OER in Education - User contributions [en]

OER4Schools/Introduction to whole class dialogue and effective questioning

2015-02-26T14:07:56Z

Ll486:

{{OER4S
|title=Introduction to whole class dialogue and effective questioning
|session=2.1
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* creating a supportive learning environment for dialogue through body language, emotional support and enthusiasm for pupil learning,
* one aspect of whole class dialogue '''cumulative talk''',
* '''classroom management techniques''' for whole class dialogue such as forming classroom rules in consultation with pupils, and
* the idea of an '''assessment portfolio'''.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* role play a cumulative talk activity using the '''magic microphone''' technique to generate enthusiasm,
* plan a cumulative talk activity for use in the classroom and consider using a '''horseshoe seating arrangement''' to encourage peer co-operatively, and
* identify features that illustrate 'a supportive classroom environment' whilst watching videos of whole class dialogue in action.

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* continuation of Geogebra practice
* planning another slideshow with OpenOffice Impress

{{ OER4SchoolsWSInfo/ICT intro students}}
* another image sequencing activity
* typing practice in the classroom
}}

= {{name for review of follow up|offset=2}} =
[[Image:oer4s whole class dialogue.jpg|thumb|300px]]

{{review of follow up|offset=2}}

= Creating a supportive environment for dialogue =

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

We start this process by exploring the {{activitytag|magic microphone}} and then exploring {{activitytag|cumulative talk}}.

{{activity|magic microphone| on the last workshop.|10}} Use a prop, for example a stick or a long pencil as a magic microphone, or a ball. Whoever gets the prop answers an open-ended question such as ‘one thing from the last workshop that I could use effectively in my classroom was...’ or ‘what I did not find useful from the last workshop was...’.

{{ednote|text=
If there is time, ask the participants to answer two questions. It will also give the facilitator some feedback about the previous workshop, as well as introduce a method that can be used in classroom with pupils.

Facilitator models the way to create a supportive environment by:

* encouraging body language, by smiling and looking at the person who is talking, and showing that you are attentively listening (maybe nodding);
* encouraging emotional support, by being non-judgemental (accepting all answers), and allowing anyone who is ready to talk to do so, instead of talking it in turns (but everybody has to talk); and
* showing enthusiasm - if you agree with something that the participant says, perhaps say something like ‘I also thought of that’ or ‘I did not think about it, it’s something new and I agree’.

'''After all participants have answered, role-play how you would carry out the activity in the classroom with pupils.''' One participant (not the facilitator) can play the role of teacher, others are the pupils. Facilitator should support the “teacher” by suggesting questions for “pupils”. Some examples are: I like the colour... or My favourite food is... The idea is to get all (or most) pupils talking by asking a question that everybody can answer easily.

Using a magic microphone can slow down the pace of a lesson, and decrease spontaneity, especially if it takes a long time to carry the magic microphone through the classroom. You might want to consider using something that is easy to pass (such as a ball, rather than a pen). You could also consider having two magic microphones, so that one can be passed while the first one is “active”.
}}

{{activity|magic microphone| in the classroom: role-play.|10}} Repeat the above activity, but this time role-playing how you would carry out the activity in the classroom with pupils. Think of your own questions to use in the classroom. Make a note of these questions, so that you can try out the activity in the classroom. As you are planning, consider these questions:
* How easily will the children be able to answer the questions?
* Will the microphone get stuck because a child cannot answer?
* How do you know that the questions are at the right level?
* Will this activity be fun? {{lfl|2}}

= Introducing cumulative talk - creating a story together =

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

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

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

For instance, you could create a story about welcoming a new child to the school, perhaps a child with an impairment 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 that sentence; “respect others’ ideas” by adding to, rather than changing, their idea; “make sure everyone in the group understands”; and “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).

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

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

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

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

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

= Reflection on what we have learned =

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

= ICT practice: Different-task group work with ICT and activity planning =
{{:OER4Schools/ICT/include}}

= Assessment portfolios =

{{activity|wcd|: Read about assessment portfolios together, and discuss any issues arising|10}} In Unit 1, we learned about the cycle of plan-teach-reflect, and the idea of keeping a reflective journal. We would now like to extend the idea of a reflective journal further by asking you to select material from it for submission to an assessment portfolio. We would like you to select material for your assessment portfolio that best illustrates how you have made use of the interactive teaching techniques that you have learned about in the workshop sessions. An ideal submission for your portfolio should include:

* an explanation of why you have chosen to do a particular activity with your students;
* a completed activity template showing how the activity fits into the rest of the lesson;
* a description of how the students responded to the activity;
* a reflection on what you would do differently if you did the activity again;
* any other important notes;
* samples of students' work if possible, e.g. a concept map, and
* 'snapshots' of the activity to show how it went, e.g. a copy of the results of a brainstorm, or a copy of the images you used.

Submission of an assessment portfolio containing at least one piece of material (with notes) from each unit is a key part of completing the OER4Schools programme. Further [[OER4Schools/Assessment portfolios|assessment portfolio guidance]] for use during discussion.

'''Do you have recording equipment available?''' This could be your phone, or, if you have a laptop or tablet, you could use that for recording. If you have something you can record audio with, then for each piece of work that you submit, do an audio reflection. To do this, think about how you would show a teacher in another school what you have been learning through the OER4S programme. What concrete examples would you share with them? How would you show them the range of things that you have covered? Then suppose this teacher asked you some questions, e.g. what worked well? What didn’t work so well? What would you say to them?

Ideally you would make a link between the workshop session and your classroom trial. Tell us where the idea came from, and how you applied it. We don’t want or need evidence - we just want to know, in your own words, what you have learned.

<blockquote>
Here is a short example of the sort of reflection we would like you to record: “I learned about _________ in session ____. I thought that it could be really useful for my pupils during a lesson on _________, I tried it out with my students. The work I have submitted is an example of ________. I have also submitted an example of what the students did. I had initially written this ______ [for the students], and the students then added ________. Students responded differently. Mary had difficulty with it because ___________. (E.g. a computer did not work - why did it not work?!) I concluded the lesson with a plenary, and they told me these answers. If I was to do this again, I would do it like this: ______. I would also apply this tool to another lesson on ________topic, because ______________“.
</blockquote>

You can also do a short audio reflection right after a lesson in which you have tried out a new approach or technology, so you record your immediate reactions and thoughts. These files can then help to inform your portfolio later on, or even be submitted as part of it.

{{CBS specific|
At Chalimbana Basic School there is a set of dictaphones available that you can use for the reflections.
}}

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

{{Activity for connecting with overarching goals}}

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

{{fup|A}} Try out the ‘magic microphone’ technique with an easy question for pupils to answer (e.g. “what’s your favourite food?”); every child should say something, but keep the pace rapid so it doesn’t take too long – if someone isn’t ready, come back to them.

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

{{fup|C}} Your own ICT practice:
* Practise your typing skills.
* Continue to practise finding resources and downloading images for a lesson that you can do. When you download images, put them into your lesson_resources folder, and use the slideshow function using a web browser on the netbooks or teacher computers.

{{CBS specific|Write an email to the mailing list}}

{{fup|D}} ICT use in the classroom:
* Do another image-based activity
* Do typing practice (carousel)

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Leadership for Learning/review of follow up

2015-02-26T14:04:43Z

Ll486:

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

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

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

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

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

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

OER4Schools/Introduction to whole class dialogue and effective questioning

2015-02-26T14:01:32Z

Ll486:

{{OER4S
|title=Introduction to whole class dialogue and effective questioning
|session=2.1
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* creating a supportive learning environment for dialogue through body language, emotional support and enthusiasm for pupil learning,
* one aspect of whole class dialogue '''cumulative talk''',
* '''classroom management techniques''' for whole class dialogue such as forming classroom rules in consultation with pupils, and
* the idea of an '''assessment portfolio'''.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* role play a cumulative talk activity using the '''magic microphone''' technique to generate enthusiasm,
* plan a cumulative talk activity for use in the classroom and consider using a '''horseshoe seating arrangement''' to encourage peer co-operatively, and
* identify features that illustrate 'a supportive classroom environment' whilst watching videos of whole class dialogue in action.

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* continuation of Geogebra practice
* planning another slideshow with OpenOffice Impress

{{ OER4SchoolsWSInfo/ICT intro students}}
* another image sequencing activity
* typing practice in the classroom
}}

= {{name for review of follow up|offset=2}} =
[[Image:oer4s whole class dialogue.jpg|thumb|300px]]

{{review of follow up|offset=2}}

= Creating a supportive environment for dialogue =

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

We start this process by exploring the {{activitytag|magic microphone}} and then exploring {{activitytag|cumulative talk}}.

{{activity|magic microphone| on the last workshop.|10}} Use a prop, for example a stick or a long pencil as a magic microphone, or a ball. Whoever gets the prop answers an open-ended question such as ‘one thing from the last workshop that I could use effectively in my classroom was...’ or ‘what I did not find useful from the last workshop was...’.

{{ednote|text=
If there is time, ask the participants to answer two questions. It will also give the facilitator some feedback about the previous workshop, as well as introduce a method that can be used in classroom with pupils.

Facilitator models the way to create a supportive environment by:

* encouraging body language, by smiling and looking at the person who is talking, and showing that you are attentively listening (maybe nodding);
* encouraging emotional support, by being non-judgemental (accepting all answers), and allowing anyone who is ready to talk to do so, instead of talking it in turns (but everybody has to talk); and
* showing enthusiasm - if you agree with something that the participant says, perhaps say something like ‘I also thought of that’ or ‘I did not think about it, it’s something new and I agree’.

'''After all participants have answered, role-play how you would carry out the activity in the classroom with pupils.''' One participant (not the facilitator) can play the role of teacher, others are the pupils. Facilitator should support the “teacher” by suggesting questions for “pupils”. Some examples are: I like the colour... or My favourite food is... The idea is to get all (or most) pupils talking by asking a question that everybody can answer easily.

Using a magic microphone can slow down the pace of a lesson, and decrease spontaneity, especially if it takes a long time to carry the magic microphone through the classroom. You might want to consider using something that is easy to pass (such as a ball, rather than a pen). You could also consider having two magic microphones, so that one can be passed while the first one is “active”.
}}

{{activity|magic microphone| in the classroom: role-play|10}} Repeat the above activity, but this time role-playing how you would carry out the activity in the classroom with pupils. Think of your own questions to use in the classroom. Make a note of these questions, so that you can try out the activity in the classroom. As you are planning, consider these questions:
* How easily will the children be able to answer the questions?
* Will the microphone get stuck because a child cannot answer?
* How do you know that the questions are at the right level?
* Will this activity be fun? {{lfl|2}}

= Introducing cumulative talk - creating a story together =

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

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

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

For instance, you could create a story about welcoming a new child to the school, perhaps a child with an impairment 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 that sentence; “respect others’ ideas” by adding to, rather than changing, their idea; “make sure everyone in the group understands”; and “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).

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

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

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

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

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

= Reflection on what we have learned =

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

= ICT practice: Different-task group work with ICT and activity planning =
{{:OER4Schools/ICT/include}}

= Assessment portfolios =

{{activity|wcd|: Read about assessment portfolios together, and discuss any issues arising|10}} In Unit 1, we learned about the cycle of plan-teach-reflect, and the idea of keeping a reflective journal. We would now like to extend the idea of a reflective journal further by asking you to select material from it for submission to an assessment portfolio. We would like you to select material for your assessment portfolio that best illustrates how you have made use of the interactive teaching techniques that you have learned about in the workshop sessions. An ideal submission for your portfolio should include:

* an explanation of why you have chosen to do a particular activity with your students;
* a completed activity template showing how the activity fits into the rest of the lesson;
* a description of how the students responded to the activity;
* a reflection on what you would do differently if you did the activity again;
* any other important notes;
* samples of students' work if possible, e.g. a concept map, and
* 'snapshots' of the activity to show how it went, e.g. a copy of the results of a brainstorm, or a copy of the images you used.

