OER in Education - User contributions [en]

OER4Schools/Starting the enquiry based learning process

2014-06-10T09:01:18Z

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

{{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;"|
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|-
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|-
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|-
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|-
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|-
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|}

''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
{{: 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 }}

= Discussion of Enquiry Ideas =
{{ednote|text=This activity is optional if small groups need more time to discuss.}}

{{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/Collecting and interpreting information

2014-06-03T14:56:26Z

Jomondi: /* Information gathering and data collection */

{{OER4S
|title=Collecting and interpreting information: Part one
|session=5.3
}}
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* using short enquiry tasks to introduce the idea of enquiry based learning to your students
* collecting and interpreting data in an enquiry-based lesson
* the importance of recording the results of enquiries
* collecting accurate and reliable data
* preparing for an enquiry-based learning session through a series of lessons and a ‘project day’ or ‘field trip’ for maths or science classes

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* review a short perimeter and area enquiry task on Geogebra
* complete a simple data collection exercise on personal profiles
* watch a video as a stimulus for discussion on encouraging students to record their findings during enquiries
* watch a video sequence illustrating a procedural error and refine resources and data collection process to minimise such errors

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* GeoGebra, perimeter and area.
Also, as in the previous 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.

|resources=Resources needed for this session:
* Papers of different sizes (at least two pieces of paper for each teacher),
* Different coloured pens (at least one for each teacher),
* Computer/laptop/netbook and the Internet.
}}

{{: Video/Priscillah speaking about student motivation during a science investigation.mp3 }}

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

{{review of follow up}}

= Further tasters of EBL: Investigating perimeter =

{{activity|stgw| on investigating perimeter.|15 }}

Working in your small groups of three to four participants, complete the following activity (the applet will open in another window when you click on it) which uses GeoGebra. In this activity, we would like you to experiment with drawing figures with different numbers of squares (you can click and drag them into position) and observing how the perimeter changes.

Take some time to explore the applet and think about the type of enquiry that it lends itself to (demonstrated enquiry/structured enquiry/problem-solving enquiry/independent enquiry) and how you might use it with your students. Do you think the results table is a useful addition to the applet? Share your findings with the other participants and share whether such an activity can be used in the class as a taster of what EBL is about.

*[[variety of perimeters with fixed area]]
[[File: Variety of perimeter with fixed area.png|400px]]

 

{{background| text=

You may like to refer to the following guidance notes for some ideas on how to make use of the [[variety of perimeters with fixed area]] GeoGebra resource:

 
'''1) Overview'''
 

After learning the concepts of perimeter and area, it is easy for students to think that figures with larger perimeters would also have larger areas, and vice versa. This applet helps teachers to explore with students the variety of the perimeters of a figure formed by several congruent squares touching side by side. Together with the complementary applet [[Variety of areas with fixed perimeter]], teachers can clarify with students that a figure with a larger area may have a smaller perimeter, and areas and perimeters are two different concepts.

 
'''2) Learning Objectives'''
 

* Recognise that figures with the same areas could have different perimeters.
* Recognise the strategy of minimising the perimeters of figures with the same areas.

 
'''3) Teaching Approach'''
 

An enquiry teaching approach is expected. Students are asked to arrange 3 to 9 squares to form different figures and find their possible perimeters. Teacher then guide students to express their strategies of getting the largest and smallest perimeter with a certain number of squares.

 
'''4) Teacher’s Note'''
 

For each number of squares, ask students to record the possible perimeters in the table of the applet.
Guide students to focus on the change of the perimeter when a square is dragged to a new position.
Discuss with students the strategy of minimizing the perimeter, especially for 4 and 9 squares.
}}

{{ednote|text=

Note that while the instructions for the task are short, it will take some time to complete the task. Make sure you limit the time appropriately, so that there’s enough time for the remainder of the workshop.

The following task may be used as an alternative if preferred or if there is no GeoGebra resource:

'''Investigating volume and surface area of paper boxes '''

Each group of participants should have access to papers of different sizes. Each participant should fold a paper box using each of the papers. Use an appropriate method to measure the area of paper and volume of the paper box. Would the size of the paper affect the volume of the paper box? Or would it be dependent on how you fold the paper? What is your initial ‘best guess’ or hypothesis? How will you go about finding out whether your guess or hypothesis is correct? Share your findings with the other participants and whether such an activity can be used in the class as a quick taster of what EBL is about.

}}

= Simple data collection exercise =

{{activity|stgw| on data collection|10 }} This is a fast and simple activity in which you (or your students) fill in the blanks, and you learn more about each other. On a piece of paper, draw a simple profile of yourself (forehead, nose, mouth, and chin). You and your group members should choose at least four items from the following list of possible information about each other, and write them inside the profile using coloured pens:
* Name
* Favourite time of day
* Favourite colour
* Favourite sport
* Favourite subject
* Something I did that I'm proud of
* Birthplace
* Something that makes me laugh
* Favourite food
* Favourite animal
* Favourite song

You can post the profiles in the classroom or create a display section in a suitable venue in your school along with your picture (or your students’ pictures). For another variation, you can use a spreadsheet, to consolidate a particular aspect of the profile of the class (e.g. favourite time of day, favourite food). These can be shown on a regular basis as ‘data’ from your class. (e.g. My classmates all like to eat ’''nsima’''){|}{Kenya My classmates like ''ugali''}

Now try to come up with some interpretation of the data from all the profiles in your group.This is a great way to get to know each other and also the group as a whole.

= Collecting and recording data =

{{activity|wcd| on data collection.|10 }} Data collection is an essential part of many EBL activities. It is important that data is carefully and accurately collected. Otherwise, the interpretations and conclusions you draw from your enquiry can be very misleading. For instance, you would not want your profile in the previous activity to contain any mistakes about yourself. Some common methods of data collection include:

* Reading reference material in a library or on the Internet
* Conducting an interview
* Using questionnaires
* Doing an experiment.

Discuss with each other whether you are familiar with each of these data collection activities.

'''It is important to give students ownership of how they prefer to collect and record their findings by giving them options to choose from. It is also important for teachers to discuss with them the reasons for collecting or recording findings, because they may not understand why they need to collect or record findings in a particular way.'''

Now watch a video clip on Nixolo helping students to collect data in her EBL lesson and bear in mind the following questions:

# Why do you think it is important for students to record their findings during the enquiry process?
# Are the students in the clip motivated to record their findings?
# Can you think of ways to help the students engage with the recording information part of the enquiry process?

{{: Video/Noxolo_3D_shapes_1.3_AfL3_recording.m4v }}

Discuss the questions as a whole group and record any interesting or useful observations in your notes for this session. Here is a copy of the worksheet that the students in the video are completing:

[[image: Euler Relation Investigation - worksheet.png|750px]]

{{ednote|text=
Students in the video are recording information on polyhedra such as number of sides/faces/vertices etc. By recording these in a table next to the name of the polyhedra (which they have build as part of the investigation) the students will hopefully be able to see patterns emerging both within each data set and between data sets.
}}

= Information gathering and data collection=

Recall the five enquiry ideas (A-E) that were discussed in the last session.

{{Background|text =

'''Enquiry ideas'''

'''Idea A: Investigating paper airplanes'''

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

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

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?''

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

''What are some of the vegetables and trees that are grown in our community and 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 stream), medicinal properties (e.g. is it used as a traditional medicine?), nutrition properties, economic consideration (e.g. source of fuel/income), ecological and environmental concerns, personal and spiritual values.

'''Idea D: Planning for a trip to the game reserves and Victoria Falls'''

Imagine you have two overseas friends who have just arrived in Lusaka and would like to visit a game reserve near Lusaka, the Victoria Falls and one other interesting site. The visitors only have one day to visit these three places by car. ''Can you recommend the third place to visit and inform the visitors the distance to these places from Lusaka 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 Lusaka city centre ?'' Please state the distance of travelling to each place and the approximate time required to travel.

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. For example:

* pulse rate and how it varies with exercise
* lung capacity and how it varies with height/sex/pulse rate/chest circumference
* BMI and being healthy
}}

Get back into the groups that you formed to work on a few of these ideas during the last session. We will assume your group has been able to develop one or two of these ideas into enquiry-based lesson(s) and you now want your students to start collecting data to answer the enquiry questions.

{{activity|stgw| on data collection|10 }} Discuss in your groups the following questions:
# What form of data collection will the students need to work on? Do they need to identify sources of information or conduct some sort of experiment or calculation?
# If it is a form of experiment or calculation, do they have the necessary skills or knowledge to conduct the experiment or calculation? How will they record their results? How will I make sure to integrate ICT into this process? Would the use of a spreadsheet help students to keep track of and if necessary further process results?
# If it involves identifying sources of information, where do they find the information? How do they know the information is valid and how can they access the information?
# What other ways of finding information are there?
# Consider whether or not it might be useful for students to make a prediction of what they think the outcome might be.

{{ednote|text=
In the next session we will consider making predictions and hypotheses again and build on the introduction given here. Encourage students to look up the NRICH article linked to below - they may even want to spend some time exploring the site for some useful mathematics enquiry ideas.
}}

{{background|text=
'''Making predictions'''

Simply put:

* a ''hypothesis'' is an explanation of why something is happening (or will happen) and so is a good starting point for investigation/argument/further observations/tests
* a ''prediction'' is a statement of what you think will happen before it does so

It is possible to make a prediction based on a hypothesis or without a hypothesis.

You can read about hypotheses in more detail in this
[http://nrich.maths.org/6178 NRICH article on understanding hypotheses].

Encouraging students to make predictions about the outcomes of their enquiries allows them to exercise higher order thinking skills as they must think about the many possibilities that might occur/exist.
}}

{{ednote|text=
An enormous amount of valuable, deep and exciting information is available on the Internet, but an enormous amount of total nonsense, falsities, half-truths and unsupported theories is also out there. Your students have to learn to distinguish between the two, but you cannot give them hard-and-fast rules. Everything that comes out of an established publishing source isn't good information, and everything that comes from a personal home page isn't bad information. The kinds of things that students ask may be answerable only by other people, perhaps only by a knowledgeable person other like a teacher, parent, medical specialists, etc.
}}

{{activity|stgw| on collecting data for analysis.|5 }} After the discussion, assess if the resources that you have prepared so far would be adequate for the students to embark on the data collection process (whether it is in the form of experiment or enquiring through the Internet/asking people). If not, make some changes or consider creating additional worksheets or perhaps a spreadsheet for the students. If you would like your students to make a prediction and/or form a hypothesis, make this clear on your worksheet. You should make sure that you have included an ICT element in each of your enquiry ideas.

