate different aspects of the topic and then share their knowledge with the class?
* What criteria will the class use to assess the outcomes of their enquiry? How will you ensure that any criticism is constructive and sensitive? How will the group be encouraged to take on board constructive feedback?
* How will students assess their own work?

'''Implementing Stage'''

* How are the students involved in framing the enquiry tasks and questions? (e.g. could groups or individuals generate and record ideas about "what I/we want to know"? Or for a whole class investigation, could the class vote on which enquiry is the most interesting yet feasible to pursue? )
* Are the tasks open-ended enough so that the students also could take some responsibility for how they develop, rather than just producing an answer or a solution? (open-ended tasks can still contain guidance)
* Can students conduct experiment, search for information or resources themselves?
* Can students interpret the information or data themselves?
* Can you persuade students to ask more questions without feeling shy or stupid?
* Can you show students that you can be a learner alongside them?

* Are the resources - inside and outside the classroom, human/material/digital - sufficient and accessible to all of them?
* Can you and the rest of the class give comments or criticisms that are constructive and sensitive? Can the group be encouraged to take on board constructive feedback?
* Are the students motivated to suggest more enquiry ideas of their own?

== Part C ==

(after the final enquiry stage is implemented)

You have learnt quite a lot about EBL and have had gone through a full cycle of EBL with your colleagues in the past few weeks. Write down your thoughts on EBL (based on the reflection questions, concerns and any other take-away messages) and a few ideas on what you would like to try out for your future planning and implementation of EBL in your class. This can be one of the documents to be filed in your portfolio.

Referring to what you have written down, complete the following questionnaire to review how much you have learnt and tried to practise EBL in your classrooms. Circle the choice that best represents how you feel about each topic in this unit. There are no right or wrong answers! You may be inspired to write down some further thoughts on learning about and trying out EBL in the future '''after''' you have completed the questionnaire.

{| style="border-spacing:0;"
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.1 Introduction to EBL'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the benefits of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to learn more about EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.2 Starting the enquiry process'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the different parts or sections of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the different levels of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Do I know which level of EBL I am most comfortable to try out in my class?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Yes'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''Not sure'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''No'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How skilled am I at posing good enquiry questions?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How often do I encourage my students to pose good enquiry questions?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''routinely'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''sometimes'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not often'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to learn and improve on making use of good enquiry questions as stimuli to engage my student’s learning?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.3 Collecting and Interpreting Information in Enquiries'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the various ways of collecting information in EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the appropriate analysis of information?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How confident am I in giving good feedback to the students on their collection and interpretation of information in EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to learn more about collection and interpretation of information for EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.4 Presenting Findings of Enquiries'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the different modes of presentation of findings in EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not much'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about the different criteria and descriptors for assessing a presentation?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How confident am I in giving good feedback to the students on their presentations?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to find out more on different modes of presentation?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to find out more on using criteria and descriptors for assessing all the parts or sections of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''5.1-5.4 Use of ICT to support EBL'''
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|
| style="border:0.035cm solid #000000;padding:0.176cm;"|

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How much do I know about using ICT to support the various parts of EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|-
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''How interested am I to find out more on using ICT to support EBL?'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''very much'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''somewhat'''
| style="border:0.035cm solid #000000;padding:0.176cm;"| '''not very'''

|}

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Activity planning and reflection

2014-09-16T12:00:03Z

JanetBlair: added link to ORBIT resource on this as it is slightly more accessible to an online audience

{{OER4S
|title=Activity planning and reflection
|session=1.3
}}{{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, and
* 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, and
* 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, and
* viewing slideshows using the browser and open office.
{{ 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.
}}

= {{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.

'''Tips for using the techniques successfully:'''

* 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.

* When using this activity in the classroom it is not necessary to take feedback from all groups every time. This would be quite time consuming and may not be particularly edifying. Teachers can walk around and listen to the students talking in their pairs and perhaps call on those that they know will have something interesting to contribute. Whilst all students should be given the opportunity to contribute during lessons it is not necessary to give everyone that opportunity in every activity.

'''Strategy for keeping track of who has contributed during activities/lessons:'''

By putting a little dot next to the names of the students in the class list for a particular lesson (or the register) you can easily keep track of those students that have been called on during that lesson and incorporate that into your planning.

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 =
{{:OER4Schools/ICT/include}}

= 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, and
*Clip 6: Groupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group.
[[Image:Eness1.jpg|thumb|200px]]

{{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?

{{Related resources|text=

This '''TESSA''' resource on exploring shapes provides an additional context for classification (mathematics) and does not require the use of ICT. Activity 1: Helping pupils sort real objects (on page 4 of the resource) includes useful ideas on how you can set the scene for an open-ended task encouraging students to come up with different ways of classifying everyday objects. The rest of the resource goes on to introduce the mathematical vocabulary needed to describe and classify shapes effectively and introduces a fun 'feely bag' idea.

This related ORBIT resource: http://orbit.educ.cam.ac.uk/wiki/Exploring_shape_and_its_mathematical_language_through_sorting_activities/Resource allows you to see at a glance the material that is included in the resource below.

[[File: Exploring_shapes.pdf]]

}}

{{Ednote|text=

Draw participants attention to the TESSA resource.