Submission of an assessment portfolio containing at least one piece of material (with notes) from each unit is a key part of completing the OER4Schools programme. Further [[OER4Schools/Assessment portfolios|assessment portfolio guidance]] for use during discussion.

'''Do you have recording equipment available?''' This could be your phone, or, if you have a laptop or tablet, you could use that for recording. If you have something you can record audio with, then for each piece of work that you submit, do an audio reflection. To do this, think about how you would show a teacher in another school what you have been learning through the OER4S programme. What concrete examples would you share with them? How would you show them the range of things that you have covered? Then suppose this teacher asked you some questions, e.g. what worked well? What didn’t work so well? What would you say to them?

Ideally you would make a link between the workshop session and your classroom trial. Tell us where the idea came from, and how you applied it. We don’t want or need evidence - we just want to know, in your own words, what you have learned.

<blockquote>
Here is a short example of the sort of reflection we would like you to record: “I learned about _________ in session ____. I thought that it could be really useful for my pupils during a lesson on _________, I tried it out with my students. The work I have submitted is an example of ________. I have also submitted an example of what the students did. I had initially written this ______ [for the students], and the students then added ________. Students responded differently. Mary had difficulty with it because ___________. (E.g. a computer did not work - why did it not work?!) I concluded the lesson with a plenary, and they told me these answers. If I was to do this again, I would do it like this: ______. I would also apply this tool to another lesson on ________topic, because ______________“.
</blockquote>

You can also do a short audio reflection right after a lesson in which you have tried out a new approach or technology, so you record your immediate reactions and thoughts. These files can then help to inform your portfolio later on, or even be submitted as part of it.

{{CBS specific|
At Chalimbana Basic School there is a set of dictaphones available that you can use for the reflections.
}}

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

{{Activity for connecting with overarching goals}}

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

{{fup|A}} Try out the ‘magic microphone’ technique with an easy question for pupils to answer (e.g. “what’s your favourite food?”); every child should say something, but keep the pace rapid so it doesn’t take too long – if someone isn’t ready, come back to them.

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

{{fup|C}} Your own ICT practice:
* Practise your typing skills.
* Continue to practise finding resources and downloading images for a lesson that you can do. When you download images, put them into your lesson_resources folder, and use the slideshow function using a web browser on the netbooks or teacher computers.

{{CBS specific|Write an email to the mailing list}}

{{fup|D}} ICT use in the classroom:
* Do another image-based activity
* Do typing practice (carousel)

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Introduction to whole class dialogue and effective questioning

2015-02-26T11:24:14Z

Ll486:

{{OER4S
|title=Introduction to whole class dialogue and effective questioning
|session=2.1
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* creating a supportive learning environment for dialogue through body language, emotional support and enthusiasm for pupil learning,
* one aspect of whole class dialogue '''cumulative talk''',
* '''classroom management techniques''' for whole class dialogue such as forming classroom rules in consultation with pupils, and
* the idea of an '''assessment portfolio'''.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* role play a cumulative talk activity using the '''magic microphone''' technique to generate enthusiasm,
* plan a cumulative talk activity for use in the classroom and consider using a '''horseshoe seating arrangement''' to encourage peer co-operatively, and
* identify features that illustrate 'a supportive classroom environment' whilst watching videos of whole class dialogue in action.

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* continuation of Geogebra practice
* planning another slideshow with OpenOffice Impress

{{ OER4SchoolsWSInfo/ICT intro students}}
* another image sequencing activity
* typing practice in the classroom
}}

= {{name for review of follow up|offset=2}} =
[[Image:oer4s whole class dialogue.jpg|thumb|300px]]

{{review of follow up|offset=2}}

= Creating a supportive environment for dialogue =

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

We start this process by exploring the {{activitytag|magic microphone}} and then exploring {{activitytag|cumulative talk}}.

{{activity|magic microphone| on the last workshop.|10}} Use a prop, for example a stick or a long pencil as a magic microphone, or a ball. Whoever gets the prop answers an open-ended question such as ‘one thing from the last workshop that I could use effectively in my classroom was...’ or ‘what I did not find useful from the last workshop was...’.

{{ednote|text=
If there is time, ask the participants to answer two questions. It will also give the facilitator some feedback about the previous workshop, as well as introduce a method that can be used in classroom with pupils.

Facilitator models the way to create a supportive environment by:

* encouraging body language, by smiling and looking at the person who is talking, and showing that you are attentively listening (maybe nodding);
* encouraging emotional support, by being non-judgemental (accepting all answers), and allowing anyone who is ready to talk to do so, instead of talking it in turns (but everybody has to talk); and
* showing enthusiasm - if you agree with something that the participant says, perhaps say something like ‘I also thought of that’ or ‘I did not think about it, it’s something new and I agree’.

'''After all participants have answered, role-play how you would carry out the activity in the classroom with pupils.''' One participant (not the facilitator) can play the role of teacher, others are the pupils. Facilitator should support the “teacher” by suggesting questions for “pupils”. Some examples are: I like the colour... or My favourite food is... The idea is to get all (or most) pupils talking by asking a question that everybody can answer easily.

Using a magic microphone can slow down the pace of a lesson, and decrease spontaneity, especially if it takes a long time to carry the magic microphone through the classroom. You might want to consider using something that is easy to pass (such as a ball, rather than a pen). You could also consider having two magic microphones, so that one can be passed while the first one is “active”.
}}

{{activity|magic microphone| in the classroom: role-play|10}} Repeat the above activity, but this time role-playing how you would carry out the activity in the classroom with pupils. Think of your own questions to use in the classroom. Make a note of these questions, so that you can try out the activity in the classroom. As you are planning, consider these questions:
* How easily will the children be able to answer the questions?
* Will the microphone get stuck because a child cannot answer?
* How do you know that the questions are at the right level?
* Will this activity be fun? {{lfl|2}}

= Introducing cumulative talk - creating a story together =

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

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

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

For instance, you could create a story about welcoming a new child to the school, perhaps a child with an impairment 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 that sentence; “respect others’ ideas” by adding to, rather than changing, their idea; “make sure everyone in the group understands”; and “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).

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

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

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

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

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

= Reflection on what we have learned =

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

= ICT practice: Different-task group work with ICT and activity planning =
{{:OER4Schools/ICT/include}}

= Assessment portfolios =

{{activity|wcd|: Read about assessment portfolios together and discuss any issues arising|10}} In Unit 1 we learned about the cycle of plan-teach-reflect and the idea of keeping a reflective journal. We would like to extend the idea of a reflecctive journal further now by asking you to select material from it for submission to an assessment portfolio. We would like you to select material for your assessment portfolio that best illustrates how you have made use of the interactive teaching techniques that you have learned about in the workshop sessions. An ideal submission for your portfolio should include

* an explanation of why you have chosen to do a particular activity with your students,
* a completed activity template showing how the activity fits into the rest of the lesson,
* a description of how the students responded to the activity,
* a reflection on what you would do differently if you did the activity again,
* any other important notes,
* samples of students' work if possible e.g. a concept map, and
* 'snapshots' of the activity to show how it went eg a copy of the results of a brainstorm or a copy of the images you used.

Submission of an assessment portfolio containing at least one piece of material (with notes) from each unit is a key part of completing the OER4Schools programme. Further [[OER4Schools/Assessment portfolios|assessment portfolio guidance]] for use during discussion .

'''Do you have recording equipment available?''' This could just be your phone, or if you have a laptop or tablet, you could use that for recording. If you have something you can record audio with, then for each piece of work that you submit, do an audio reflection. To do this, think about how you would show a teacher in another school what you have been learning through the OER4S programme. What concrete examples would you share with them? How would you show them the range of things you have covered? Suppose then this teacher asked you some questions, e.g. What worked well? What didn’t work so well? What would you say to them?

Ideally you would make a link between the workshop session and your classroom trial. Tell us where the idea came from, and how you applied it. We don’t want or need evidence - we just want to know, if your own words, what you have learned.

<blockquote>
Here is a short example of the sort of reflection we would like you to record: “I learned about _________ in session ____. I thought that it could be really useful for my pupils during a lesson on _________, I tried it out with my students. The work I have submitted is an example of ________. I have also submitted an example of what the students did. I had initially written this ______ [for the students], and the students then added ________. Students responded differently. Mary had difficulty with it because ___________. (E.g. some computer did not work - why did it not work?!) I concluded the lesson with a plenary, and they told me these answers. If I was to do this again, I would do it like this: ______. I would also apply this tool to another lesson on ________topic, because ______________“.
</blockquote>

You can also do a short audio reflection right after a lesson where you tried out a new approach or technology, so you record your immediate reactions and thoughts. These files can then help to inform your portfolio later on, or even be submitted as part of it.

{{CBS specific|
At Chalimbana Basic School there is a set of the dictaphones available, that you can use for the reflections.
}}

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

{{Activity for connecting with overarching goals}}

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

{{fup|A}} Try out the ‘magic microphone’ technique with an easy question for pupils to answer (eg “what’s your favourite food?”); every child should say something but keep the pace rapid so it doesn’t take too long – if someone isn’t ready, come back to them.

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

{{fup|C}} Your own ICT practice:
* Practise your typing skills.
* Continue practising finding resources and downloading images for a lesson that you can do. When you download images, put them into your lesson_resources folder, and use the slideshow function using a web browser on the netbooks or teacher computers.

{{CBS specific|Write an email to the mailing list}}

{{fup|D}} ICT use in the classroom:
* Do another image-based activity
* Do typing practice (carousel)

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/Whole class dialogue and effective questioning/overview

2015-02-26T11:05:10Z

Ll486: added punctuation

The unit’s focus is whole class dialogue and effective questioning. It covers:
* creating a supportive environment for dialogue;
* introducing cumulative talk – creating a story together;
* promoting and managing whole class discussion;
* types and examples of effective questions to ask in class, and
* how to engage students in activity at the blackboard.
At the end of this unit, we consider how to communicate with other
teachers at the school, with parents, head teachers, as well as
officials who might seek to assess your new teaching practices. It
also includes some material to support school leaders in providing a
conducive learning environment for their staff.

In terms of ICTs, this unit introduces GeoGebra and collaborative writing. You should continue practising your other ICT skills, including typing, and making use of images.

OER4Schools/Activity planning and reflection

2015-01-21T12:20:53Z

Ll486:

{{OER4S
|title=Activity planning and reflection
|session=1.3
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}

* keeping a '''reflective journal''' as part of the process of ongoing reflective practice, and using '''reflective questions''' to aid this process,
* differences between an interactive teaching classroom and a traditional classroom,
* using '''mini blackboards''' and '''digital images''' as tools in an interactive teaching activity, and
* using the '''Think-Pair-Share''' technique to encourage cooperative learning.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}

* record reflections on trialled activities in a learning journal soon after the activities have been carried out, and use reflective questions to help structure journal entries,
* accept that during interactive teaching the classroom may be more noisy and children may move around independently,
* plan an activity that makes use of mini blackboards and digital images, and trial it in the classroom, and
* plan an activity using the Think-Pair-Share technique that allows students to interact with each other, and trial it in the classroom.

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* viewing slideshows using the web browser and Open Office and
* manipulating slides in Open Office.

{{ OER4SchoolsWSInfo/ICT intro students}}
* You will repeat the netbook familiarisation activity from last session, and
* you will try the same activity with your students: viewing a slideshow.
}}

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

{{review of follow up}}

= Reflective journal =
[[Image:oer4s Ts working together.jpg|300px]]
{{ednote|text=
In this section, we introduce the notion of a reflective journal to support the process of ongoing reflective practice and the {{activitytag|ptr}} cycle. The teachers have already heard about doing reflections in the last session, but now we formalise this slightly.