{{activity|otr|: Video sequence and discussion.|5 }}

Imagine that you are the students who are going through the data collection process.

Watch the following video sequence of some students collecting data for an enquiry into BMI and being healthy (Idea E). The students have been collecting data independently and the teacher has noticed a problem.

{{: Video/Judith_body_A06.m4v }}
{{: Video/Judith_body_A07.m4v }}
{{: Video/Judith_body_A08.m4v }}

Try to anticipate where these types of problems (procedural errors) might occur as you collect data for your 'idea' in the following activity. It is likely that you will need to refine your data collection procedure in a similar way that you have just refined your resources in the previous part of this activity.

{{Background|text =
As an aside: Once your students are used to working in the spirit of enquiry you can pose short enquiry problems to be solved for homework or at various stages of a lesson. For example, the teacher in the above clip might have asked the students to work out a solution to the problem of the measuring tape not starting at the floor with the proviso that the solution should not include measuring Martha again or moving the measuring tape. The answer of course is to measure the gap between the tape and the floor and add this to Martha's incorrect height measurement. By giving the students a few minutes to discuss the problem in groups of three or four, they may have come up with this (or perhaps another even better) solution - students can sometimes surprise us with their ingenuity. Once the size of the gap has been worked out, this result can be added to all other measurements carried out using that tape - the students will see this as a worthwhile exercise because it means that they don't have to measure everyone who used that tape again!
}}

{{activity|stgw| collecting data for analysis.|10 }}

* '''Now go ahead and complete the experiment or data gathering part of your chosen enquiry.''' Try to come up with joint predictions and/or hypotheses and make sure that everyone in your group plays an active part in collecting the data.
* By the end of the workshop, you should have the full data set and findings that you could share with the other groups next week.

Some post-activity questions for discussion (if there is time):
# What other kinds of challenges can you anticipate your students will face when completing this phase of the enquiry-based learning lesson?
# How can you support your students as they face these challenges?
# Does the use of ICT in your activity support students’ learning?

= 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}}

{{ednote|text= Participants should set concrete days for their GeoGebra day, as well as for the project day. Part 1 of the investigation should be carried out between 5.4 and 5.5. As you go through the homework, explicitly discuss days or lessons which teachers can set aside for this.

}}

'''Part A:''' Try out in your classroom the same mini-GeoGebra enquiry as in the first taster EBL activity above, with learners working in mixed groups of 3-4 around a computer. Consider the following question: how did your students respond to the open nature of this task? What other observations can you make that will help you evaluate the use of GeoGebra to explore this topic. Note down the responses and observations. In the next session you will share this with the others.

'''Part B:''' Continue to work on planning for a ‘project day’ or ‘field trip’ and share any development of ideas in the next session. It may be that you have introduced some form of EBL whether in the form of a mini EBL (as in Part A of this homework) or the ‘project or field day’. Be ready to share the positive, minus and interesting (PMI) points that you have noted so far when introducing EBL in your classrooms. The following additional set of questions can be considered for thinking and sharing of PMI, if you have already started to make use of EBL in your lessons:
* 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 in the case of 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 students could also 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 an 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?

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Collecting and interpreting information

2014-06-03T13:58:35Z

Jomondi: /* Simple data collection exercise */

{{OER4S
|title=Collecting and interpreting information: Part one
|session=5.3
}}
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* using short enquiry tasks to introduce the idea of enquiry based learning to your students
* collecting and interpreting data in an enquiry-based lesson
* the importance of recording the results of enquiries
* collecting accurate and reliable data
* preparing for an enquiry-based learning session through a series of lessons and a ‘project day’ or ‘field trip’ for maths or science classes

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* review a short perimeter and area enquiry task on Geogebra
* complete a simple data collection exercise on personal profiles
* watch a video as a stimulus for discussion on encouraging students to record their findings during enquiries
* watch a video sequence illustrating a procedural error and refine resources and data collection process to minimise such errors

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* GeoGebra, perimeter and area.
Also, as in the previous 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.

|resources=Resources needed for this session:
* Papers of different sizes (at least two pieces of paper for each teacher),
* Different coloured pens (at least one for each teacher),
* Computer/laptop/netbook and the Internet.
}}

{{: Video/Priscillah speaking about student motivation during a science investigation.mp3 }}

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

{{review of follow up}}

= Further tasters of EBL: Investigating perimeter =

{{activity|stgw| on investigating perimeter.|15 }}

Working in your small groups of three to four participants, complete the following activity (the applet will open in another window when you click on it) which uses GeoGebra. In this activity, we would like you to experiment with drawing figures with different numbers of squares (you can click and drag them into position) and observing how the perimeter changes.

Take some time to explore the applet and think about the type of enquiry that it lends itself to (demonstrated enquiry/structured enquiry/problem-solving enquiry/independent enquiry) and how you might use it with your students. Do you think the results table is a useful addition to the applet? Share your findings with the other participants and share whether such an activity can be used in the class as a taster of what EBL is about.

*[[variety of perimeters with fixed area]]
[[File: Variety of perimeter with fixed area.png|400px]]

 

{{background| text=

You may like to refer to the following guidance notes for some ideas on how to make use of the [[variety of perimeters with fixed area]] GeoGebra resource:

 
'''1) Overview'''
 

After learning the concepts of perimeter and area, it is easy for students to think that figures with larger perimeters would also have larger areas, and vice versa. This applet helps teachers to explore with students the variety of the perimeters of a figure formed by several congruent squares touching side by side. Together with the complementary applet [[Variety of areas with fixed perimeter]], teachers can clarify with students that a figure with a larger area may have a smaller perimeter, and areas and perimeters are two different concepts.

 
'''2) Learning Objectives'''
 

* Recognise that figures with the same areas could have different perimeters.
* Recognise the strategy of minimising the perimeters of figures with the same areas.

 
'''3) Teaching Approach'''
 

An enquiry teaching approach is expected. Students are asked to arrange 3 to 9 squares to form different figures and find their possible perimeters. Teacher then guide students to express their strategies of getting the largest and smallest perimeter with a certain number of squares.

 
'''4) Teacher’s Note'''
 

For each number of squares, ask students to record the possible perimeters in the table of the applet.
Guide students to focus on the change of the perimeter when a square is dragged to a new position.
Discuss with students the strategy of minimizing the perimeter, especially for 4 and 9 squares.
}}

{{ednote|text=

Note that while the instructions for the task are short, it will take some time to complete the task. Make sure you limit the time appropriately, so that there’s enough time for the remainder of the workshop.

The following task may be used as an alternative if preferred or if there is no GeoGebra resource:

'''Investigating volume and surface area of paper boxes '''

Each group of participants should have access to papers of different sizes. Each participant should fold a paper box using each of the papers. Use an appropriate method to measure the area of paper and volume of the paper box. Would the size of the paper affect the volume of the paper box? Or would it be dependent on how you fold the paper? What is your initial ‘best guess’ or hypothesis? How will you go about finding out whether your guess or hypothesis is correct? Share your findings with the other participants and whether such an activity can be used in the class as a quick taster of what EBL is about.

}}

= Simple data collection exercise =

{{activity|stgw| on data collection|10 }} This is a fast and simple activity in which you (or your students) fill in the blanks, and you learn more about each other. On a piece of paper, draw a simple profile of yourself (forehead, nose, mouth, and chin). You and your group members should choose at least four items from the following list of possible information about each other, and write them inside the profile using coloured pens:
* Name
* Favourite time of day
* Favourite colour
* Favourite sport
* Favourite subject
* Something I did that I'm proud of
* Birthplace
* Something that makes me laugh
* Favourite food
* Favourite animal
* Favourite song

You can post the profiles in the classroom or create a display section in a suitable venue in your school along with your picture (or your students’ pictures). For another variation, you can use a spreadsheet, to consolidate a particular aspect of the profile of the class (e.g. favourite time of day, favourite food). These can be shown on a regular basis as ‘data’ from your class. (e.g. My classmates all like to eat ’''nsima’''){|}{Kenya My classmates like ''ugali''}

Now try to come up with some interpretation of the data from all the profiles in your group.This is a great way to get to know each other and also the group as a whole.

= Collecting and recording data =

{{activity|wcd| on data collection.|10 }} Data collection is an essential part of many EBL activities. It is important that data is carefully and accurately collected. Otherwise, the interpretations and conclusions you draw from your enquiry can be very misleading. For instance, you would not want your profile in the previous activity to contain any mistakes about yourself. Some common methods of data collection include:

* Reading reference material in a library or on the Internet
* Conducting an interview
* Using questionnaires
* Doing an experiment.

Discuss with each other whether you are familiar with each of these data collection activities.

'''It is important to give students ownership of how they prefer to collect and record their findings by giving them options to choose from. It is also important for teachers to discuss with them the reasons for collecting or recording findings, because they may not understand why they need to collect or record findings in a particular way.'''

Now watch a video clip on Nixolo helping students to collect data in her EBL lesson and bear in mind the following questions:

# Why do you think it is important for students to record their findings during the enquiry process?
# Are the students in the clip motivated to record their findings?
# Can you think of ways to help the students engage with the recording information part of the enquiry process?

{{: Video/Noxolo_3D_shapes_1.3_AfL3_recording.m4v }}

Discuss the questions as a whole group and record any interesting or useful observations in your notes for this session. Here is a copy of the worksheet that the students in the video are completing:

[[image: Euler Relation Investigation - worksheet.png|750px]]

{{ednote|text=
Students in the video are recording information on polyhedra such as number of sides/faces/vertices etc. By recording these in a table next to the name of the polyhedra (which they have build as part of the investigation) the students will hopefully be able to see patterns emerging both within each data set and between data sets.
}}

= Information gathering and data collection=

Recall the five enquiry ideas (A-E) that were discussed in the last session.

{{Background|text =

'''Enquiry ideas'''

'''Idea A: Investigating paper airplanes'''

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

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

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?''

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

''What are some of the vegetables and trees that are grown in our community and 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 stream), medicinal properties (e.g. is it used as a traditional medicine?), nutrition properties, economic consideration (e.g. source of fuel/income), ecological and environmental concerns, personal and spiritual values.