}}

= Typing practice =

{{: OER4Schools/ICT/typing_practice_for_participants }}

= 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}}

OER4Schools/Activity planning and reflection

2014-09-16T11:55:54Z

JanetBlair: /* Classifying animals using digital images */

{{OER4S
|title=Activity planning and reflection
|session=1.3
}}{{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, and
* 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, and
* 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, and
* viewing slideshows using the browser and open office.
{{ 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.
}}

= {{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.

'''Tips for using the techniques successfully:'''

* 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.

* When using this activity in the classroom it is not necessary to take feedback from all groups every time. This would be quite time consuming and may not be particularly edifying. Teachers can walk around and listen to the students talking in their pairs and perhaps call on those that they know will have something interesting to contribute. Whilst all students should be given the opportunity to contribute during lessons it is not necessary to give everyone that opportunity in every activity.

'''Strategy for keeping track of who has contributed during activities/lessons:'''

By putting a little dot next to the names of the students in the class list for a particular lesson (or the register) you can easily keep track of those students that have been called on during that lesson and incorporate that into your planning.

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 =
{{:OER4Schools/ICT/include}}

= 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, and
*Clip 6: Groupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group.
[[Image:Eness1.jpg|thumb|200px]]

{{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?

{{Related resources|text=

This '''TESSA''' resource on exploring shapes provides an additional context for classification (mathematics) and does not require the use of ICT. Activity 1: Helping pupils sort real objects (on page 4 of the resource) includes useful ideas on how you can set the scene for an open-ended task encouraging students to come up with different ways of classifying everyday objects. The rest of the resource goes on to introduce the mathematical vocabulary needed to describe and classify shapes effectively and introduces a fun 'feely bag' idea. This related ORBIT resource: http://orbit.educ.cam.ac.uk/wiki/Exploring_shape_and_its_mathematical_language_through_sorting_activities/Resource allows you to see at a glance the material that is included in the resource below.

[[File: Exploring_shapes.pdf]]

}}

{{Ednote|text=

Draw participants attention to the TESSA resource.

}}

= Typing practice =

{{: OER4Schools/ICT/typing_practice_for_participants }}

= 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}}

OER4Schools/Activity planning and reflection

2014-09-16T10:55:54Z

JanetBlair: /* Classifying animals using digital images */

{{OER4S
|title=Activity planning and reflection
|session=1.3
}}{{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, and
* 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, and
* 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, and
* viewing slideshows using the browser and open office.
{{ 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.
}}

= {{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.

'''Tips for using the techniques successfully:'''

* 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.

* When using this activity in the classroom it is not necessary to take feedback from all groups every time. This would be quite time consuming and may not be particularly edifying. Teachers can walk around and listen to the students talking in their pairs and perhaps call on those that they know will have something interesting to contribute. Whilst all students should be given the opportunity to contribute during lessons it is not necessary to give everyone that opportunity in every activity.

'''Strategy for keeping track of who has contributed during activities/lessons:'''

By putting a little dot next to the names of the students in the class list for a particular lesson (or the register) you can easily keep track of those students that have been called on during that lesson and incorporate that into your planning.

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 =
{{:OER4Schools/ICT/include}}

= 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, and
*Clip 6: Groupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group.
[[Image:Eness1.jpg|thumb|200px]]

{{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?

{{Related resources|text=

This '''TESSA''' resource on exploring shapes provides an additional context for classification (mathematics) and does not require the use of ICT.

[[File: Exploring_shapes.pdf]]

}}

{{Ednote|text=

Draw participants attention to the TESSA resource.

}}

= Typing practice =

{{: OER4Schools/ICT/typing_practice_for_participants }}

= 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}}

OER4Schools/Activity planning and reflection

2014-09-16T10:44:05Z

JanetBlair: repositioned and resized mini blackboard image

{{OER4S
|title=Activity planning and reflection
|session=1.3
}}{{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, and
* 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, and
* 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, and
* viewing slideshows using the browser and open office.
{{ 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.
}}

= {{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.

'''Tips for using the techniques successfully:'''

* 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.

* When using this activity in the classroom it is not necessary to take feedback from all groups every time. This would be quite time consuming and may not be particularly edifying. Teachers can walk around and listen to the students talking in their pairs and perhaps call on those that they know will have something interesting to contribute. Whilst all students should be given the opportunity to contribute during lessons it is not necessary to give everyone that opportunity in every activity.

'''Strategy for keeping track of who has contributed during activities/lessons:'''

By putting a little dot next to the names of the students in the class list for a particular lesson (or the register) you can easily keep track of those students that have been called on during that lesson and incorporate that into your planning.

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 =
{{:OER4Schools/ICT/include}}

= 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, and
*Clip 6: Groupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group.
[[Image:Eness1.jpg|thumb|200px]]

{{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?

{{Related resources|text=

This '''TESSA''' resource on exploring shapes provides an additional context for classification (mathematics) and does not require the use of ICT.

[[File: Exploring_shapes.pdf]]

}}

{{Ednote|text=

Draw participants attention to the TESSA resource.

}}

= Typing practice =

{{: OER4Schools/ICT/typing_practice_for_participants }}

= 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}}