Emphasise concrete planning of time for doing reflections.
}}

{{activity|Introduction| to keeping a reflective journal.|5}} Ideally teachers would keep a booklet and also keep a copy of the following questions handy to guide reflections. This journal can be brought along to workshop sessions and any pertinent reflections made during the activities in the session can also be written in it. You can refer back to the previous session for guidance on reflection.

{{ednote|text=
As a facilitator, how will you know whether these questions have been understood? In the classroom, we often ask students: "Have you understood? Are we clear?", to which the students always answer: "YES!". An important part of becoming an interactive workshop facilitator or an interactive teacher is to know how to ask the right questions, to actually probe whether participants have understood.

One important question for this is: "Can you give an example?" So as you go through the reflective questions below, ask participants to give/record examples to back up their observations. This might mean that they write about what a particular student said or how a particular student responded.
}}

{{activity|wcd|: Whole group discussion on reflective questions.|10}} As a group, read through the following questions, making sure that everyone understands how to use them.

{{oinc|OER4Schools/reflective journal questions}}

{{ednote|text=
In some schools, teachers have recorded reflections on a dictaphone. A separate sheet with questions is available here:
[[OER4Schools/audio_diary_guidance|audio diary guidance]].

For the trial, also use dictaphones. How are the teachers finding that? See more expanded list of questions in the audio diary guidelines.

}}

= Examples of interactive teaching in Zambia =

Many African teachers aspire to be interactive teachers. Yet, interactive teaching is not common in the African classroom. However, it can work in this context!

The following clip shows Eness, a teacher in a community school near Lusaka interacting with a Grade 3 class. Watch the clip of her class discussion about ''Is a bat a bird?''

{{activity|otr|: Watch a video of a whole class discussion.|5}} Read the following questions for reflection, and then watch the video.
{{: Video/Eness vertebrates 12.mp4/reflection }}
{{: Video/Eness_vertebrates_12.mp4 }}

{{activity|wcd|: Whole group discussion on the whole class discussion video.|10}} We asked you look at the following questions:
{{: Video/Eness vertebrates 12.mp4/reflection }}
Now discuss these questions as a group.

{{ednote|text=
'''Issues to discuss'''
* Noisy but productive - A classroom can be noisy and productive at the same time
* '''''interactive = inter-action (with view to sense making<nowiki>; </nowiki>i.e. purpose of inter-action is to make sense)'''''
* Children making sense of ideas for themselves, developing their own classifications, relating to what they already know...
* Teacher not telling answer, asking students to investigate for themselves

Facilitator needs to know how to deal with criticisms (such as too noisy, too much chaos, not productive)

The road is long. But it can be done!
}}

= Practitioner reflection on interactive teaching =

{{activity|otr|: Practitioner reflection on interactive teaching.|5}} The key to interactive teaching is ''teachers'' ''shifting “from telling to listening”'' and ''learners shifting from receiving information to making sense ''of it for themselves.

How can we “listen” to learners? What does that mean in practice?
[[File:mini-blackboards-and-groups.jpg |400px |alt=Children holding mini-blackboards with some sums on are stood in front of the main blackboard and teacher, who is looking to them for answers|thumb]]
{{ednote|text=
'''Facilitator describes own experience of shifting to interactive teaching''' and how it is different in his/her classroom now…

'''Evidence for impact of interactive teaching (optional)'''

Generally, we have experienced that teachers welcome interactive ways of teaching. However, it is possible that teachers may object to, or have major concerns about, the interactive teaching shown in the videos, as well as what has emerged from this discussion. For instance, they may say that this just will not work in their classroom, that it may not work with large classes, or perhaps that such styles of teaching would not be welcome by parents or head teachers for various reasons.

At this stage, you could introduce interactive teaching as an international trend. Research evidence from different countries shows that this kind of active learning is both motivating and far more effective for learning than direct instruction (“chalk-and-talk” or lecturing). In particular, independent, collaborative or oral work, as well as questioning and whole-class discussion that encourage pupils to grapple with ideas are effective. They lead to long-term and deeper learning rather than memorising facts (resulting in short-term, superficial learning).

The following video clip may help to reinforce the point.
}}

{{activity|otr|: Watch a video on one Zambian teacher’s experience of interactive teaching.|5}}

{{:Video/Agness_Tembo_at_eLA_2010_Zambia.mp4 }}

This two minute clip features Agness Tembo, a Grade 2 teacher from Chalimbana Basic School located in a rural area of Zambia. She is presenting at the e-Learning Africa Conference 2010 her own experiences of participating in Phase 1 of the OER4Schools research project. She talks animatedly about the challenges she faced in introducing both ICT and interactive pedagogy into her (mathematics) teaching for the first time, the benefits to students, and the qualities she needed as a teacher to make the shift successful.

{{activity|Introduction| of Think Pair Share.|5}} This is a technique that encourages cooperative learning by peer interactivity. Here are the steps:

# '''Think''' - Students listen to a question (this may be an open-ended question to which there are many answers) or a presentation and are given ‘think time’ to formulate their responses.
# '''Pair''' - Following the ‘think time’, students work together with a partner, sharing ideas, discussing, clarifying and challenging.
# '''Share''' -The pair then share their ideas with another pair, or with the whole class. Students should be prepared to share their partner’s ideas as well as their own.

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

* Allowing students time to think, sometimes referred to as 'wait time' has been shown by researchers to improve the quality of their responses. Talking through ideas with a partner first before sharing them with a wider audience allows for those ideas to be elaborated on and refined.

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

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

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

You will now use this technique to help you to formulate your ideas on interactive teaching.
{{ednote|text=
{{activitytag|tpr}}:

Teachers should cue the progress from one step to the next. In the primary classroom, hand signals for each step can be developed with the students and these can be used along with verbal cues.

Allowing students time to think, sometimes referred to as 'wait time' has been shown by researchers to improve the quality of their responses. Talking through ideas with a partner first before sharing them with a wider audience allows for those ideas to be elaborated on and refined.

Model the think pair share technique in the following activity, remembering to tell the participants what step they are on, what they should be doing and for how long.

}}

{{activity|tpr| your ideas on the differences between interactive teaching and traditional teaching.|10}}

We mentioned that interactive teaching involves moving from “telling” to “listening.” What other words do you feel might describe the difference between traditional approaches and interactive teaching? What are the two kinds of classroom like? Think on your own for a minute and then pair up and discuss your ideas with a partner. Write your ideas on the board for all to see. Aim for each person to write a word or phrase for each approach perhaps under the headings 'traditional classroom' vs 'interactive classroom'.

{{ednote|text=

Some contrasts people might make (let them suggest their own terms):
* passive - active
* quiet - noisy
* individual - collaborative

Note: these are not value judgments - they can be positive or negative in different circumstances!

}}

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

Slide 3 asks the following question:

* Whose responsibility is it to care for the environment?

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

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

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

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

= Classifying animals using digital images =

{{activity|otr|: Watch the following video sequence of a Zambian teacher's interactive lesson on classifying animals using digital images|15}}. Pause after each clip for a brief discussion with a partner: What would you record on an activity template to capture this activity? (There is no need to actually write on it.)

Eness_vertebrates_clips 2,4,6: (1 min. 40, 2 mins. 43, 3 mins. 43 = 8 mins. 06 total)

{{: Video/Eness_vertebrates_2.mp4 }}
{{: Video/Eness_vertebrates_4.mp4 }}
{{: Video/Eness_vertebrates_6.mp4 }}

TOTAL: 8:06

This video sequence contains '''three consecutive clips''' from the same lesson you saw earlier, showing:
*Clip 2: Students hands out blackboards themselves (active),
*Clip 4: Teacher repeats and clarifies instructions; she illustrates them with nonsense classifications so students do not copy hers, and
*Clip 6: Groupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group.
[[Image:Eness1.jpg|thumb|200px]]

{{activity|wcd|: Whole group discussion on a Zambian teacher's interactive lesson on classification using digital images|10}}. When you have discussed these clips one by one in pairs, come together as a whole group and continue to discuss the clips, using the following questions to help guide the discussion:

* What '''new techniques''' was Eness using this time?
* How did she ensure that children were '''active'''?
* What role did the '''mini blackboards '''play?
* How can teachers create a good '''relationship with their class''' so that children can learn?
* What kind of '''classroom atmosphere''' supports learning?

{{activity|stgw|: Pair work on planning a classification activity|5}}. In a pair, plan your own classification activity using the browser based slideshow that you have been exploring. The classification activity that you choose should be appropriate for the age of your students and be for use in a lesson that you are teaching imminently. You may want to pair up with a teacher of the same grade if this is possible. Plan to make use of the mini blackboards during the activity. For younger groups of students you may want to choose a few images to use at the front of the class to stimulate discussion.

Record the planned activity in an [[OER4S/activity template|activity template]].

Questions to help you complete the template for this specific kind of activity - Classification activity using digital images for the students to look at and mini blackboards for them to record their ideas:

* How will you use the digital images?
* What is the learning objective for the activity? How will using digital images help the students to achieve this?
* Will individuals or pairs have a blackboard?
* What is the purpose of recording on a blackboard? For example, will all learners hold them up to show me their ideas? Will they discuss with peers? Will they record the results of a learning activity? Will they write or draw on the blackboards?

{{Related resources|text=

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

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

[[File: Exploring_shapes.pdf]]

}}

{{Ednote|text=

Draw participants attention to the TESSA resource.

}}

= Typing practice =

{{: OER4Schools/ICT/typing_practice_for_participants }}

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

''Part A: Practical classroom ICT-based activities.'' Repeat the netbook familiaristion, leading into the classification activity that you have planned in this session, making use of digital images and mini-blackboards.

''Part C: Reflections.'' Also, plan and do a Think-Pair-Share activity in one of your lessons.

''Part C: Reflections.'' Reflect on both of these activities soon after you do them, making a note of your reflections in your journal. Use the reflective questions from this session and the last session to guide you.

''Part D: Next time.'' Don’t forget to bring your activity plans again, and your recorded reflections.

In a future session, you will learn how to make your own slideshows. If you are ambitious, you might want to explore how to do this yourself.

{{ednote|text=
Remember the brainstorm from last week? Depending on how long you have between sessions, participants should also repeat the brainstorm. There's no need to reflect on that specifically, as the main focus is on digital images and mini-blackboards.

}}

{{setting of follow up}}

{{activity summary}}

{{OER4S_NextSession}}

EduSSA/reports

2015-01-21T11:57:57Z

Ll486:

== CCE literature review ==

* The CCE literature review on uses of ICT in primary and secondary schools and teacher education institutions in African Commonwealth countries, with a particular focus on East Africa, in order to inform our research and professional development work, is available here [http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/ict/index.html]. The review is available in:
** full version (121 pp): [http://www.educ.cam.ac.uk/centres/cce/publications/CCE_Report1_LitRevJune0210.pdf CCE_Report1_LitRevJune0210.pdf]
** overview 2008-2009 (2 pp): [http://www.educ.cam.ac.uk/centres/cce/projects/ict/Lit_review_overview_2008_09.pdf Lit_review_overview_2008_09.pdf]
** longer paper (10 pp): [http://www.educ.cam.ac.uk/centres/cce/projects/ict/Lit_review_longer_paper.pdf Lit_review_longer_paper.pdf]

== Publications==

* Two papers covering Phases 2 and 3 are forthcoming (please email us at sch30@cam.ac.uk for updates):
** Hennessy, S., Haßler, B., & Hofmann, R. (under review). Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year.
** Haßler, B., Hennessy, S., & Hofmann, R., with Makonga, A. (in preparation). Sustainability and scalability of pedagogic innovation in sub-Saharan Africa: The case of the OER4Schools professional development programme.