'''Idea D: Planning for a trip to the game reserves and Victoria Falls'''

Imagine you have two overseas friends who have just arrived in Lusaka and would like to visit a game reserve near Lusaka, the Victoria Falls and one other interesting site. The visitors only have one day to visit these three places by car. ''Can you recommend the third place to visit and inform the visitors the distance to these places from Lusaka 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 Lusaka city centre ?'' Please state the distance of travelling to each place and the approximate time required to travel.

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. For example:

* pulse rate and how it varies with exercise
* lung capacity and how it varies with height/sex/pulse rate/chest circumference
* BMI and being healthy
}}

Get back into the groups that you formed to work on a few of these ideas during the last session. We will assume your group has been able to develop one or two of these ideas into enquiry-based lesson(s) and you now want your students to start collecting data to answer the enquiry questions.

{{activity|stgw| on data collection|10 }} Discuss in your groups the following questions:
# What form of data collection will the students need to work on? Do they need to identify sources of information or conduct some sort of experiment or calculation?
# If it is a form of experiment or calculation, do they have the necessary skills or knowledge to conduct the experiment or calculation? How will they record their results? How will I make sure to integrate ICT into this process? Would the use of a spreadsheet help students to keep track of and if necessary further process results?
# If it involves identifying sources of information, where do they find the information? How do they know the information is valid and how can they access the information?
# What other ways of finding information are there?
# Consider whether or not it might be useful for students to make a prediction of what they think the outcome might be.

{{ednote|text=
In the next session we will consider making predictions and hypotheses again and build on the introduction given here. Encourage students to look up the NRICH article linked to below - they may even want to spend some time exploring the site for some useful mathematics enquiry ideas.
}}

{{background|text=
'''Making predictions'''

Simply put:

* a ''hypothesis'' is an explanation of why something is happening (or will happen) and so is a good starting point for investigation/argument/further observations/tests
* a ''prediction'' is a statement of what you think will happen before it does so

It is possible to make a prediction based on a hypothesis or without a hypothesis.

You can read about hypotheses in more detail in this
[http://nrich.maths.org/6178 NRICH article on understanding hypotheses].

Encouraging students to make predictions about the outcomes of their enquiries allows them to exercise higher order thinking skills as they must think about the many possibilities that might occur/exist.
}}

{{ednote|text=
An enormous amount of valuable, deep and exciting information is available on the Internet, but an enormous amount of total nonsense, falsities, half-truths and unsupported theories is also out there. Your students have to learn to distinguish between the two, but you cannot give them hard-and-fast rules. Everything that comes out of an established publishing source isn't good information, and everything that comes from a personal home page isn't bad information. The kinds of things that students ask may be answerable only by other people, perhaps only by a knowledgeable person other like a teacher, parent, medical specialists, etc.
}}

{{activity|stgw| on collecting data for analysis.|5 }} After the discussion, assess if the resources that you have prepared so far would be adequate for the students to embark on the data collection process (whether is it in the form of experiment or enquiring through the Internet/asking people). If not, make some changes or consider creating additional worksheets or perhaps a spreadsheet for the students. If you would like your students to make a prediction and/or form a hypothesis, make this clear on your worksheet. You should make sure that you have included an ICT element in each of your enquiry ideas.

{{activity|otr|: Video sequence and discussion.|5 }}

Imagine that you are the students who are going through the data collection process.

Watch the following video sequence of some students collecting data for an enquiry into BMI and being healthy (Idea E). The students have been collecting data independently and the teacher has noticed a problem.

{{: Video/Judith_body_A06.m4v }}
{{: Video/Judith_body_A07.m4v }}
{{: Video/Judith_body_A08.m4v }}

Try to anticipate where these types of problems (procedural errors) might occur as you collect data for your 'idea' in the following activity. It is likely that you will need to refine your data collection procedure in a similar way that you have just refined your resources in the previous part of this activity.

{{Background|text =
As an aside: Once your students are used to working in the spirit of enquiry you can pose short enquiry problems to be solved for homework or at various stages of a lesson. For example, the teacher in the above clip might have asked the students to work out a solution to the problem of the measuring tape not starting at the floor with the proviso that the solution should not include measuring Martha again or moving the measuring tape. The answer of course is to measure the gap between the tape and the floor and add this to Martha's incorrect height measurement. By giving the students a few minutes to discuss the problem in groups of thee or four, they may have come up with this (or perhaps another even better) solution - students can sometimes surprise us with their ingenuity. Once the size of the gap has been worked out, this result can be added to all other measurements carried out using that tape - the students will see this as a worthwhile exercise because it means that they don't have to measure everyone who used that tape again!
}}

{{activity|stgw| collecting data for analysis.|10 }}

* '''Now go ahead and complete the experiment or data gathering part of your chosen enquiry.''' Try to come up with joint predictions and/or hypotheses and make sure that everyone in your group plays an active part in collecting the data.
* By the end of the workshop, you should have the full data set and findings that you could share with the other groups next week.

Some post-activity questions for discussion (if there is time):
# What other kinds of challenges can you anticipate your students will face when completing this phase of the enquiry-based learning lesson?
# How can you support your students as they face these challenges?
# Does the use of ICT in your activity support students’ learning?

= 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}}

{{ednote|text= Participants should set concrete days for their GeoGebra day, as well as for the project day. Part 1 of the investigation should be carried out between 5.4 and 5.5. As you go through the homework, explicitly discuss days or lessons which teachers can set aside for this.

}}

'''Part A:''' Try out in your classroom the same mini-GeoGebra enquiry as in the first taster EBL activity above, with learners working in mixed groups of 3-4 around a computer. Consider the following question: how did your students respond to the open nature of this task? What other observations can you make that will help you evaluate the use of GeoGebra to explore this topic. Note down the responses and observations. In the next session you will share this with the others.

'''Part B:''' Continue to work on planning for a ‘project day’ or ‘field trip’ and share any development of ideas in the next session. It may be that you have introduced some form of EBL whether in the form of a mini EBL (as in Part A of this homework) or the ‘project or field day’. Be ready to share the positive, minus and interesting (PMI) points that you have noted so far when introducing EBL in your classrooms. The following additional set of questions can be considered for thinking and sharing of PMI, if you have already started to make use of EBL in your lessons:
* 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 in the case of 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 students could also 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 an 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?

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Formative feedback/review of follow up

2014-06-02T09:35:51Z

Jomondi:

{{activity|Individual work| updating assessment inventory.|5}} Update the assessment inventory that you started in session 4.1 (use the template [[File:My assessment inventory.doc]]). Add the date in the fourth 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.

{{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|: Filling out a table on formative feedback use.|5}}
Working on your own, fill out the table below to indicate quickly what kind of formative feedback you have given to your students in your lessons in the past week. First, record whether you gave this feedback by answering ‘yes’ or ‘no’. If your answer is ‘yes’ then write the topic of the lesson. After that answer ‘yes’, ‘no’ or ‘not sure’ for whether it was easy to do and whether it was helpful for your students’ learning.

<div style="margin: 10px">
{| border=1
| | Type of Formative Feedback
| | Did you give this feedback?
| | Topic?
| | Easy to do?
| | Helpful for learning?

|-
| | 1.Provide whole-class oral formative feedback.
| |
| |
| |
| |

|-
| | 2. Provide different formative feedback to two students (one performing well and the other struggling).
| |
| |
| |
| |

|-
| | 3. Provide written formative feedback to students or individual student.
| |
| |
| |
| |

|}
</div>

{{activity|wgd| on formative feedback use.|5}} As a group, discuss the following questions:
* Which type of formative feedback did you find most challenging to give to your students? Why do you think so?
* How did the two students (one performing well and the other struggling) respond to your formative feedback? Why?
* Which type of formative feedback was most helpful for your students? In what way(s) has it been helpful for your students?

{{ednote|text=
Highlight to the teachers that for formative feedback to work, they must first believe that success in learning is dependent on students’ effort in trying to get better at what they are doing. That is the whole point of formative feedback. After this, it is important to practise formative feedback using appropriate words to encourage the students.

The teachers may come to realise that the words that they use in their feedback may sometimes be very discouraging for the students (especially if they have previously been labelled as slow learners). The teachers should be sensitive to how well the students are responding to their feedback. Teachers need to believe that given time and using formative feedback regularly, ALL students are capable of learning much better.
}}

* Did you make use of the Open Office Impress application to order images for any of your lessons last week? For which topic did you use it? Did you find it useful for AfL i.e. were you able to identify students who need less/more support for the sequencing topic? Describe the support that you provided especially in relation to formative feedback.
* Did you face any issues with technology, with finding appropriate pictures or with carrying out the activity, while using OpenOffice Impress. How did you resolve them? Discuss any unresolved issues with your peers.

OER4Schools/Faculty Workshop May 2014

2014-05-29T09:49:53Z

Jomondi: /* Reflecting on current questioning practice */

= Workshop: OER4Schools - Developing innovative mathematics and science teaching in sub-Saharan Africa =

Please bring a laptop, tablet, etc. We will access the OER4Schools resource online, or use our OER4Schools memory sticks with the offline resource.

{{OER4S
|title=Faculty of Education Workshop May 2014
|session=8.6
}}{{OER4SchoolsWSInfo
|description=This is a trial session for our OER4Schools programme. We are doing a few activities together (such as cumulative talk, questioning, project-based learning) which are drawn from our programme. 
|intention=The learning intention is for participants to get a good practical overview of the OER4Schools programme, and to evaluate whether the programme could be useful for their sessions.
 
|success criteria=Success criteria are:
* Participants are able to select one or more activities and sessions that are useful for them.
* Participants are able to evaluate how the programme fits into their own education planning.
|ict=Participants have been asked to bring laptops and tablets (where available) so that they are able to browse the resource during the session.
|resources=Overhead projector, paper, pens.
}}[[Category:Dialogue]][[Category:Questioning]]

Note that to keep heading numbers simple, we are going to continue with top level headings, rather than creating sub-sections of section 3.

= Welcome to the workshop =

{{activity|Introduction to the workshop|15}} Let's go round and hear from each other. What are our backgrounds, and what are we interested in? What do we want to get out of this workshop? Let's appoint two scribes, and take notes. Let's share contact details.

= 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.|20}} 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 wildlife (saving a snake later becomes useful for the 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 of some kind. The 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 what has previously been said
* “respect others’ ideas” by adding to their idea, rather than changing it
* “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 an example of “cumulative talk”, where participants build on what the previous person has said (“cumulative talk” is one way of moving towards whole class dialogue).

= 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 a piece of paper.

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}},
* 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 paper. Using the paper, write a list of up to five questions 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 they offer more closed or surface types of questions. 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.

.
To start the game, ask participants to look at the first question (on their respective lists), and work out whether it is open or closed, and then 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 to clarify that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way.

.
}}

{{activity|otr|: Facilitator talk on open and closed 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. . Be prepared to explain your rationale to the rest of the group.

.

}}

{{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 an organic and inorganic fertilizer? 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}}

= Browsing the OER4Schools resource =

{{activity|stgw|: Browsing the OER4Schools resource.|10}} Now browse to http://www.oer4schools.org and identify a topic that is useful or of interest to you. If you have brought a laptop (or another device to which you can connect a USB stick), you should also browse the offline version provided. The offline version contains all content from the http://oer.educ.cam.ac.uk, including all videos. There is a lot of content but, for now, focus on the OER4Schools resource. As you are browsing, make a note of what you find, and consider:
* PMI: What do you think is a plus, what is a minus, what do you find interesting? Why?
* How would you be able to use this resource for your own purposes?
.

== Making a plan for the use of the resource ==

{{activity|wcd|: What did you find?|10}} We now discuss what you found. You should now have a good overview of the OER4Schools resource. OER4Schools is a complete programme, but you could also use parts of it. Is there overlap with your own activities? How might you be able to use OER4Schools? Or perhaps there is something that you can contribute?

URL: http://www.OER4Schools.org

== Quick feedback ==

* What did you find most valuable?
* What suggestions do you have for the OER4Schools team?



= Follow-up activities =

{{activity|afua|10}} What activities are we envisaging following up from this workshop? When are we doing them? How do we feed back? Let's agree a few activities that we might be able to do.

{{fup|1}} Activity 1.

{{fup|2}} Activity 2.

= Activity summary =

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Faculty Workshop May 2014

2014-05-29T09:46:08Z

Jomondi: /* Reflecting on current questioning practice */

= Workshop: OER4Schools - Developing innovative mathematics and science teaching in sub-Saharan Africa =

Please bring a laptop, tablet, etc. We will access the OER4Schools resource online, or use our OER4Schools memory sticks with the offline resource.

{{OER4S
|title=Faculty of Education Workshop May 2014
|session=8.6
}}{{OER4SchoolsWSInfo
|description=This is a trial session for our OER4Schools programme. We are doing a few activities together (such as cumulative talk, questioning, project-based learning) which are drawn from our programme. 
|intention=The learning intention is for participants to get a good practical overview of the OER4Schools programme, and to evaluate whether the programme could be useful for their sessions.
 
|success criteria=Success criteria are:
* Participants are able to select one or more activities and sessions that are useful for them.
* Participants are able to evaluate how the programme fits into their own education planning.
|ict=Participants have been asked to bring laptops and tablets (where available) so that they are able to browse the resource during the session.
|resources=Overhead projector, paper, pens.
}}[[Category:Dialogue]][[Category:Questioning]]

Note that to keep heading numbers simple, we are going to continue with top level headings, rather than creating sub-sections of section 3.

= Welcome to the workshop =

{{activity|Introduction to the workshop|15}} Let's go round and hear from each other. What are our backgrounds, and what are we interested in? What do we want to get out of this workshop? Let's appoint two scribes, and take notes. Let's share contact details.

= 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.|20}} 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 wildlife (saving a snake later becomes useful for the 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 of some kind. The 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 what has previously been said
* “respect others’ ideas” by adding to their idea, rather than changing it
* “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 an example of “cumulative talk”, where participants build on what the previous person has said (“cumulative talk” is one way of moving towards whole class dialogue).

= 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 a piece of paper.

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}},
* 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 paper. Using the paper, write a list of up to five questions 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 they offer more closed or surface types of questions. 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.

.
To start the game, ask participants to look at the first question (on their respective lists), and work out whether it is open or closed, and then 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 to clarify that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way.

.
}}

{{activity|otr|: Facilitator talk on open and closed 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. . 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 an organic and inorganic fertilizer? 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}}

= Browsing the OER4Schools resource =

{{activity|stgw|: Browsing the OER4Schools resource.|10}} Now browse to http://www.oer4schools.org and identify a topic that is useful or of interest to you. If you have brought a laptop (or another device to which you can connect a USB stick), you should also browse the offline version provided. The offline version contains all content from the http://oer.educ.cam.ac.uk, including all videos. There is a lot of content but, for now, focus on the OER4Schools resource. As you are browsing, make a note of what you find, and consider:
* PMI: What do you think is a plus, what is a minus, what do you find interesting? Why?
* How would you be able to use this resource for your own purposes?
.

== Making a plan for the use of the resource ==

{{activity|wcd|: What did you find?|10}} We now discuss what you found. You should now have a good overview of the OER4Schools resource. OER4Schools is a complete programme, but you could also use parts of it. Is there overlap with your own activities? How might you be able to use OER4Schools? Or perhaps there is something that you can contribute?

URL: http://www.OER4Schools.org

== Quick feedback ==

* What did you find most valuable?
* What suggestions do you have for the OER4Schools team?



= Follow-up activities =

{{activity|afua|10}} What activities are we envisaging following up from this workshop? When are we doing them? How do we feed back? Let's agree a few activities that we might be able to do.

{{fup|1}} Activity 1.

{{fup|2}} Activity 2.

= Activity summary =

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Faculty Workshop May 2014

2014-05-28T11:35:40Z

Jomondi: /* Reflecting on current questioning practice */

= Workshop: OER4Schools - Developing innovative mathematics and science teaching in sub-Saharan Africa =

Please bring a laptop, tablet, etc. We will access the OER4Schools resource online, or use our OER4Schools memory sticks with the offline resource.

{{OER4S
|title=Faculty of Education Workshop May 2014
|session=8.6
}}{{OER4SchoolsWSInfo
|description=This is a trial session for our OER4Schools programme. We are doing a few activities together (such as cumulative talk, questioning, project-based learning) which are drawn from our programme. 
|intention=The learning intention is for participants to get a good practical overview of the OER4Schools programme, and to evaluate whether the programme could be useful for their sessions.
 
|success criteria=Success criteria are:
* Participants are able to select one or more activities and sessions that are useful for them.
* Participants are able to evaluate how the programme fits into their own education planning.
|ict=Participants have been asked to bring laptops and tablets (where available) so that they are able to browse the resource during the session.
|resources=Overhead projector, paper, pens.
}}[[Category:Dialogue]][[Category:Questioning]]

Note that to keep heading numbers simple, we are going to continue with top level headings, rather than creating sub-sections of section 3.

= Welcome to the workshop =

{{activity|Introduction to the workshop|15}} Let's go round and hear from each other. What are our backgrounds, and what are we interested in? What do we want to get out of this workshop? Let's appoint two scribes, and take notes. Let's share contact details.

= 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.|20}} 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 wildlife (saving a snake later becomes useful for the 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 of some kind. The 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 what has previously been said
* “respect others’ ideas” by adding to their idea, rather than changing it
* “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 an example of “cumulative talk”, where participants build on what the previous person has said (“cumulative talk” is one way of moving towards whole class dialogue).

= 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}},
* 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. Using mini-blackboards or paper, write a list of up to five questions 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 they offer more closed or surface types of questions. 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.

.
To start the game, ask participants to look at the first question (on their respective lists), and work out whether it is open or closed, and then 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 to clarify that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way.

.
}}

{{activity|otr|: Facilitator talk on open and closed 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. . 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 an organic and inorganic fertilizer? 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}}

= Browsing the OER4Schools resource =

{{activity|stgw|: Browsing the OER4Schools resource.|10}} Now browse to http://www.oer4schools.org and identify a topic that is useful or of interest to you. If you have brought a laptop (or another device to which you can connect a USB stick), you should also browse the offline version provided. The offline version contains all content from the http://oer.educ.cam.ac.uk, including all videos. There is a lot of content but, for now, focus on the OER4Schools resource. As you are browsing, make a note of what you find, and consider:
* PMI: What do you think is a plus, what is a minus, what do you find interesting? Why?
* How would you be able to use this resource for your own purposes?
.

== Making a plan for the use of the resource ==

{{activity|wcd|: What did you find?|10}} We now discuss what you found. You should now have a good overview of the OER4Schools resource. OER4Schools is a complete programme, but you could also use parts of it. Is there overlap with your own activities? How might you be able to use OER4Schools? Or perhaps there is something that you can contribute?

URL: http://www.OER4Schools.org

== Quick feedback ==

* What did you find most valuable?
* What suggestions do you have for the OER4Schools team?



= Follow-up activities =

{{activity|afua|10}} What activities are we envisaging following up from this workshop? When are we doing them? How do we feed back? Let's agree a few activities that we might be able to do.

{{fup|1}} Activity 1.

{{fup|2}} Activity 2.

{{setting of follow up}}

= Activity summary =

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Faculty Workshop May 2014

2014-05-28T11:33:49Z

Jomondi: /* Reflecting on current questioning practice */

= Workshop: OER4Schools - Developing innovative mathematics and science teaching in sub-Saharan Africa =

Please bring a laptop, tablet, etc. We will access the OER4Schools resource online, or use our OER4Schools memory sticks with the offline resource.

{{OER4S
|title=Faculty of Education Workshop May 2014
|session=8.6
}}{{OER4SchoolsWSInfo
|description=This is a trial session for our OER4Schools programme. We are doing a few activities together (such as cumulative talk, questioning, project-based learning) which are drawn from our programme. 
|intention=The learning intention is for participants to get a good practical overview of the OER4Schools programme, and to evaluate whether the programme could be useful for their sessions.
 
|success criteria=Success criteria are:
* Participants are able to select one or more activities and sessions that are useful for them.
* Participants are able to evaluate how the programme fits into their own education planning.
|ict=Participants have been asked to bring laptops and tablets (where available) so that they are able to browse the resource during the session.
|resources=Overhead projector, paper, pens.
}}[[Category:Dialogue]][[Category:Questioning]]

Note that to keep heading numbers simple, we are going to continue with top level headings, rather than creating sub-sections of section 3.

= Welcome to the workshop =

{{activity|Introduction to the workshop|15}} Let's go round and hear from each other. What are our backgrounds, and what are we interested in? What do we want to get out of this workshop? Let's appoint two scribes, and take notes. Let's share contact details.

= 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.|20}} 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 wildlife (saving a snake later becomes useful for the 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 of some kind. The 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 what has previously been said
* “respect others’ ideas” by adding to their idea, rather than changing it
* “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 an example of “cumulative talk”, where participants build on what the previous person has said (“cumulative talk” is one way of moving towards whole class dialogue).