* Published work includes:
** Hennessy, S., Haßler, B. & Hofmann, R. (2015, in press). Challenges and opportunities for teacher professional development in interactive use of technology in African schools. In J. Tondeur & J. Voogt (eds.), Technology, Pedagogy and Education: Special Issue on "Capacity Building for 21st Century Learning in Africa: A Focus on ICT Integration in Education."
** B.Haßler, S. Hennessy, A. Cross, with E. Chileshe and B. Machiko (2014). School-based professional development in a developing context: Lessons learnt from a case study in Zambia. Professional Development in Education. doi:. http://dx.doi.org/10.1080/19415257.2014.938355.
** Lawrie, J., Hennessy. S. & Haßler, B. (2014) Technology and teacher professional development. (Chapter 7). In Burns, M. & Lawrie, J. (Eds.), Teacher professional development in fragile contexts: A guide for policymakers and practitioners. New York, NY: Interagency Network for Education in Emergencies.
** Hennessy, S., Haßler, B., & Mwewa, G. (2012). Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia. In J. MacBeath & M. Younger (Eds.), Millennium Goals Revisited: A Common Wealth of Learning. London: Routledge. Available online.
** Haßler, Hennessy and Lubasi (2011), Changing Classroom Practice using a School-Based Professional Development Approach to Introducing Digital Resources in Zambia, Itupale Online Journal of African Studies, Volume 111. Available at: http://www.cambridgetoafrica.org/resources/Itupale_Volume_3_2011.htm#hassler_et_al
** Hennessy, S., Onguko, B., Ang’ondi, E. K., Harrison, D., Namalefe, S., Naseem, A., & Wamakote, L. (2010). Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature (No. 1). Cambridge, UK and Dar es Salaam, TZ: Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa.
** Hennessy, S., Harrison, D. & Wamakote, L. (2010). Teacher factors influencing classroom use of ICT in sub-Saharan Africa. Itupale Online Journal of African Studies, 2 (“Education in Africa: Developments for the 21st Century”), 39-54. Available at: http://www.cambridgetoafrica.org/Itupale_Volume_2_2010.htm

== UNESCO Education for All, Global Monitoring Reports ==

* 2013/14 http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/

== ANTSIT ==

The DfID ANTSIT project [http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/antsit/index.html] report is available here:
* [http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/antsit/DfIDANTSITReport_FINAL_2Mb-2.pdf DfIDANTSITReport_FINAL_2Mb-2.pdf]

== HEART Educational Technology Topic Guide ==
This topic guide, produced by The Health & Education Advice & Resource Team (HEART), and funded by Department for International Development (DFID), is available here: oro.open.ac.uk/41070/1/2014.pdf

EduSSA/reports

2015-01-21T11:49:21Z

Ll486:

== CCE literature review ==

* The CCE literature review on uses of ICT in primary and secondary schools and teacher education institutions in African Commonwealth countries, with a particular focus on East Africa, in order to inform our research and professional development work, is available here [http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/ict/index.html]. The review is available in:
** full version (121 pp): [http://www.educ.cam.ac.uk/centres/cce/publications/CCE_Report1_LitRevJune0210.pdf CCE_Report1_LitRevJune0210.pdf]
** overview 2008-2009 (2 pp): [http://www.educ.cam.ac.uk/centres/cce/projects/ict/Lit_review_overview_2008_09.pdf Lit_review_overview_2008_09.pdf]
** longer paper (10 pp): [http://www.educ.cam.ac.uk/centres/cce/projects/ict/Lit_review_longer_paper.pdf Lit_review_longer_paper.pdf]

== Publications==

* Two papers covering Phases 2 and 3 are forthcoming (please email us at sch30@cam.ac.uk for updates):
** Hennessy, S., Haßler, B., & Hofmann, R. (under review). Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year.
** Haßler, B., Hennessy, S., & Hofmann, R., with Makonga, A. (in preparation). Sustainability and scalability of pedagogic innovation in sub-Saharan Africa: The case of the OER4Schools professional development programme.

* Published work includes:
** Hennessy, S., Haßler, B. & Hofmann, R. (2015, in press). Challenges and opportunities for teacher professional development in interactive use of technology in African schools. In J. Tondeur & J. Voogt (eds.), Technology, Pedagogy and Education: Special Issue on "Capacity Building for 21st Century Learning in Africa: A Focus on ICT Integration in Education."
** B.Haßler, S. Hennessy, A. Cross, with E. Chileshe and B. Machiko (2014). School-based professional development in a developing context: Lessons learnt from a case study in Zambia. Professional Development in Education. doi:. http://dx.doi.org/10.1080/19415257.2014.938355.
** Lawrie, J., Hennessy. S. & Haßler, B. (2014) Technology and teacher professional development. (Chapter 7). In Burns, M. & Lawrie, J. (Eds.), Teacher professional development in fragile contexts: A guide for policymakers and practitioners. New York, NY: Interagency Network for Education in Emergencies.
** Hennessy, S., Haßler, B., & Mwewa, G. (2012). Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia. In J. MacBeath & M. Younger (Eds.), Millennium Goals Revisited: A Common Wealth of Learning. London: Routledge. Available online.
** Haßler, Hennessy and Lubasi (2011), Changing Classroom Practice using a School-Based Professional Development Approach to Introducing Digital Resources in Zambia, Itupale Online Journal of African Studies, Volume 111. Available at: http://www.cambridgetoafrica.org/resources/Itupale_Volume_3_2011.htm#hassler_et_al
** Hennessy, S., Onguko, B., Ang’ondi, E. K., Harrison, D., Namalefe, S., Naseem, A., & Wamakote, L. (2010). Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature (No. 1). Cambridge, UK and Dar es Salaam, TZ: Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa.
** Hennessy, S., Harrison, D. & Wamakote, L. (2010). Teacher factors influencing classroom use of ICT in sub-Saharan Africa. Itupale Online Journal of African Studies, 2 (“Education in Africa: Developments for the 21st Century”), 39-54. Available at: http://www.cambridgetoafrica.org/Itupale_Volume_2_2010.htm

== UNESCO Education for All, Global Monitoring Reports ==

* 2013/14 http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/

== ANTSIT ==

The DfID ANTSIT project [http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/antsit/index.html] report is available here:
* [http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/antsit/DfIDANTSITReport_FINAL_2Mb-2.pdf DfIDANTSITReport_FINAL_2Mb-2.pdf]

== HEART Educational Technology Topic Guide ==

This topic Guide, produced by The Health & Education Advice & Resource Team (HEART), and funded by Department for International Development (DFID), is available here: oro.open.ac.uk/41070/1/2014.pdf

EduSSA/reports

2015-01-21T11:28:37Z

Ll486:

== CCE literature review ==

* The CCE literature review on uses of ICT in primary and secondary schools and teacher education institutions in African Commonwealth countries, with a particular focus on East Africa, in order to inform our research and professional development work, available here [http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/ict/index.html]. The review is available in
** full version (121 pp): [http://www.educ.cam.ac.uk/centres/cce/publications/CCE_Report1_LitRevJune0210.pdf CCE_Report1_LitRevJune0210.pdf]
** overview 2008-2009 (2 pp): [http://www.educ.cam.ac.uk/centres/cce/projects/ict/Lit_review_overview_2008_09.pdf Lit_review_overview_2008_09.pdf]
** longer paper (10 pp): [http://www.educ.cam.ac.uk/centres/cce/projects/ict/Lit_review_longer_paper.pdf Lit_review_longer_paper.pdf]

== Publications==

* Two papers covering Phases 2 and 3 are forthcoming (please email us at sch30@cam.ac.uk for updates):
** Hennessy, S., Haßler, B., & Hofmann, R. (under review). Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year.
** Haßler, B., Hennessy, S., & Hofmann, R., with Makonga, A. (in preparation). Sustainability and scalability of pedagogic innovation in sub-Saharan Africa: The case of the OER4Schools professional development programme.

* Published work includes:
** Hennessy, S., Haßler, B. & Hofmann, R. (2015, in press). Challenges and opportunities for teacher professional development in interactive use of technology in African schools. In J. Tondeur & J. Voogt (eds.), Technology, Pedagogy and Education: Special Issue on "Capacity Building for 21st Century Learning in Africa: A Focus on ICT Integration in Education."
** B.Haßler, S. Hennessy, A. Cross, with E. Chileshe and B. Machiko (2014). School-based professional development in a developing context: Lessons learnt from a case study in Zambia. Professional Development in Education. doi:. http://dx.doi.org/10.1080/19415257.2014.938355.
** Lawrie, J., Hennessy. S. & Haßler, B. (2014) Technology and teacher professional development. (Chapter 7). In Burns, M. & Lawrie, J. (Eds.), Teacher professional development in fragile contexts: A guide for policymakers and practitioners. New York, NY: Interagency Network for Education in Emergencies.
** Hennessy, S., Haßler, B., & Mwewa, G. (2012). Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia. In J. MacBeath & M. Younger (Eds.), Millennium Goals Revisited: A Common Wealth of Learning. London: Routledge. Available online.
** Haßler, Hennessy and Lubasi (2011), Changing Classroom Practice using a School-Based Professional Development Approach to Introducing Digital Resources in Zambia, Itupale Online Journal of African Studies, Volume 111. Available at: http://www.cambridgetoafrica.org/resources/Itupale_Volume_3_2011.htm#hassler_et_al
** Hennessy, S., Onguko, B., Ang’ondi, E. K., Harrison, D., Namalefe, S., Naseem, A., & Wamakote, L. (2010). Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature (No. 1). Cambridge, UK and Dar es Salaam, TZ: Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa.
** Hennessy, S., Harrison, D. & Wamakote, L. (2010). Teacher factors influencing classroom use of ICT in sub-Saharan Africa. Itupale Online Journal of African Studies, 2 (“Education in Africa: Developments for the 21st Century”), 39-54. Available at: http://www.cambridgetoafrica.org/Itupale_Volume_2_2010.htm

== UNESCO Education for All, Global Monitoring Reports ==

* 2013/14 http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/

== ANTSIT ==

The DfID ANTSIT project [http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/antsit/index.html] report is available here:
* [http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/antsit/DfIDANTSITReport_FINAL_2Mb-2.pdf DfIDANTSITReport_FINAL_2Mb-2.pdf]

OER4Schools/Netbook familiarisation

2015-01-14T11:41:23Z

Ll486:

<noinclude>{{OER4SchoolsRinfo
|topic=Basic ICT skills
}}</noinclude>

'''Netbook familiarisation activity''' <br />
[[Image:Pupils_working_with_netbook.jpg|350px|alt=small group of pupils working with a netbook computer|thumb]]
Take the school netbooks to your class - making sure that they are carried and used according to the rules set by the school.

The pupils work in mixed ability groups (with computers distributed evenly). Groups do not need to progress at the same speed: There will be faster groups and slower groups. However, the faster groups should be helping the slower groups. If a fast group has managed to do something, their task is to split up and help others to reach the same stage!

'''Activity''':
# '''Exploration of turning on a computer. '''Allow pupils to figure out how to turn them on (find the power button). The pupils should be discussing this in the groups. Encourage them, e.g. by making analogies with other electrical devices. If they are stuck, first show one group and then ask that group to show others. When they have managed to turn on the computers, they should observe what happens; the login screen comes up. Remember that faster groups should help slower groups.
# '''Exploration of the login screen. '''Ask groups: What do you need to do next? What do the parts of the netbook do? Can you give names to the parts? Give them plenty of time to discover and press things on the netbook (with the password screen up), without telling them. They can’t really break anything if they are careful. Let them help each other and discuss with each other what they are finding out.
# '''Logging in. '''When groups have figured out how to type text, tell one group about the username and password, and see whether they can enter them. When they have managed to do so, they should immediately help other groups to reach the same stage.
## username: ''classroom''
## password: ''student''
# '''Exploration of the desktop. '''They now need to apply their new knowledge: “click” on “username” ''classroom'', and “enter” the “password” ''student. ''They now see the desktop. When a group is ready to move to the next stage, the teacher demonstrates how to open a web browser (to that group). Ask the students to do the same. Again, the students find out what happens. Don’t worry if they can’t open the web browser - let them try to open whatever applications they like. After a while, repeat the instructions about opening a web browser to the same group. Again, get the groups to help each other how to open the browser. They should immediately share anything they find out with the whole class.