= 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}},
* 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. Using mini-blackboards or paper, write a list of up to five questions 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 they offer more closed or surface types of questions. 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.

.
To start the game, ask participants to look at the first question (on their respective lists), and work out whether it is open or closed, and then 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 to clarify that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way.

.
}}

{{activity|otr|: Facilitator talk on open and closed 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 an organic and inorganic fertilizer? 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}}

= Browsing the OER4Schools resource =

{{activity|stgw|: Browsing the OER4Schools resource.|10}} Now browse to http://www.oer4schools.org and identify a topic that is useful or of interest to you. If you have brought a laptop (or another device to which you can connect a USB stick), you should also browse the offline version provided. The offline version contains all content from the http://oer.educ.cam.ac.uk, including all videos. There is a lot of content but, for now, focus on the OER4Schools resource. As you are browsing, make a note of what you find, and consider:
* PMI: What do you think is a plus, what is a minus, what do you find interesting? Why?
* How would you be able to use this resource for your own purposes?
.

== Making a plan for the use of the resource ==

{{activity|wcd|: What did you find?|10}} We now discuss what you found. You should now have a good overview of the OER4Schools resource. OER4Schools is a complete programme, but you could also use parts of it. Is there overlap with your own activities? How might you be able to use OER4Schools? Or perhaps there is something that you can contribute?

URL: http://www.OER4Schools.org

== Quick feedback ==

* What did you find most valuable?
* What suggestions do you have for the OER4Schools team?



= Follow-up activities =

{{activity|afua|10}} What activities are we envisaging following up from this workshop? When are we doing them? How do we feed back? Let's agree a few activities that we might be able to do.

{{fup|1}} Activity 1.

{{fup|2}} Activity 2.

{{setting of follow up}}

= Activity summary =

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Faculty Workshop May 2014

2014-05-28T11:31:29Z

Jomondi: /* Reflecting on current questioning practice */

= Workshop: OER4Schools - Developing innovative mathematics and science teaching in sub-Saharan Africa =

Please bring a laptop, tablet, etc. We will access the OER4Schools resource online, or use our OER4Schools memory sticks with the offline resource.

{{OER4S
|title=Faculty of Education Workshop May 2014
|session=8.6
}}{{OER4SchoolsWSInfo
|description=This is a trial session for our OER4Schools programme. We are doing a few activities together (such as cumulative talk, questioning, project-based learning) which are drawn from our programme. 
|intention=The learning intention is for participants to get a good practical overview of the OER4Schools programme, and to evaluate whether the programme could be useful for their sessions.
 
|success criteria=Success criteria are:
* Participants are able to select one or more activities and sessions that are useful for them.
* Participants are able to evaluate how the programme fits into their own education planning.
|ict=Participants have been asked to bring laptops and tablets (where available) so that they are able to browse the resource during the session.
|resources=Overhead projector, paper, pens.
}}[[Category:Dialogue]][[Category:Questioning]]

Note that to keep heading numbers simple, we are going to continue with top level headings, rather than creating sub-sections of section 3.

= Welcome to the workshop =

{{activity|Introduction to the workshop|15}} Let's go round and hear from each other. What are our backgrounds, and what are we interested in? What do we want to get out of this workshop? Let's appoint two scribes, and take notes. Let's share contact details.

= 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.|20}} 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 wildlife (saving a snake later becomes useful for the 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 of some kind. The 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 what has previously been said
* “respect others’ ideas” by adding to their idea, rather than changing it
* “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 an example of “cumulative talk”, where participants build on what the previous person has said (“cumulative talk” is one way of moving towards whole class dialogue).

= 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}},
* 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. Using mini-blackboards or paper, write a list of up to five questions 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 they offer more closed or surface types of questions. 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.

.
To start the game, ask participants to look at the first question (on their respective lists), and work out whether it is open or closed, and then 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 to clarify 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 closed 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 an organic and inorganic fertilizer? 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}}

= Browsing the OER4Schools resource =

{{activity|stgw|: Browsing the OER4Schools resource.|10}} Now browse to http://www.oer4schools.org and identify a topic that is useful or of interest to you. If you have brought a laptop (or another device to which you can connect a USB stick), you should also browse the offline version provided. The offline version contains all content from the http://oer.educ.cam.ac.uk, including all videos. There is a lot of content but, for now, focus on the OER4Schools resource. As you are browsing, make a note of what you find, and consider:
* PMI: What do you think is a plus, what is a minus, what do you find interesting? Why?
* How would you be able to use this resource for your own purposes?
.

== Making a plan for the use of the resource ==

{{activity|wcd|: What did you find?|10}} We now discuss what you found. You should now have a good overview of the OER4Schools resource. OER4Schools is a complete programme, but you could also use parts of it. Is there overlap with your own activities? How might you be able to use OER4Schools? Or perhaps there is something that you can contribute?

URL: http://www.OER4Schools.org

== Quick feedback ==

* What did you find most valuable?
* What suggestions do you have for the OER4Schools team?



= Follow-up activities =

{{activity|afua|10}} What activities are we envisaging following up from this workshop? When are we doing them? How do we feed back? Let's agree a few activities that we might be able to do.

{{fup|1}} Activity 1.

{{fup|2}} Activity 2.

{{setting of follow up}}

= Activity summary =

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Faculty Workshop May 2014

2014-05-28T10:58:14Z

Jomondi: /* Browsing the OER4Schools resource */

= Workshop: OER4Schools - Developing innovative mathematics and science teaching in sub-Saharan Africa =

Please bring a laptop, tablet, etc. We will access the OER4Schools resource online, or use our OER4Schools memory sticks with the offline resource.

{{OER4S
|title=Faculty of Education Workshop May 2014
|session=8.6
}}{{OER4SchoolsWSInfo
|description=This is a trial session for our OER4Schools programme. We are doing a few activities together (such as cumulative talk, questioning, project-based learning) which are drawn from our programme. 
|intention=The learning intention is for participants to get a good practical overview of the OER4Schools programme, and to evaluate whether the programme could be useful for their sessions.
 
|success criteria=Success criteria are:
* Participants are able to select one or more activities and sessions that are useful for them.
* Participants are able to evaluate how the programme fits into their own education planning.
|ict=Participants have been asked to bring laptops and tablets (where available) so that they are able to browse the resource during the session.
|resources=Overhead projector, paper, pens.
}}[[Category:Dialogue]][[Category:Questioning]]

Note that to keep heading numbers simple, we are going to continue with top level headings, rather than creating sub-sections of section 3.

= Welcome to the workshop =

{{activity|Introduction to the workshop|15}} Let's go round and hear from each other. What are our backgrounds, and what are we interested in? What do we want to get out of this workshop? Let's appoint two scribes, and take notes. Let's share contact details.

= 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.|20}} 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 wildlife (saving a snake later becomes useful for the 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 of some kind. The 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 what has previously been said
* “respect others’ ideas” by adding to their idea, rather than changing it
* “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 an example of “cumulative talk”, where participants build on what the previous person has said (“cumulative talk” is one way of moving towards whole class dialogue).

= 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}},
* 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. Using mini-blackboards or paper, write a list of up to five questions 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 they offer more closed or surface types of questions. 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), and work out whether it is open or closed, and then 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 to clarify 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 closed 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 an organic and inorganic fertilizer? 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}}

= Browsing the OER4Schools resource =

{{activity|stgw|: Browsing the OER4Schools resource.|10}} Now browse to http://www.oer4schools.org and identify a topic that is useful or of interest to you. If you have brought a laptop (or another device to which you can connect a USB stick), you should also browse the offline version provided. The offline version contains all content from the http://oer.educ.cam.ac.uk, including all videos. There is a lot of content but, for now, focus on the OER4Schools resource. As you are browsing, make a note of what you find, and consider:
* PMI: What do you think is a plus, what is a minus, what do you find interesting? Why?
* How would you be able to use this resource for your own purposes?
.

== Making a plan for the use of the resource ==

{{activity|wcd|: What did you find?|10}} We now discuss what you found. You should now have a good overview of the OER4Schools resource. OER4Schools is a complete programme, but you could also use parts of it. Is there overlap with your own activities? How might you be able to use OER4Schools? Or perhaps there is something that you can contribute?

URL: http://www.OER4Schools.org

== Quick feedback ==

* What did you find most valuable?
* What suggestions do you have for the OER4Schools team?



= Follow-up activities =

{{activity|afua|10}} What activities are we envisaging following up from this workshop? When are we doing them? How do we feed back? Let's agree a few activities that we might be able to do.

{{fup|1}} Activity 1.

{{fup|2}} Activity 2.

{{setting of follow up}}

= Activity summary =

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Learning objectives and success criteria

2014-05-15T11:01:33Z

Jomondi: /* Forming Learning Objectives and Success Criteria */

{{OER4S
|title={{Get session title}}
|session=4.2
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* using an '''assessment inventory''' as a self-assessment measure
* two AfL strategies that improve students metacognition and lead to better learning: sharing '''learning objectives''' and sharing '''success criteria'''
* writing/forming learning objectives and success criteria
* activities covered in previous sessions that can be adapted for AfL e.g. magic microphone, concept mapping, talking points

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* keep a record of the assessment methods that you have used on your assessment inventory
* listen to some Zambian teachers' experience of sharing learning objectives and think about the pros and cons of doing so
* understand the need for sharing learning objectives and sharing success criteria by completing an activity to illustrate this
* plan to write learning objectives and success criteria
* revisit activities covered in previous sessions and think about ways of adapting them for use with AfL

|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 =

{{activity|ia|: Updating the assessment inventory|5}} Update the assessment inventory {{File|My assessment inventory.doc}} that you started in the previous session. Add the date in the second 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. If you have used Traffic Lights for assessment you can include that now.

= Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the powerpoint presentation last week that sharing learning objectives and success criteria are two AfL strategies. We will now do an activity to illustrate these strategies. After you complete each question, swap with your neighbour and assess each others attempt (peer assessment).

{{activity|ia|: Answering questions.|10}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|stgw| in pairs: Peer assessment.|5}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and '''display them one at a time '''. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please draw a child (do this again even though you did it already in question 1) and label parts of its body.
* Question 3: 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.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|wcd|: Whole Group discussion.|5}} Discuss:

First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

Which of the questions has resulted in the most meaningful drawing of a child?

{{ednote|text=
Inform participants that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

A '''learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be. (AfL Guidance (2007) KS 1-2, Pg 8)

'''Success criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention. (AfL Guidance (2007) KS 1-2, Pg 12)

Consider watching this short video if you are unsure of the differences between learning objectives and success criteria. The teacher in the video uses two acronyms for these:

* '''W A L T''' = '''W'''e '''A'''re '''L'''earning '''T'''o... (learning objectives)
* '''W I L F''' = '''W'''hat '''I''' 'm '''L'''ooking '''F'''or... (success criteria)

{{: Video/Pedpack2-12.m4v }}

{{activity|wcd|: on the similarities and differences between learning objectives and success criteria.|5}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

'''Why share learning objectives with students?'''

[[Image: Agness fun maths2.jpeg|right|300px]]
Informing pupils about what they are going to learn and why they should learn it gives pupils the tools they need to take more responsibility for their own learning and achieve learning independence. Practice shows that pupils who regularly receive this information in the classroom are:

* more focused for longer periods of time;
* more motivated;
* more involved in their learning; and
* better able to take responsibility for their own learning.

This step also immediately and actively involves pupils with their own learning, even before the activity or lesson has begun, and it offers opportunities for key interactions between you and your pupils." (AfL Guidance (2007) KS 1-2, Pg 8)

So, if pupils know what the goals are, they can be more active and proactive in reaching them.

{{ednote|text=
The audio clip features teachers discussing about 'feeling uncomfortable' when sharing learning objectives with their students. Whilst '''we acknowledge that sharing learning objectives with your students is not standard practice in {{Zambia|Zambia}}{{Kenya|Kenya}}''' there are very good reasons for doing so. Students being aware of what they are expected to learn in a lesson is a step along the way towards them developing their understanding of what is involved in being successful. By students taking greater responsibility for their learning, they are improving their '''metacognition''' and this has been shown by numerous researchers to have a high level of impact on attainment, especially for students working at a slower pace. The Education Endowment Foundation (EEF) has put together a toolkit currently covering 30 topics, each summarised in terms of their average impact on attainment, the strength of the evidence supporting them and their cost. You will see from this that '''strategies that improve student's metacognition are highly effective at improving attainment for very little cost'''. Ensure that participants have grasped this vital piece of information. http://educationendowmentfoundation.org.uk/toolkit/approaches/into

}}

{{activity|otr|: Listening to some Zambian teachers reflecting on how they felt about sharing learning objectives with their students.|5}}
We now listen to a clip that was recorded during an interview with a group of Zambian teachers that have been though the OER4 Schools professional development programme already. They have been asked by the interviewer if there are any new practices that they have learned through the programme they felt that they may not continue with in their own practice.
{{speechbubble|text=“I should just know those objectives as a teacher, but not necessarily telling them to say "today we are going to achieve these objectives".”}}

'''Teachers interview - learning objectives''':
{{: Video/Teachers interview - learning objectives.mp3 }}

{{transcript|text=
''''Transcript:'''
{{: Video/Teachers interview - learning objectives.mp3/transcript }}
}}

{{activity|wcd|: on the pros and cons of sharing learning objectives and success criteria with your students.|5}}

* What do you think about the point of view expressed in the audio clip?
* Do you think you will feel the same or different when you introduce learning objectives and success criteria to your students?
* How does the research evidence in favour of sharing learning objectives impact on how you feel about this?
* Can you think of any other pros or cons for using these two AfL strategies?
* What could you say to an education minister who visited your class and challenged you about your use of learning objectives and success criteria?

= Forming Learning Objectives and Success Criteria =
{{ednote|text=
Remind the participants that one of the learning objectives for today’s session is to form learning objectives and success criteria. Also draw to their attention the use of learning objectives and success criteria at the beginning of each session throughout the programme.
}}

{{background|text =
'''Points to remember for forming learning objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) {{Zambia|we are learning names of Zambian provinces and their capitals.}}{{Kenya|we are learning names of Kenyan counties and their capitals.}}
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in {{Zambia|Zambia}}{{Kenya|Kenya}}.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity.
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, (2) we are learning to work effectively in groups, (3) we are learning to use evidence to support an opinion, and (4) we are learning to interpret data.
* Learning objectives should be in simple language that students can easily understand.
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (AfL Guidance (2007) KS 1-2, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria.

Note: You might want to record the learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming success criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

}}
{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming learning objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming success criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|stgw| in pairs.|10}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|wcd|: Whole Group discussion|10}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''{{activitytag|Magic microphone}}''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''{{Activitytag|Concept Mapping}}''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''{{activitytag|Talking Points}}''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘{{activitytag|No hands up}}’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|wcd|: Whole group discussion.|10}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= {{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.

{{fup|B}} Share with your class the learning objective and success criteria that you have formed in the session today. Consider using '''W A L T''' and '''W I L F''' to help your students get to grips with what is meant by learning objectives and success criteria. Record your experiences on the dictaphone and upload onto the server.

{{fup|C}} Form learning objectives and success criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your learning objectives and success criteria for discussion in the next session.

{{fup|D}} Try out one or more of the adapted activities for AfL that we discussed today in Activity 6. Record your experiences on the dictaphone and upload onto the server.

{{fup|E}} ''Optional reading activity'' (if you want to go into the material covered in greater depth). As there is a lot of material to cover we have suggested a way of doing so to reduce the burden for each individual.

Divide yourself into two groups (for practical reasons, choose members of these groups who can work together outside the workshop session if possible).

The group tasks are:
* '''Group One''': Read pages 8 to 11 about Learning Intentions from the “AfL Guidance (2007) for KS 1-2” .pdf document ({{File|AfL-Guidance_KS_1-2-2007-pages_1_to_14.pdf}}). You can skip sections 'Defining the learning' and 'what makes a good learning intention' as these have been covered in the session. Read everything else.
* '''Group Two''': Read pages 12 to 14 about success criteria from the “AfL Guidance (2007) for KS 1-2” .pdf document ({{File|AfL-Guidance_KS_1-2-2007-pages_1_to_14.pdf}}).
*'''Both groups''': Identify points (from your group's pages) that are new (i.e. have not been discussed during the session). Record a few notes about these points for the benefit of the other group members and bring these to the next session. You could also email them to the OER4schools Google group mailing list.
*'''Note''': We recommend that you read all pages 1 to 14 from the document as background reading for AfL and the two strategies discussed in this session.

{{setting of follow up}}

= Acknowledgements =
Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

Thanks once again to Sue Swaffield (University of Cambridge) for the ideas we drew on in this session.

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Learning objectives and success criteria

2014-05-15T11:00:00Z

Jomondi: /* Forming Learning Objectives and Success Criteria */

{{OER4S
|title={{Get session title}}
|session=4.2
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* using an '''assessment inventory''' as a self-assessment measure
* two AfL strategies that improve students metacognition and lead to better learning: sharing '''learning objectives''' and sharing '''success criteria'''
* writing/forming learning objectives and success criteria
* activities covered in previous sessions that can be adapted for AfL e.g. magic microphone, concept mapping, talking points

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* keep a record of the assessment methods that you have used on your assessment inventory
* listen to some Zambian teachers' experience of sharing learning objectives and think about the pros and cons of doing so
* understand the need for sharing learning objectives and sharing success criteria by completing an activity to illustrate this
* plan to write learning objectives and success criteria
* revisit activities covered in previous sessions and think about ways of adapting them for use with AfL

|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 =

{{activity|ia|: Updating the assessment inventory|5}} Update the assessment inventory {{File|My assessment inventory.doc}} that you started in the previous session. Add the date in the second 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. If you have used Traffic Lights for assessment you can include that now.

= Need for Sharing Learning Objectives and Success Criteria=

It was mentioned in the powerpoint presentation last week that sharing learning objectives and success criteria are two AfL strategies. We will now do an activity to illustrate these strategies. After you complete each question, swap with your neighbour and assess each others attempt (peer assessment).

{{activity|ia|: Answering questions.|10}} Fold a plain sheet of paper into 3 equal parts. Write ‘Answer 1’ on the top of the first section, ‘Answer 2’ on the top of the second section and ‘Answer 3’ on the top of the third section. The facilitator will display and read 3 questions for you. Answer them in the respective area on the sheet.

{{activity|stgw| in pairs: Peer assessment.|5}} After answering each question, exchange your sheet with the person sitting next to you. Assess their work. Be critical. Then take your sheets back to answer the next question.

{{ednote|text=
The questions are given below. Write each question on the blackboard or flip chart sheets and '''display them one at a time '''. Also read them out.

Allow 3-4 minutes to answer each question, but no longer. After answering each question, ask participants to exchange their sheets and assess their neighbour’s work. Do not allow participants to change answers or assessment once it has been done.

While reading, say the words exactly as they are given below:
* Question 1: Draw a child.
* Question 2: We are learning to name parts of the body. For this please draw a child (do this again even though you did it already in question 1) and label parts of its body.
* Question 3: 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.

If participants are not sure about sense organs, mention that there are five senses: seeing, tasting, hearing, touching and smelling.

If participants are not sure about parts of the body that have joints, give examples such as elbow, knee, shoulder.
}}

{{activity|wcd|: Whole Group discussion.|5}} Discuss:

First, think as a learner who was assessed,
* Answering which question was easiest? Why?
* In which question were you most and least sure about your success? Why?
* In which question did you have most and least anxiety about the outcome? Why?

Now, think as an assessor,
* Assessing which question was most easy and least easy? Why?
* Assessing which question was most fair and least fair? Why?

Which of the questions has resulted in the most meaningful drawing of a child?

{{ednote|text=
Inform participants that: Question 2 is an example of sharing learning objectives with students; and Question 3 is an example of sharing success criteria with students. More discussion on this will be done during this session, but see if participants realise that learners can succeed much more easily in the classroom if they are told in advance what the criteria for success are.
}}

= Understanding Learning Objectives and Success Criteria=

‘Learning objective’ has also been referred to as ‘Learning intention’ in AfL literature.

A '''learning Intention''' is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be. (AfL Guidance (2007) KS 1-2, Pg 8)

'''Success criteria''' are the statements that help pupils recognise if they have been successful in their learning. They summarise the main teaching points (key ingredients) or processes (key steps), and they always link directly to the learning intention. They essentially spell out the steps required to achieve the learning intention, offering explicit guidance on how to be successful. By referring to the success criteria, pupils know if they have achieved the learning intention. (AfL Guidance (2007) KS 1-2, Pg 12)

Consider watching this short video if you are unsure of the differences between learning objectives and success criteria. The teacher in the video uses two acronyms for these:

* '''W A L T''' = '''W'''e '''A'''re '''L'''earning '''T'''o... (learning objectives)
* '''W I L F''' = '''W'''hat '''I''' 'm '''L'''ooking '''F'''or... (success criteria)

{{: Video/Pedpack2-12.m4v }}

{{activity|wcd|: on the similarities and differences between learning objectives and success criteria.|5}} Read Question 2 and Question 3 displayed on the board or flip chart again. Discuss:

* What are the similarities between Learning Objectives and Success Criteria for AfL?
* What are the differences between Learning Objectives and Success Criteria for AfL?