This activity is an example of enquiry-based learning, which we will cover in much greater detail later in the [[OER4Schools]] programme.
[[Category:OER4S CPD]]

OER4Schools/Classroom assistants

2015-01-14T11:25:06Z

Ll486:

<noinclude>{{OER4SchoolsRinfo
|title=Classroom assistants
}}</noinclude>

How do you think an older child (e.g. grade 8 or 9) could help in a grade 5 class? In some innovative European schools, cross- or multi-grade teaching takes place, not out of necessity, but because it makes pedagogical sense. Older students can benefit from having to explain things to younger students, while younger students may surprise older students with how they think about things.

Sometimes a student can even explain something better to peers than the teacher can! In Unit 3, Session 1 (video: new Abel clip 4), we saw how Abel solicited the help of two older boys in his mixed age (11-16) class when he himself had had difficulty in helping a group of students to understand how to find 'area' and 'perimeter' of a rectangle using GeoGebra software.

In an African context, many schools operate in two (or more) shifts. This might mean that (e.g.) Grade 5 is taught in the morning, while Grade 7 is taught in the afternoon. This situation, born out of necessity, could be turned around to really benefit teaching and learning at your school. This week, we are asking you to conduct an experiment to see whether this can work at your school. In your homework today, we suggest that you each try to recruit two or three “classroom assistants” from a higher grade to help you with teaching in your grade.

{{activity|wcd|: Discussion about classroom assistants.|10}} Here are some points that you need to discuss:
* What is the benefit of this to your class?
* What do you need to discuss with the head teacher before you can recruit some students from a higher grade to help? How often is it reasonable for the older students to come?
* What is the benefit for the higher grade students? What incentive is needed for those students to want to come and help in your class? How can you make sure that those students stay engaged in the programme? For instance, you might want to set up a “computer club” for those Grade 8 and 9 students who help out in the lower grades.
* How will the parents of those students react to this? What do you (or the headteacher) need to say to those parents? Do you need to write a letter, that can be given to the parents?

OER4Schools/What is interactive teaching

2015-01-14T10:48:07Z

Ll486: /* Planning a brainstorm activity */

{{OER4S
|title=What is interactive teaching? An introduction to the interactive Zambian classroom
|session=1.1
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the interactive teaching technique of '''brainstorming''', and how and when to use it in the classroom, and
* '''activity templates''' for interactive teaching techniques, and how these can be introduced alongside current lesson plans.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* plan a brainstorm activity that has the potential to generate lots of ideas,
* complete an activity template for the brainstorm activity that has a clear learning objective,
* do this activity in the classroom, and
* reflect on this activity (and revise, if necessary) to ensure maximum interaction from students.

|ict=There are no ICT components for this session — this will start in the next session.

}}

= Introduction and ice breakers =

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

{{ednote|text=

It is imperative that you read the text of this session and the following sessions very carefully, and clarify any issues. You should make the learning intentions and the success criteria for the sessions explicit to the participants, perhaps by writing them on the board or printing them out separately. These should be referred to when appropriate as you proceed through the session/s.

}}

[[Image:Abel photo 2.jpg|300px|thumb]]
Welcome to the first workshop of the [[OER4Schools]] programme. The facilitator will now guide you through some introductory activities.

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

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

}}

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

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

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

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

= Brainstorm on interactive teaching =

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

'''Record the brainstorm. '''The facilitator writes on a board or a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is okay to not make a record. There should be no evaluation of responses when using the brainstorming technique.

}}

{{activity|wcb| on interactive teaching.|10}} Consider the following questions:
* What is interactive teaching?
* What interactive techniques do you know?
* How often have you used such techniques?

{{ednote|text=
What is a "whole group brainstorm"?

Make it clear to the participants that you want to hear from everyone, and that they shouldn't worry if they're not sure, but they should have a go at making a suggestion. We will develop our collective understanding as time goes on (what are teachers’ expectations?). There are no wrong answers, just ideas. Here we have used a number of questions to give participants an idea of how wide-ranging their responses can be. The aim of this brainstorm is to find out what participants know, think and feel about interactive teaching.

If participants are not very forthcoming, probe them with additional questions, e.g. 'What do you think interactive teaching might be? Is it the same as learner-centred teaching?'

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

= Brainstorming in the classroom =

{{ednote|text=

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

}}

{{activity|stgw|: Discussion in pairs about what {{activitytag| brainstorming}} looks like in the classroom.|5}} Now that we have done a brainstorm in the workshop, what does a brainstorm in the classroom look like? Do you think your students would like this activity? How could you make sure that all students get actively involved? Discuss this with your neighbour.

{{activity|wcd|: Reporting back from the discussion.|5}} Participants briefly report back from the group work.

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

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

{{activity|otr|: Watch video of a brainstorm.|5}} Watch the following video clip together. As you watch, think about the following:

{{: Video/Eness vertebrates 1.mp4/reflection }}

{{: Video/Eness_vertebrates_1.mp4 }}

This clip from a Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.

{{ednote|text=
Note that the clip shows the start of a session but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions – allowing time to think first, {{activitytag|'no hands up’}} technique.

Workshop participants continue with the discussion.

}}

{{activity|wcd|: Discussion on the brainstorm video.|15}} Let's now discuss this. We asked some questions above, which you should now discuss.

{{ednote|text=
During the discussion, record what participants are contributing. You could do this on a piece of paper or on the board. You could also appoint a scribe who does this for you, leaving you free to manage the discussion.

Benefits of brainstorming include:
* giving everybody an opportunity to speak,
* encouraging students to contribute a large range of ideas,
* reducing the fear of risk taking, and
* showing respect for all participants (making sure that students do not laugh at each other).

At the end of the discussion, summarise the outcomes of the discussion, including any key points the participants have made.
}}

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

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

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

= Planning an activity - “activity template” =

{{activity|wcd|: Discussion on activity plans.|10}} Have a brief discussion about current practice on lesson planning. Consider such things as: Where do the lesson plans themselves come from? What do you think about the activities that are being done? Can you see a way that new activities could be introduced alongside your current lesson plans? Do you foresee any difficulties in doing this?

{{ednote|text=
Discuss with the participants how they plan their lessons and how the new interactive activities that they are being introduced to can work within their current plans.

In designing 'activities', we do not aim to replace whole lesson plans. We simply try to make some activities in the lessons more interactive.

}}

{{activity|Introduction| to activity templates.|10}} In this section, we consider strategies to incorporate new interactive elements in your lessons, including things you might say and do. To help you structure your planning, we provide an activity template. The template includes details of:
* what the activity is (a technique such as a brainstorm, group work, mini blackboard use, plus an activity in which it is used, e.g. “a brainstorm on what animals are found in your environment”),
* the grade,
* the subject & lesson topic,
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X),
* resources to be used (such as blackboard, mini blackboards, paper, objects, etc.), and
* how the activity is carried out.

{{activity|stgw|: Planning in pairs for activity templates.|10}} Break into pairs, and capture the activity (shown in the video above) in the activity template. Remember to include the '{{activitytag|no hands up}}' technique - this works very well with brainstorming, but can also be used for general questioning.

= Planning a brainstorm activity =

{{activity|stgw|: Planning in pairs of a brainstorm activity.|5}} Break into pairs, and plan a brainstorm together. The pairs should be arranged, so that it will be possible to do this brainstorm with your class (e.g. pair by grade, or pair by subject). As you plan, share your ideas with your partner as much as possible, and listen attentively to their ideas and feedback.

Here are some questions you could consider to help you plan:
* What do you need to know about students’ knowledge or understanding of the topic? What will you ask them to brainstorm about?
* What will you do with the results? How will you build on that in the rest of the lesson?
* What are you teaching next week?
* What is the topic of your brainstorm?
* What makes for a good topic?

{{activity|wcb| of participant's suggestions.|5}} Pick one or two of the brainstorms that were just planned and try them on the rest of the group.

{{ednote|text=
The topic of the brainstorm needs to generate lots of ideas. Look out for topics that have correct responses and/or are narrow in scope, e.g. name the parts of a flower. This would not be a suitable topic to brainstorm, instead the topic could be 'what do we know about flowers?'. (Further questions could be asked by the teacher as the brainstorm proceeds in order to find out the depth of the students' knowledge). Encourage participants to accept all responses without evaluation, and, if possible, to make a note of them for all to see.
}}

{{activity|wcd|: Discussion of the trialled brainstorm activity.|5}} Did this work? How do you know? Did everyone participate?

{{activity|stgw|: Planning in pairs to revise the planned brainstorm activity.|5}} Based on what you have learned from the brainstorm trialling activity, revise your brainstorm, making sure that you have phrased your topic in a way that will generate lots of ideas. You can do this activity in pairs, but each one of you should plan an individual brainstorm activity that you will use with your class before the next session.

= Follow-up activities =

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

{{fup|A}} ''Practical classroom activities and reflection.'' Complete an activity template for the brainstorm activity that you planned and revised in this session. Do the activity with your class, and be prepared to reflect on how it went.

{{fup|B}} Don’t forget to bring your activity plans again, as well as your recorded reflections. (Use your dictaphone if you have one, or make notes on paper or electronically)

{{ednote|text=
Remind participants to do their activities. They may want to review the notes that have been handed out, as well as read the background text available below.

As the facilitator, you should also do a reflection on how this first workshop went - please see facilitator reflection for Unit 1!

}}

{{setting of follow up}}

= Activity template =

The activity template is available on this page for printing: [[OER4Schools/activity template]]:

{{:OER4Schools/activity template}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/What is interactive teaching

2015-01-14T10:24:07Z

Ll486: /* Brainstorming in the classroom */

OER4Schools/What is interactive teaching

2015-01-14T10:21:30Z

Ll486:

{{OER4S
|title=What is interactive teaching? An introduction to the interactive Zambian classroom
|session=1.1
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the interactive teaching technique of '''brainstorming''', and how and when to use it in the classroom, and
* '''activity templates''' for interactive teaching techniques, and how these can be introduced alongside current lesson plans.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* plan a brainstorm activity that has the potential to generate lots of ideas,
* complete an activity template for the brainstorm activity that has a clear learning objective,
* do this activity in the classroom, and
* reflect on this activity (and revise, if necessary) to ensure maximum interaction from students.

|ict=There are no ICT components for this session — this will start in the next session.

}}

= Introduction and ice breakers =

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

{{ednote|text=

It is imperative that you read the text of this session and the following sessions very carefully, and clarify any issues. You should make the learning intentions and the success criteria for the sessions explicit to the participants, perhaps by writing them on the board or printing them out separately. These should be referred to when appropriate as you proceed through the session/s.

}}

[[Image:Abel photo 2.jpg|300px|thumb]]
Welcome to the first workshop of the [[OER4Schools]] programme. The facilitator will now guide you through some introductory activities.

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

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

}}

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

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

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

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

= Brainstorm on interactive teaching =

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

'''Record the brainstorm. '''The facilitator writes on a board or a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is okay to not make a record. There should be no evaluation of responses when using the brainstorming technique.

}}

{{activity|wcb| on interactive teaching.|10}} Consider the following questions:
* What is interactive teaching?
* What interactive techniques do you know?
* How often have you used such techniques?

{{ednote|text=
What is a "whole group brainstorm"?