{{ednote|text=
Mention these points if participants have not already mentioned them.

Learning Objectives and Success Criteria are '''similar''' because:
* success criteria spell out the specific features of the learning objective
* learning objective and success criteria can be same (constant over time) even if the activity changes, e.g. parts of the body can be learnt by drawing (as above) or it can be learnt through poems, stories, questioning and dialogue, or direct teaching; but learning objective and success criteria remain the same
* both provide guidance to students about what is expected from them

Learning Objective and Success Criteria are '''different''' because:
* Learning objective relates to a topic/lesson while success criteria relate to an activity – spell out the steps needed to achieve the learning objective
* The same learning objective can have different success criteria in different grades. e.g. success criteria for the objective of drawing parts of the body will be simple (such as, head, arms, legs) for Grade 1 but detailed (such as in Question 3) for Grade 4
}}

'''Why share learning objectives with students?'''

[[Image: Agness fun maths2.jpeg|right|300px]]
Informing pupils about what they are going to learn and why they should learn it gives pupils the tools they need to take more responsibility for their own learning and achieve learning independence. Practice shows that pupils who regularly receive this information in the classroom are:

* more focused for longer periods of time;
* more motivated;
* more involved in their learning; and
* better able to take responsibility for their own learning.

This step also immediately and actively involves pupils with their own learning, even before the activity or lesson has begun, and it offers opportunities for key interactions between you and your pupils." (AfL Guidance (2007) KS 1-2, Pg 8)

So, if pupils know what the goals are, they can be more active and proactive in reaching them.

{{ednote|text=
The audio clip features teachers discussing about 'feeling uncomfortable' when sharing learning objectives with their students. Whilst '''we acknowledge that sharing learning objectives with your students is not standard practice in {{Zambia|Zambia}}{{Kenya|Kenya}}''' there are very good reasons for doing so. Students being aware of what they are expected to learn in a lesson is a step along the way towards them developing their understanding of what is involved in being successful. By students taking greater responsibility for their learning, they are improving their '''metacognition''' and this has been shown by numerous researchers to have a high level of impact on attainment, especially for students working at a slower pace. The Education Endowment Foundation (EEF) has put together a toolkit currently covering 30 topics, each summarised in terms of their average impact on attainment, the strength of the evidence supporting them and their cost. You will see from this that '''strategies that improve student's metacognition are highly effective at improving attainment for very little cost'''. Ensure that participants have grasped this vital piece of information. http://educationendowmentfoundation.org.uk/toolkit/approaches/into

}}

{{activity|otr|: Listening to some Zambian teachers reflecting on how they felt about sharing learning objectives with their students.|5}}
We now listen to a clip that was recorded during an interview with a group of Zambian teachers that have been though the OER4 Schools professional development programme already. They have been asked by the interviewer if there are any new practices that they have learned through the programme they felt that they may not continue with in their own practice.
{{speechbubble|text=“I should just know those objectives as a teacher, but not necessarily telling them to say "today we are going to achieve these objectives".”}}

'''Teachers interview - learning objectives''':
{{: Video/Teachers interview - learning objectives.mp3 }}

{{transcript|text=
''''Transcript:'''
{{: Video/Teachers interview - learning objectives.mp3/transcript }}
}}

{{activity|wcd|: on the pros and cons of sharing learning objectives and success criteria with your students.|5}}

* What do you think about the point of view expressed in the audio clip?
* Do you think you will feel the same or different when you introduce learning objectives and success criteria to your students?
* How does the research evidence in favour of sharing learning objectives impact on how you feel about this?
* Can you think of any other pros or cons for using these two AfL strategies?
* What could you say to an education minister who visited your class and challenged you about your use of learning objectives and success criteria?

= Forming Learning Objectives and Success Criteria =
{{ednote|text=
Remind the participants that one of the learning objectives for today’s session is to form learning objectives and success criteria. Also draw to their attention the use of learning objectives and success criteria at the beginning of each session throughout the programme.
}}

{{background|text =
'''Points to remember for forming learning objectives:'''
* Learning objectives relate to what students are expected to: know, understand and do (knowledge, understanding and skills). (You can also refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout for this.)
** Knowledge or factual information: e.g. (1) we are learning about ‘learning objectives and success criteria’ for AfL, and (2) {{Zambia|we are learning names of Zambian provinces and their capitals. {{Kenya|we are learning names of Kenyan counties and their capitals.}}
** Understanding such as concepts, reasons and processes: e.g. (1) we are learning about the relationship between learning objectives and success criteria, and (2) we are learning reasons for pollution in {{Zambia|Zambia}}{{Kenya|Kenya}}.
** Skills or abilities acquired through training or experience. e.g. (1) we are learning to form learning objectives and success criteria for AfL, and (2) we are learning to draw bar graphs from raw data.
* Learning objectives specify learning. They do not specify the activity.
* It is good to have generic learning objectives that can be transferred across the curriculum, e.g. (1) we are learning to download pictures from flickr, (2) we are learning to work effectively in groups, (3) we are learning to use evidence to support an opinion, and (4) we are learning to interpret data.
* Learning objectives should be in simple language that students can easily understand.
* Learning objectives should be broad enough to allow pupils of all capabilities to achieve them; “the '''differentiation''' is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.” (AfL Guidance (2007) KS 1-2, Pg 10). So you might expect some pupils to achieve more but they will all share the same learning objective and success criteria.

Note: You might want to record the learning objective on the blackboard at the beginning of a lesson or you may already be doing this.

'''Points to remember for forming success criteria:'''
* Success criteria relate to the specific activity
* Success criteria focus on specific teaching points or processes, e.g. in Question 3 above, the success criteria focus on including particular parts of the body (teaching points)
* Success criteria should also have simple child-friendly language

}}
{{ednote|text=
Display the following on the board or a flip chart sheet and read it aloud:

Your success criteria for forming learning objectives are:
* focus on learning
* one key aspect from knowledge, understanding or skill (understanding and skill preferred)
* simple child-friendly language

Your success criteria for forming success criteria are:
* specific to the activity for achieving learning objective
* detailed information about your expectation of students
* simple child-friendly language
}}

{{activity|stgw| in pairs.|10}} Read Question 2 and Question 3 displayed on the flip charts again. With a same grade buddy, think of a topic that you will be teaching this week. Form the learning objectives and success criteria for this topic. Write them on the board or flip chart so that everybody will be able to see them. Your facilitator has already displayed the success criteria for this activity. Think about '''differentiation''' – how can all pupils achieve the learning intention to some degree?

{{activity|wcd|: Whole Group discussion|10}} Display your planned activity and read out your learning objective and success criteria to all other participants.
Other participants should:
* assess the learning objective and success criteria in view of the success criteria mentioned above
* comment positively about criteria that are met
* make suggestions for addressing any criteria that are not yet met

= Activities for AfL =

In the previous units you have done some activities that can be used for AfL with some adaptation. Today we will revisit these activities in the context of AfL.

{{ednote|text=
If there is time, form three groups. Ask each group to read one activity and do a role play of carrying out the activity in the class. Role play can be done by one participant acting as a teacher and other participants acting as students. Some acting students demonstrate right answers, some demonstrate wrong answers, and some demonstrate partial understanding. The acting teacher demonstrates handling of all these answers.

Alternatively, different groups can explain the activities with more examples.
}}

* '''{{activitytag|Magic microphone}}''' ([[OER4Schools/2.1_Introduction_to_whole_class_dialogue_and_effective_questioning|Unit 2 Session 1]]) - Ask an open question about a topic, for example “How many ways can you think of to make 23?”. Pass around a prop. Whoever has the prop will give one answer to the question. Allow students to use mini-blackboards to work out their answers. If many students give right answers, increase the challenge by changing to a 3-digit number. If many students give the wrong answer, revise the topic again in class.

* '''{{Activitytag|Concept Mapping}}''' ([[OER4Schools/2.4_Concept_mapping|Unit 2 Session 4]]) - Write the main topic for which aspects have already been covered over a period of time in different lessons, on a concept mapping software or black board. Ask students to review all that they have learned about the topic and report them as answers. Record answers but do not correct wrong answers at this time. Review all answers in the end by asking students for opinion about each answer - if they are right; wrong; and how they can be improved. Avoid naming any student who said the wrong answers. For topics for which many students think positively about the wrong answer, revise them again in class. e.g. for the topic ‘mammals’ if many students think that man is not a mammal, revise the topic.

* '''{{activitytag|Talking Points}}''' ([[OER4Schools/3.5_Talking_points_and_effective_group_work|Unit 3 Session 5]]) - Frame some right, some wrong and some unsure statements about a topic. Try to include topics for which your students have struggled during teaching. Discuss each sentence as a whole class activity. Try the '''‘{{activitytag|No hands up}}’''' strategy; this supports AfL because it allows you to assess understanding of any learners that you think may not understand or may not be following. If shy pupils do not participate, use this or other non-voluntary participation strategies ([[OER4Schools/2.3_More_on_questioning|Unit 2 Session 3]]) to select students for answering. You will come to know about common misconceptions through this activity so that you can address them.

{{activity|wcd|: Whole group discussion.|10}} Discuss:
* Which activity(ies) do you think you would like to try this week? Why?
* Do you foresee any problems in carrying out these activities based on your previous experience of doing them? Discuss solutions with your peers.

= {{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.

{{fup|B}} Share with your class the learning objective and success criteria that you have formed in the session today. Consider using '''W A L T''' and '''W I L F''' to help your students get to grips with what is meant by learning objectives and success criteria. Record your experiences on the dictaphone and upload onto the server.

{{fup|C}} Form learning objectives and success criteria for as many lessons as you can during this week. Refer to verbs in the Bloom’s Taxonomy mentioned in the VVOB handout ‘Questioning the questions’ (pages 3 to 6) for this. Make a note of your learning objectives and success criteria for discussion in the next session.