Make it clear to the participants that you want to hear from everyone, and that they shouldn't worry if they're not sure, but they should have a go at making a suggestion. We will develop our collective understanding as time goes on (what are teachers’ expectations?). There are no wrong answers, just ideas. Here we have used a number of questions to give participants an idea of how wide-ranging their responses can be. The aim of this brainstorm is to find out what participants know, think and feel about interactive teaching.

If participants are not very forthcoming, probe them with additional questions, e.g. 'What do you think interactive teaching might be? Is it the same as learner-centred teaching?'

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

= Brainstorming in the classroom =

{{ednote|text=

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

}}

{{activity|stgw|: Discussion in pairs about what {{activitytag| brainstorming}} looks like in the classroom.|5}} Now that we have done a brainstorm in the workshop, what does a brainstorm in the classroom look like? Do you think your students would like this activity? How could you make sure that all students get actively involved? Discuss this with your neighbour.

{{activity|wcd|: Reporting back from the discussion|5}} Participants briefly report back from the group work.

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

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

{{activity|otr|: Watch video of a brainstorm.|5}} Watch the following video clip together. As you watch, think about the following:

{{: Video/Eness vertebrates 1.mp4/reflection }}

{{: Video/Eness_vertebrates_1.mp4 }}

This clip from a Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.

{{ednote|text=
Note that the clip shows the start of a session but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions – allowing time to think first, {{activitytag|'no hands up’}} technique.

Workshop participants continue with the discussion.

}}

{{activity|wcd|: Discussion on the brainstorm video.|15}} Let's now discuss this. We asked some questions above, which you should now discuss.

{{ednote|text=
During the discussion, record what participants are contributing. You could do this on a piece of paper or on the board. You could also appoint a scribe who does this for you, leaving you free to manage the discussion.

Benefits of brainstorming include:
* giving everybody an opportunity to speak,
* encouraging students to contribute a large range of ideas,
* reducing the fear of risk taking, and
* showing respect for all participants (making sure that students do not laugh at each other).

At the end of the discussion, summarise the outcomes of the discussion, including any key points the participants have made.
}}

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

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

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

= Planning an activity - “activity template” =

{{activity|wcd|: Discussion on activity plans.|10}} Have a brief discussion about current practice on lesson planning. Consider such things as: Where do the lesson plans themselves come from? What do you think about the activities that are being done? Can you see a way that new activities could be introduced alongside your current lesson plans? Do you foresee any difficulties in doing this?

{{ednote|text=
Discuss with the participants how they plan their lessons and how the new interactive activities that they are being introduced to can work within their current plans.

In designing 'activities', we do not aim to replace whole lesson plans. We simply try to make some activities in the lessons more interactive.

}}

{{activity|Introduction| to activity templates.|10}} In this section, we consider strategies to incorporate new interactive elements in your lessons, including things you might say and do. To help you structure your planning, we provide an activity template. The template includes details of:
* what the activity is (a technique such as a brainstorm, group work, mini blackboard use, plus an activity in which it is used, e.g. “a brainstorm on what animals are found in your environment”),
* the grade,
* the subject & lesson topic,
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X),
* resources to be used (such as blackboard, mini blackboards, paper, objects, etc.), and
* how the activity is carried out.

{{activity|stgw|: Planning in pairs for activity templates.|10}} Break into pairs, and capture the activity (shown in the video above) in the activity template. Remember to include the '{{activitytag|no hands up}}' technique - this works very well with brainstorming, but can also be used for general questioning.

= Planning a brainstorm activity =

{{activity|stgw|: Planning in pairs of a brainstorm activity.|5}} Break into pairs, and plan a brainstorm together. The pairs should be arranged, so that it will be possible to do this brainstorm with your class (e.g. pair by grade, or pair by subject). As you plan, share your ideas with your partner as much as possible, and listen attentively to their ideas and feedback.

Here are some questions you could consider to help you plan:
* What do you need to know about students’ knowledge or understanding of the topic? What will you ask them to brainstorm about?
* What will you do with the results? How will you build on that in the rest of the lesson?
* What are you teaching next week?
* What is the topic of your brainstorm?
* What makes for a good topic?

{{activity|wcb| of participant's suggestions.|5}} Pick one or two of the brainstorms that were just planned and try them on the rest of the group.

{{ednote|text=
The topic of the brainstorm needs to generate lots of ideas. Look out for topics that have correct responses and/or are narrow in scope, e.g. name the parts of a flower. This would not be a suitable topic to brainstorm, instead the topic could be 'what do we know about flowers?'. (Further questions could be asked by the teacher as the brainstorm proceeds in order to find out the depth of the students' knowledge). Encourage participants to accept all responses without evaluation, and, if possible, to make a note of them for all to see.
}}

{{activity|wcd|: Discussion of the trialled brainstorm activity.|5}} Did this work? How do you know? Did everyone participate?

{{activity|stgw|: Planning in pairs to revise the planned brainstorm activity.|5}} Based on what you have learned from the brainstorm trialling activity, revise your brainstorm, making sure that you have phrased your topic in a way that will generate lots of ideas. You can do this activity in pairs, but each one of you should plan an individual brainstorm activity that you will use with your class before the next session.

= Follow-up activities =

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

{{fup|A}} ''Practical classroom activities and reflection.'' Complete an activity template for the brainstorm activity that you planned and revised in this session. Do the activity with your class, and be prepared to reflect on how it went.

{{fup|B}} Don’t forget to bring your activity plans again, as well as your recorded reflections. (Use your dictaphone if you have one, or make notes on paper or electronically)

{{ednote|text=
Remind participants to do their activities. They may want to review the notes that have been handed out, as well as read the background text available below.

As the facilitator, you should also do a reflection on how this first workshop went - please see facilitator reflection for Unit 1!

}}

{{setting of follow up}}

= Activity template =

The activity template is available on this page for printing: [[OER4Schools/activity template]]:

{{:OER4Schools/activity template}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/What is interactive teaching

2015-01-14T10:13:44Z

Ll486: /* Brainstorm on interactive teaching */

{{OER4S
|title=What is interactive teaching? An introduction to the interactive Zambian classroom
|session=1.1
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the interactive teaching technique of '''brainstorming''', and how and when to use it in the classroom, and
* '''activity templates''' for interactive teaching techniques, and how these can be introduced alongside current lesson plans.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* plan a brainstorm activity that has the potential to generate lots of ideas,
* complete an activity template for the brainstorm activity that has a clear learning objective,
* do this activity in the classroom, and
* reflect on this activity (and revise, if necessary) to ensure maximum interaction from students.

|ict=There are no ICT components for this session — this will start in the next session.

}}

= Introduction and ice breakers =

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

{{ednote|text=

It is imperative that you read the text of this session and the following sessions very carefully, and clarify any issues. You should make the learning intentions and the success criteria for the sessions explicit to the participants, perhaps by writing them on the board or printing them out separately. These should be referred to when appropriate as you proceed through the session/s.

}}

[[Image:Abel photo 2.jpg|300px|thumb]]
Welcome to the first workshop of the [[OER4Schools]] programme. The facilitator will now guide you through some introductory activities.

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

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

}}

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

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

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

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

= Brainstorm on interactive teaching =

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

'''Record the brainstorm. '''The facilitator writes on a board or a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is okay to not make a record. There should be no evaluation of responses when using the brainstorming technique.

}}

{{activity|wcb| on interactive teaching.|10}} Consider the following questions:
* What is interactive teaching?
* What interactive techniques do you know?
* How often have you used such techniques?

{{ednote|text=
What is a "whole group brainstorm"?

Make it clear to the participants that you want to hear from everyone, and that they shouldn't worry if they're not sure, but they should have a go at making a suggestion. We will develop our collective understanding as time goes on (what are teachers’ expectations?). There are no wrong answers, just ideas. Here we have used a number of questions to give participants an idea of how wide-ranging their responses can be. The aim of this brainstorm is to find out what participants know, think and feel about interactive teaching.

If participants are not very forthcoming, probe them with additional questions, e.g. 'What do you think interactive teaching might be? Is it the same as learner-centred teaching?'

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

= Brainstorming in the classroom =

{{ednote|text=

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

}}

{{activity|stgw|: Discussion in pairs of what {{activitytag| brainstorming}} looks like in the classroom.|5}} Now that we have done a brainstorm in the workshop, what does a brainstorm in the classroom look like? Do you think your students would like this activity? How could you make sure that all students get actively involved? Discuss this with your neighbour.

{{activity|wcd|: Reporting back from the discussion|5}} Participants briefly report back from the group work.

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

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

{{activity|otr|: Watch video of a brainstorm.|5}} Watch the following video clip together. As you watch, think about the following:

{{: Video/Eness vertebrates 1.mp4/reflection }}

{{: Video/Eness_vertebrates_1.mp4 }}

This clip from a Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.

{{ednote|text=
Note that the clip shows the start of a session but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions – allowing time to think first, {{activitytag|'no hands up’}} technique.

Workshop participants continue with the discussion.

}}

{{activity|wcd|: Discussion on the brainstorm video.|15}} Let's now discuss this. We asked some questions above, which you should now discuss.

{{ednote|text=
During the discussion, record what participants are contributing. You could do this on a piece of paper or on the board. You could also appoint a scribe who does this for you, leaving you free to manage the discussion.

Benefits of brainstorming include:
* giving everybody an opportunity to speak,
* encouraging students to contribute a large range of ideas,
* reducing the fear of risk taking, and
* showing respect for all participants (making sure that students do not laugh at each other).

At the end of the discussion, summarise the outcomes of the discussion, including any key points the participants have made.
}}

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

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

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

= Planning an activity - “activity template” =

{{activity|wcd|: Discussion on activity plans.|10}} Have a brief discussion about current practice on lesson planning. Consider such things as: Where do the lesson plans themselves come from? What do you think about the activities that are being done? Can you see a way that new activities could be introduced alongside your current lesson plans? Do you foresee any difficulties in doing this?

{{ednote|text=
Discuss with the participants how they plan their lessons and how the new interactive activities that they are being introduced to can work within their current plans.

In designing 'activities', we do not aim to replace whole lesson plans. We simply try to make some activities in the lessons more interactive.

}}

{{activity|Introduction| to activity templates.|10}} In this section, we consider strategies to incorporate new interactive elements in your lessons, including things you might say and do. To help you structure your planning, we provide an activity template. The template includes details of:
* what the activity is (a technique such as a brainstorm, group work, mini blackboard use, plus an activity in which it is used, e.g. “a brainstorm on what animals are found in your environment”),
* the grade,
* the subject & lesson topic,
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X),
* resources to be used (such as blackboard, mini blackboards, paper, objects, etc.), and
* how the activity is carried out.

{{activity|stgw|: Planning in pairs for activity templates.|10}} Break into pairs, and capture the activity (shown in the video above) in the activity template. Remember to include the '{{activitytag|no hands up}}' technique - this works very well with brainstorming, but can also be used for general questioning.

= Planning a brainstorm activity =

{{activity|stgw|: Planning in pairs of a brainstorm activity.|5}} Break into pairs, and plan a brainstorm together. The pairs should be arranged, so that it will be possible to do this brainstorm with your class (e.g. pair by grade, or pair by subject). As you plan, share your ideas with your partner as much as possible, and listen attentively to their ideas and feedback.

Here are some questions you could consider to help you plan:
* What do you need to know about students’ knowledge or understanding of the topic? What will you ask them to brainstorm about?
* What will you do with the results? How will you build on that in the rest of the lesson?
* What are you teaching next week?
* What is the topic of your brainstorm?
* What makes for a good topic?

{{activity|wcb| of participant's suggestions.|5}} Pick one or two of the brainstorms that were just planned and try them on the rest of the group.

{{ednote|text=
The topic of the brainstorm needs to generate lots of ideas. Look out for topics that have correct responses and/or are narrow in scope, e.g. name the parts of a flower. This would not be a suitable topic to brainstorm, instead the topic could be 'what do we know about flowers?'. (Further questions could be asked by the teacher as the brainstorm proceeds in order to find out the depth of the students' knowledge). Encourage participants to accept all responses without evaluation, and, if possible, to make a note of them for all to see.
}}

{{activity|wcd|: Discussion of the trialled brainstorm activity.|5}} Did this work? How do you know? Did everyone participate?

{{activity|stgw|: Planning in pairs to revise the planned brainstorm activity.|5}} Based on what you have learned from the brainstorm trialling activity, revise your brainstorm, making sure that you have phrased your topic in a way that will generate lots of ideas. You can do this activity in pairs, but each one of you should plan an individual brainstorm activity that you will use with your class before the next session.

= Follow-up activities =

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

{{fup|A}} ''Practical classroom activities and reflection.'' Complete an activity template for the brainstorm activity that you planned and revised in this session. Do the activity with your class, and be prepared to reflect on how it went.

{{fup|B}} Don’t forget to bring your activity plans again, as well as your recorded reflections. (Use your dictaphone if you have one, or make notes on paper or electronically)

{{ednote|text=
Remind participants to do their activities. They may want to review the notes that have been handed out, as well as read the background text available below.

As the facilitator, you should also do a reflection on how this first workshop went - please see facilitator reflection for Unit 1!

}}

{{setting of follow up}}

= Activity template =

The activity template is available on this page for printing: [[OER4Schools/activity template]]:

{{:OER4Schools/activity template}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/What is interactive teaching

2015-01-14T10:07:40Z

Ll486: /* Introduction and ice breakers */

{{OER4S
|title=What is interactive teaching? An introduction to the interactive Zambian classroom
|session=1.1
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the interactive teaching technique of '''brainstorming''', and how and when to use it in the classroom, and
* '''activity templates''' for interactive teaching techniques, and how these can be introduced alongside current lesson plans.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* plan a brainstorm activity that has the potential to generate lots of ideas,
* complete an activity template for the brainstorm activity that has a clear learning objective,
* do this activity in the classroom, and
* reflect on this activity (and revise, if necessary) to ensure maximum interaction from students.

|ict=There are no ICT components for this session — this will start in the next session.

}}

= Introduction and ice breakers =

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

{{ednote|text=

It is imperative that you read the text of this session and the following sessions very carefully, and clarify any issues. You should make the learning intentions and the success criteria for the sessions explicit to the participants, perhaps by writing them on the board or printing them out separately. These should be referred to when appropriate as you proceed through the session/s.

}}

[[Image:Abel photo 2.jpg|300px|thumb]]
Welcome to the first workshop of the [[OER4Schools]] programme. The facilitator will now guide you through some introductory activities.

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

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

}}

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

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

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

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

= Brainstorm on interactive teaching =

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

'''Record the brainstorm. '''The facilitator writes on a board or a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is okay to not make a record. There should be no evaluation of responses when using the brainstorming technique.

}}

{{activity|wcb| on interactive teaching.|10}} Consider the following questions:
* What is interactive teaching?
* What interactive techniques do you know?
* How often have you used such techniques?

{{ednote|text=
What is a "whole group brainstorm"?

Make it clear to the participants that you want to hear from everyone, and that they shouldn't worry if they're not sure but they should have a go at making a suggestion. We will develop our collective understanding as time goes on (what are teachers’ expectations?). There are no wrong answers, just ideas. Here we have used a number of questions to give participants an idea of how wide-ranging their responses can be. The aim of this brainstorm is to find out what participants know, think and feel about interactive teaching.

If participants are not very forthcoming, probe them with additional questions, e.g. 'What do you think interactive teaching might be? Is it the same as learner-centred teaching?'

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

= Brainstorming in the classroom =

{{ednote|text=

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

}}

{{activity|stgw|: Discussion in pairs of what {{activitytag| brainstorming}} looks like in the classroom.|5}} Now that we have done a brainstorm in the workshop, what does a brainstorm in the classroom look like? Do you think your students would like this activity? How could you make sure that all students get actively involved? Discuss this with your neighbour.

{{activity|wcd|: Reporting back from the discussion|5}} Participants briefly report back from the group work.

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

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

{{activity|otr|: Watch video of a brainstorm.|5}} Watch the following video clip together. As you watch, think about the following:

{{: Video/Eness vertebrates 1.mp4/reflection }}

{{: Video/Eness_vertebrates_1.mp4 }}

This clip from a Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.

{{ednote|text=
Note that the clip shows the start of a session but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions – allowing time to think first, {{activitytag|'no hands up’}} technique.

Workshop participants continue with the discussion.

}}

{{activity|wcd|: Discussion on the brainstorm video.|15}} Let's now discuss this. We asked some questions above, which you should now discuss.

{{ednote|text=
During the discussion, record what participants are contributing. You could do this on a piece of paper or on the board. You could also appoint a scribe who does this for you, leaving you free to manage the discussion.

Benefits of brainstorming include:
* giving everybody an opportunity to speak,
* encouraging students to contribute a large range of ideas,
* reducing the fear of risk taking, and
* showing respect for all participants (making sure that students do not laugh at each other).

At the end of the discussion, summarise the outcomes of the discussion, including any key points the participants have made.
}}

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

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

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

= Planning an activity - “activity template” =

{{activity|wcd|: Discussion on activity plans.|10}} Have a brief discussion about current practice on lesson planning. Consider such things as: Where do the lesson plans themselves come from? What do you think about the activities that are being done? Can you see a way that new activities could be introduced alongside your current lesson plans? Do you foresee any difficulties in doing this?

{{ednote|text=
Discuss with the participants how they plan their lessons and how the new interactive activities that they are being introduced to can work within their current plans.

In designing 'activities', we do not aim to replace whole lesson plans. We simply try to make some activities in the lessons more interactive.

}}

{{activity|Introduction| to activity templates.|10}} In this section, we consider strategies to incorporate new interactive elements in your lessons, including things you might say and do. To help you structure your planning, we provide an activity template. The template includes details of:
* what the activity is (a technique such as a brainstorm, group work, mini blackboard use, plus an activity in which it is used, e.g. “a brainstorm on what animals are found in your environment”),
* the grade,
* the subject & lesson topic,
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X),
* resources to be used (such as blackboard, mini blackboards, paper, objects, etc.), and
* how the activity is carried out.

{{activity|stgw|: Planning in pairs for activity templates.|10}} Break into pairs, and capture the activity (shown in the video above) in the activity template. Remember to include the '{{activitytag|no hands up}}' technique - this works very well with brainstorming, but can also be used for general questioning.

= Planning a brainstorm activity =

{{activity|stgw|: Planning in pairs of a brainstorm activity.|5}} Break into pairs, and plan a brainstorm together. The pairs should be arranged, so that it will be possible to do this brainstorm with your class (e.g. pair by grade, or pair by subject). As you plan, share your ideas with your partner as much as possible, and listen attentively to their ideas and feedback.

Here are some questions you could consider to help you plan:
* What do you need to know about students’ knowledge or understanding of the topic? What will you ask them to brainstorm about?
* What will you do with the results? How will you build on that in the rest of the lesson?
* What are you teaching next week?
* What is the topic of your brainstorm?
* What makes for a good topic?

{{activity|wcb| of participant's suggestions.|5}} Pick one or two of the brainstorms that were just planned and try them on the rest of the group.

{{ednote|text=
The topic of the brainstorm needs to generate lots of ideas. Look out for topics that have correct responses and/or are narrow in scope, e.g. name the parts of a flower. This would not be a suitable topic to brainstorm, instead the topic could be 'what do we know about flowers?'. (Further questions could be asked by the teacher as the brainstorm proceeds in order to find out the depth of the students' knowledge). Encourage participants to accept all responses without evaluation, and, if possible, to make a note of them for all to see.
}}

{{activity|wcd|: Discussion of the trialled brainstorm activity.|5}} Did this work? How do you know? Did everyone participate?

{{activity|stgw|: Planning in pairs to revise the planned brainstorm activity.|5}} Based on what you have learned from the brainstorm trialling activity, revise your brainstorm, making sure that you have phrased your topic in a way that will generate lots of ideas. You can do this activity in pairs, but each one of you should plan an individual brainstorm activity that you will use with your class before the next session.

= Follow-up activities =

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

{{fup|A}} ''Practical classroom activities and reflection.'' Complete an activity template for the brainstorm activity that you planned and revised in this session. Do the activity with your class, and be prepared to reflect on how it went.

{{fup|B}} Don’t forget to bring your activity plans again, as well as your recorded reflections. (Use your dictaphone if you have one, or make notes on paper or electronically)

{{ednote|text=
Remind participants to do their activities. They may want to review the notes that have been handed out, as well as read the background text available below.

As the facilitator, you should also do a reflection on how this first workshop went - please see facilitator reflection for Unit 1!

}}

{{setting of follow up}}

= Activity template =

The activity template is available on this page for printing: [[OER4Schools/activity template]]:

{{:OER4Schools/activity template}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/What is interactive teaching

2015-01-14T10:04:44Z

Ll486: /* Introduction and ice breakers */

{{OER4S
|title=What is interactive teaching? An introduction to the interactive Zambian classroom
|session=1.1
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the interactive teaching technique of '''brainstorming''', and how and when to use it in the classroom, and
* '''activity templates''' for interactive teaching techniques, and how these can be introduced alongside current lesson plans.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* plan a brainstorm activity that has the potential to generate lots of ideas,
* complete an activity template for the brainstorm activity that has a clear learning objective,
* do this activity in the classroom, and
* reflect on this activity (and revise, if necessary) to ensure maximum interaction from students.

|ict=There are no ICT components for this session — this will start in the next session.

}}

= Introduction and ice breakers =

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

{{ednote|text=

It is imperative that you read the text of this session and the following sessions very carefully, and clarify any issues. You should make the learning intentions and the success criteria for the sessions explicit to the participants, perhaps by writing them on the board or printing them out separately. These should be referred to when appropriate as you proceed through the session/s.

}}

[[Image:Abel photo 2.jpg|300px|thumb]]
Welcome to the first workshop of the [[OER4Schools]] programme. The facilitator will now guide you through some introductory activities.

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

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

}}

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

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

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

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

= Brainstorm on interactive teaching =

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

'''Record the brainstorm. '''The facilitator writes on a board or a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is okay to not make a record. There should be no evaluation of responses when using the brainstorming technique.

}}

{{activity|wcb| on interactive teaching.|10}} Consider the following questions:
* What is interactive teaching?
* What interactive techniques do you know?
* How often have you used such techniques?

{{ednote|text=
What is a "whole group brainstorm"?

Make it clear to the participants that you want to hear from everyone, and that they shouldn't worry if they're not sure but they should have a go at making a suggestion. We will develop our collective understanding as time goes on (what are teachers’ expectations?). There are no wrong answers, just ideas. Here we have used a number of questions to give participants an idea of how wide-ranging their responses can be. The aim of this brainstorm is to find out what participants know, think and feel about interactive teaching.

If participants are not very forthcoming, probe them with additional questions, e.g. 'What do you think interactive teaching might be? Is it the same as learner-centred teaching?'

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

= Brainstorming in the classroom =

{{ednote|text=

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

}}

{{activity|stgw|: Discussion in pairs of what {{activitytag| brainstorming}} looks like in the classroom.|5}} Now that we have done a brainstorm in the workshop, what does a brainstorm in the classroom look like? Do you think your students would like this activity? How could you make sure that all students get actively involved? Discuss this with your neighbour.

{{activity|wcd|: Reporting back from the discussion|5}} Participants briefly report back from the group work.