{{fup|D}} Try out one or more of the adapted activities for AfL that we discussed today in Activity 6. Record your experiences on the dictaphone and upload onto the server.

{{fup|E}} ''Optional reading activity'' (if you want to go into the material covered in greater depth). As there is a lot of material to cover we have suggested a way of doing so to reduce the burden for each individual.

Divide yourself into two groups (for practical reasons, choose members of these groups who can work together outside the workshop session if possible).

The group tasks are:
* '''Group One''': Read pages 8 to 11 about Learning Intentions from the “AfL Guidance (2007) for KS 1-2” .pdf document ({{File|AfL-Guidance_KS_1-2-2007-pages_1_to_14.pdf}}). You can skip sections 'Defining the learning' and 'what makes a good learning intention' as these have been covered in the session. Read everything else.
* '''Group Two''': Read pages 12 to 14 about success criteria from the “AfL Guidance (2007) for KS 1-2” .pdf document ({{File|AfL-Guidance_KS_1-2-2007-pages_1_to_14.pdf}}).
*'''Both groups''': Identify points (from your group's pages) that are new (i.e. have not been discussed during the session). Record a few notes about these points for the benefit of the other group members and bring these to the next session. You could also email them to the OER4schools Google group mailing list.
*'''Note''': We recommend that you read all pages 1 to 14 from the document as background reading for AfL and the two strategies discussed in this session.

{{setting of follow up}}

= Acknowledgements =
Some parts of this session have been adapted or reproduced from:
CCEA: Afl Guidance KS 1-2 – 2007, with the kind permission of the Northern Ireland Council for the Curriculum, Examinations and Assessment.

Thanks once again to Sue Swaffield (University of Cambridge) for the ideas we drew on in this session.

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/ICT/Robots and spreadsheets part 2

2014-05-15T10:37:11Z

Jomondi:

{{ednote|text=
Facilitator distributes "traffic lights". {{Zambia|In Zambia, and part of southern Africa, these are knowns as "robots".}}. {{Kenya|In Kenya these are known as traffic lights and that is what we are going to refer to.}}
This is the first time we mention traffic lights and it would be a good idea to know what they mean in this context. This information can be found on the two pages:
[[OER4Schools/activities/Traffic lights|Traffic lights]], [[OER4Schools/How to make robots (traffic lights)|How to make traffic lights]]. Make sure that before you get to this session you familiarise yourself with traffic lights and that you have some traffic lights ready with you.
}}

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

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

{{activity|dtgw| with ICT on various topics.|15}} You now have 15 minutes to do ICT practice, and we return to working with spreadsheets. Below are the two sets of exercises with spreadsheets: one you have already encountered in a previous session, and the other is new. Revisit what you have done, and then work on some new things. Remember, that many of the applications you are using are pretty open ended, so explore additional things that interest you.

{{oinc|OER4Schools/Spreadsheet exercises/1}}
{{oinc|OER4Schools/Spreadsheet exercises/2}}

OER4Schools/ICT/Robots and spreadsheets part 2

2014-05-15T10:26:06Z

Jomondi:

{{ednote|text=
Facilitator distributes "traffic lights". {{Zambia|In Zambia, and part of southern Africa, these are knowns as "robots".}}. {{Kenya|In Kenya these are known as traffic lights and that is what we are going to refer to.}}

[[OER4Schools/activities/Traffic lights|Traffic lights]], [[OER4Schools/How to make robots (traffic lights)|How to make traffic lights]]
}}

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

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

{{activity|dtgw| with ICT on various topics.|15}} You now have 15 minutes to do ICT practice, and we return to working with spreadsheets. Below are the two sets of exercises with spreadsheets: one you have already encountered in a previous session, and the other is new. Revisit what you have done, and then work on some new things. Remember, that many of the applications you are using are pretty open ended, so explore additional things that interest you.

{{oinc|OER4Schools/Spreadsheet exercises/1}}
{{oinc|OER4Schools/Spreadsheet exercises/2}}

User:Jomondi

2014-04-23T13:33:12Z

Jomondi:

I am a teacher in Kenya.
My school is situated in Nairobi but within a slum area.This poses a lot of challenges to the students'''. I work 5 days a week.

I am now in '''Cambridge''' working on a project to improve on '''curriculum implementation''' through the use of ''[[OER4Schools]]'', see [[OER4Schools/Kenya]].
It is a wonderful experience and a life time opportunity.I hope to make a lot of contributions in Kenyan Education. I am here for three months. (April - July 2014)

{{kenya|text=
Session 1.1 The title to read.An introduction to interactive Kenyan classroom.

The intentions and objectives are quite good and can be adopted for Kenyan context.But what is a netbook?
To achieve a success cretaria all the suggestions given are workable though it can generate a lot of noise and may take longer than the scheduled time for a single lesson in kenya.
The information on whole class dialogue is ok.The idea of conducting a workshop is also good because it gives one an opportunity to share the best practice.
Ground rules must definitely be set for the smooth running of the programs. that have been put in place.The idea of record of attendance being maintained will help to keep them in check.To be adopted.
Working in groups and sharing of ideas is the best way to get more information on what you are looking at.to be adopted because a large number will be allowed to contribute.
And there is respect for every participant.

The video is good because it presents a typical kenyan school but the names of the regions where the children come from and the accent is not kenyan.we could change this to a kenyan context.
Everything about session 1.1 for Kenyan context is good with very little modifications.
session 1.2 is equally adoptable for the kenyan context except for the photos that can be changed a bit to meet our standards.The idea about lesson plans is practical in Kenya and incooperating ICT or interactive learning will make it more real.Given that lesson run for 35min.more time needs to be scheduled to include this.With he excitement and the noise that may be generated the teacher should be able to supervise and control.
Still on the cycle of plan-teach-reflect that would give the teacher a chance to assess what the learners have gained.
Classroom assistants may be sourced for but how will they benefit from this if they already have the knowledge?

Most of the primary schools operate at the same time particular where learning resources eg classrooms are not limited.Time is between 8:00-3:20pm.
The teachers may chose to extend with the senior classes but this is not approved of by the ministry.
All the other areas are great and can be adapted

Allowing the children to freely interact with and familiarize themselves with a computer is acceptable so that the teacher can move from the known to unknown.

The notices on the ICT-agreements is excellent.
Just a thought that if learners with visual impairment could also be taken care of in this interactive learning.

In areas where there are limited resources particularly buildings,we could have one resource centre in a school to be used by all the pupils but at different times.
This would help maximise on time.

Reflecting on the the lessons is great because the teacher needs to know how much they are achieving with this resource.
Recording of fortnightly is ideal.The wholen idea of integrating ICT in education is a government initiative in Kenya so it should have all the blessings.
I have contacts of an ICT fellow at the ministry and he is willing to be contacted at to assist on any policy issue.

The idea in 1.4 on interactive teaching both with ICT and without is ok for adaptation.

On GeoGebra I am not very confident with the topics but I am reliably informed that the topics are covered in the syllabus at both primary and secondary levels.

The use of mobile computing technologies is also great so that the learner can freely move and interact with both the teacher and other learners.

1.5 The issue of leadership for learning is equally important because it brings everybody on board.All the stakeholders used in the video are relevant in the Kenyan context.Relating this to home environment is superb.
In Kenya currently a lot of sharing is encouraged through guidance and counselling since corporal punishment was banned.

LfL is equally important with the introduction of students council as a form of leadership everyone can learn from one another or even the environment.
There is a lot of goodwill on refresher courses that are geared towards making learning student friendly.
2.1 Creating supporting environment for dialogue is key to any proper communication.So this is ok.
Cumulative talk is brilliant as it encourages listening and speaking skills which are highly encouraged in the kenyan curriculum
Whole class discussion through creating supportive environment is good and the videos are ok.Creates an opportunity for a very lively classroom.
Connecting with the overarching goals of the programme good.
2.2 The topic on questioning is good and the various questioning techniques can be adapted.

Having participants pick a topic and formulate questions on it encourages interaction.
The video on crime writing is good and should be adapted.
The idea of using questioning techniques to promote thinking is a good idea which should work for any teacher.
It helps to create an interacive classroom which increases pupil participation.

2.4 Concept mapping is equally good and should be adapted.
Whole class dialogue for me is the best way to achieve interaction.
2.5 All stakeholders in a school are important and should be brought on board.The idea of LfL is a brilliant idea which should be pursued to ensure that everybody in the school community knows what is taking place.
Of equal importance is involving parents in the learning of their children.They would be able to appreciate what is going on and even promot it.
Recently introduced students's tracking tool.The students and their parents are given the content of the curriculum and with the help of the parent a child is able to identify areas that give them more challenges and then a teacher can foll up next time.
The heads of schools and the ministry officials should be put in the know to support this.
Haviing students from a higher grade assisting the lower grades can be a good idea and may help to boost their confidence.
The students' council is equally important because it also deals with reading and learning.

3.1 On group work.
The issue on the type of talks that can be used by various groups is of importance to any teacher.Group work in totality is important because it aids learning through interaction.
Having the groups work on same task and different task is equally important.The whole chapter to be adapted.
The whole idea of group work and it's management is achievable.To be adapted.
All the videos are equally relevant and should be used as they are.
There is no clear policy in Kenya on grouping this is left for the teacher to assess the level of need of his/her class and group them accordingly.
It would be a good idea to have the students in a mixed ability group.The idea of same ability can be shelved for Kenya.
3.4 The idea on talking points and managing effeective group work is interactive and should be adapted.
In the Kenyan context the grouping is only done as far as exams are concerned and it all depends on a school.This is a useful technique in handling group work.
3.5 On practising group work with etherpad application the to[oics to be discussed can be changed to read:
1.What is the importance of Kenya's Mashujaa Day?( Heros day)
2. Factors affecting vegetation in Kenya.
All the other questions are relevant and should be adapted.
Lesson planning for any teacher is important and so the whole chapter on designing an interactive lesson plan should be adapted.

4.1 Assessment for learning is necessary for anyone who wants to know where they are coming from and where they are going.To be adapted.
}}

[[/sandbox|sandbox]]

User:Jomondi

2014-04-23T12:05:31Z

Jomondi:

User:Jomondi

2014-04-23T11:26:23Z

Jomondi:

User:Jomondi

2014-04-23T09:35:07Z

Jomondi:

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OMONDI IS MY SIR NAME
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User:Jomondi/sandbox

2014-04-09T11:33:19Z

Jomondi:

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= Normal wiki markup =

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[http://www.educ.cam.ac.uk the faculty of education]

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