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

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

{{activity|otr|: Watch video of a brainstorm.|5}} Watch the following video clip together. As you watch, think about the following:

{{: Video/Eness vertebrates 1.mp4/reflection }}

{{: Video/Eness_vertebrates_1.mp4 }}

This clip from a Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.

{{ednote|text=
Note that the clip shows the start of a session but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions – allowing time to think first, {{activitytag|'no hands up’}} technique.

Workshop participants continue with the discussion.

}}

{{activity|wcd|: Discussion on the brainstorm video.|15}} Let's now discuss this. We asked some questions above, which you should now discuss.

{{ednote|text=
During the discussion, record what participants are contributing. You could do this on a piece of paper or on the board. You could also appoint a scribe who does this for you, leaving you free to manage the discussion.

Benefits of brainstorming include:
* giving everybody an opportunity to speak,
* encouraging students to contribute a large range of ideas,
* reducing the fear of risk taking, and
* showing respect for all participants (making sure that students do not laugh at each other).

At the end of the discussion, summarise the outcomes of the discussion, including any key points the participants have made.
}}

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

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

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

= Planning an activity - “activity template” =

{{activity|wcd|: Discussion on activity plans.|10}} Have a brief discussion about current practice on lesson planning. Consider such things as: Where do the lesson plans themselves come from? What do you think about the activities that are being done? Can you see a way that new activities could be introduced alongside your current lesson plans? Do you foresee any difficulties in doing this?

{{ednote|text=
Discuss with the participants how they plan their lessons and how the new interactive activities that they are being introduced to can work within their current plans.

In designing 'activities', we do not aim to replace whole lesson plans. We simply try to make some activities in the lessons more interactive.

}}

{{activity|Introduction| to activity templates.|10}} In this section, we consider strategies to incorporate new interactive elements in your lessons, including things you might say and do. To help you structure your planning, we provide an activity template. The template includes details of:
* what the activity is (a technique such as a brainstorm, group work, mini blackboard use, plus an activity in which it is used, e.g. “a brainstorm on what animals are found in your environment”),
* the grade,
* the subject & lesson topic,
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X),
* resources to be used (such as blackboard, mini blackboards, paper, objects, etc.), and
* how the activity is carried out.

{{activity|stgw|: Planning in pairs for activity templates.|10}} Break into pairs, and capture the activity (shown in the video above) in the activity template. Remember to include the '{{activitytag|no hands up}}' technique - this works very well with brainstorming, but can also be used for general questioning.

= Planning a brainstorm activity =

{{activity|stgw|: Planning in pairs of a brainstorm activity.|5}} Break into pairs, and plan a brainstorm together. The pairs should be arranged, so that it will be possible to do this brainstorm with your class (e.g. pair by grade, or pair by subject). As you plan, share your ideas with your partner as much as possible, and listen attentively to their ideas and feedback.

Here are some questions you could consider to help you plan:
* What do you need to know about students’ knowledge or understanding of the topic? What will you ask them to brainstorm about?
* What will you do with the results? How will you build on that in the rest of the lesson?
* What are you teaching next week?
* What is the topic of your brainstorm?
* What makes for a good topic?

{{activity|wcb| of participant's suggestions.|5}} Pick one or two of the brainstorms that were just planned and try them on the rest of the group.

{{ednote|text=
The topic of the brainstorm needs to generate lots of ideas. Look out for topics that have correct responses and/or are narrow in scope, e.g. name the parts of a flower. This would not be a suitable topic to brainstorm, instead the topic could be 'what do we know about flowers?'. (Further questions could be asked by the teacher as the brainstorm proceeds in order to find out the depth of the students' knowledge). Encourage participants to accept all responses without evaluation, and, if possible, to make a note of them for all to see.
}}

{{activity|wcd|: Discussion of the trialled brainstorm activity.|5}} Did this work? How do you know? Did everyone participate?

{{activity|stgw|: Planning in pairs to revise the planned brainstorm activity.|5}} Based on what you have learned from the brainstorm trialling activity, revise your brainstorm, making sure that you have phrased your topic in a way that will generate lots of ideas. You can do this activity in pairs, but each one of you should plan an individual brainstorm activity that you will use with your class before the next session.

= Follow-up activities =

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

{{fup|A}} ''Practical classroom activities and reflection.'' Complete an activity template for the brainstorm activity that you planned and revised in this session. Do the activity with your class, and be prepared to reflect on how it went.

{{fup|B}} Don’t forget to bring your activity plans again, as well as your recorded reflections. (Use your dictaphone if you have one, or make notes on paper or electronically)

{{ednote|text=
Remind participants to do their activities. They may want to review the notes that have been handed out, as well as read the background text available below.

As the facilitator, you should also do a reflection on how this first workshop went - please see facilitator reflection for Unit 1!

}}

{{setting of follow up}}

= Activity template =

The activity template is available on this page for printing: [[OER4Schools/activity template]]:

{{:OER4Schools/activity template}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/ICT/01 Netbook familiarisation

2015-01-12T12:20:13Z

Ll486:

{{ednote|text=

The following activity, as with other activities in later sessions, assumes that you have some {{Local|default=computers, netbooks, or tablets|Zambia=netbooks|Rwanda=XO laptops}} available. If you have other forms of ICT available, you could use those instead. In future sessions, we will use internet browsing, spreadsheets and GeoGebra (among other applications), so if you doing the OER4Schools programme with ICT, then it's important that you have access to these.

If you are doing the programme without ICT, you can skip this part, and instead spend longer on the other activities in this session.
}}

{{activity|stgw|: Practical activity exploring {{Local|default=computers, netbooks, or tablets|Zambia=netbooks|Rwanda=XO laptop|defaultonly=1}}.|20}} Here is {{Local|default=a technology|Zambia=a netbook|Rwanda=an XO laptop}} familiarisation activity that you can use with your students. Spend some time working through the activity yourself now and think about how your students will respond to it. Make sure that you can answer all of the questions.

{{Local
|default={{oinc|OER4Schools/Netbook familiarisation}}
|Rwanda={{oinc|OER4Schools/XO familiarisation}}
}}

Here is a Zambian teacher's experience of introducing netbooks to her class:

{{speechbubbleleft|text=The netbook familiarisation was impressive. Each and every pupil participated fully. What was more impressive was the fact that some of the pupils were very much acquainted with the computers. They can open, they can play games, they are also able to type, they are able to close. So they were able to help others. Of course this no go without challenges. Some pupils had never seen computers before. Nor touch them. So it was difficult for them. However, after being helped, they found it so interesting that they did not want to stop. Just look forward to working with them once again.
}}
{{: OER4Schools/Learning about ICT with self-awareness }}

{{ednote|text=
Each participant should log in and out several times. If they just do it once (or even just watch once), they will not remember. How difficult do they find typing at this stage? How difficult will your students find it? Encourage discussion about this during this part of the session.
}}

OER4Schools/Classroom assistants

2015-01-12T12:09:07Z

Ll486:

<noinclude>{{OER4SchoolsRinfo
|title=Classroom assistants
}}</noinclude>

How do you think an older child (e.g. grade 8 or 9) could help in a grade 5 class? In some innovative European schools, cross- or multi-grade teaching takes place, not out of necessity, but because it makes pedagogical sense. Older students can benefit from having to explain things to younger students, while younger students may surprise older students with how they think about things.

Sometimes a student may even be able to explain something better to peers than the teacher can! In Unit 3, Session 1 (video: new Abel clip 4), we saw how Abel solicited the help of two older boys in his mixed age (11-16) class when he himself had had difficulty in helping a group of students to understand how to find 'area' and 'perimeter' of a rectangle using GeoGebra software.

In an African context, many schools operate in two (or more) shifts. This might mean that (e.g.) Grade 5 is taught in the morning, while Grade 7 is taught in the afternoon. This situation, born out of necessity, could be turned around to really benefit teaching and learning at your school. This week, we are asking you to conduct an experiment to see whether this can work at your school. In your homework today, we suggest that you each try to recruit two or three “classroom assistants” from a higher grade to help you with teaching in your grade.

{{activity|wcd|: Discussion about classroom assistants.|10}} Here are some points that you need to discuss:
* What is the benefit of this to your class?
* What do you need to discuss with the head teacher before you can recruit some students from a higher grade to help? How often is it reasonable for the older students to come?
* What is the benefit for the higher grade students? What incentive is needed for those students to want to come and help in your class? How can you make sure that those students stay engaged in the programme? For instance, you might want to set up a “computer club” for those Grade 8 and 9 students who help out in the lower grades.
* How will the parents of those students react to this? What do you (or the headteacher) need to say to those parents? Do you need to write a letter, that can be given to the parents?

OER4Schools/Introduction to interactive teaching with ICT

2015-01-12T11:58:36Z

Ll486: /* The cycle of Plan-Teach-Reflect */

{{OER4S
|title=Introduction to interactive teaching with ICT
|session=1.2
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the '''cycle of ongoing reflective practice''' (plan - teach - reflect) and how this can be used to improve planned interactive teaching activities, and
* an activity on how to use a '''netbook''' to open a web browser.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* use a netbook to open a web browser and induct students in the process before the next session, and
* reflect on this activity (and revise, if necessary) to ensure maximum interaction from students.

|ict={{ OER4SchoolsWSInfo/ICT intro}}:
* ''Netbook familiarisation'': Switching on, logging in, opening a web browser.
{{ OER4SchoolsWSInfo/ICT intro students}}
* You will try the same activity in the classroom, introducing your students to the netbooks.
}}

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

{{review of follow up}}

= The cycle of Plan-Teach-Reflect =

{{ednote|text=
In this section, we introduce a key tool for this programme which we call “The cycle of plan - teach - reflect” ({{activitytag|ptr}}). What this means is that in our professional learning, we progress by planning (e.g.) an activity. We then do this activity in the classroom, and then reflect on the activity (either on our own, with a colleague, or in a group). You can read more about the idea of "{{activitytag|ptr}}".

Sometimes we capture these reflections. The simplest way to capture reflections is on paper. These can easily be shared. Because this involves extra work (e.g. done after a lesson), teachers can be reluctant to do so, and if you ask them to make notes, you may not actually get anything back. It can be helpful to give teachers some prompts that will remind them to reflect.

It is important to make very concrete plans with the teachers as to when they will be using their activities. We would strongly recommend that teachers decide on a particular day / lesson / class when they will trial an activity.

Also, arrange with the teachers when they will reflect. For instance, agree that the teachers will reflect immediately after the lesson. It is a common pattern for teachers to set the class quiet work. While we do not necessarily encourage this as a good use of lesson time, it is an opportunity for a teacher to quickly write down some reflections. So, if a series of interactive activities is followed by some individual work, the teacher could use that time to make some notes using the reflective questions provided.

The participants will plan an activity (such as brainstorming) in pairs. Explore whether it is possible for these two teachers to observe each other doing the brainstorm with their class. That is to say, is it possible for one teacher to set their class some work to enable the other teacher to observe? In principle, this should only take about 15 minutes, so do explore whether this can be done. We will come back to this in the next session.

As a facilitator, discuss these ideas with the participants, and make concrete plans for when the activities take place (together with peer observation), and when the associated reflection takes place.

We suggest that rather than reading the text below to, or with, the participants, you just draw attention to the diagram and explain the contents to the participants. Make sure that they understand the reflective questions provided. How do you know whether they have understood these questions? For instance, you could check whether participants can give concrete examples.
}}
[[Image:plan-teach-reflect.png|thumb|300px]]
[[Image:test.png|thumb|300px]]

{{activity|Introduction| to the cycle of ongoing reflective practice.|10}} Here we introduce the cycle of '''ongoing reflective practice''' in the context of doing a brainstorm activity. By following this cycle, you will gradually refine your classroom activities so that over time they become more interactive activities, providing better opportunities for students to learn more deeply.

* Part 1: Plan an interactive activity, such as brainstorming;
* Part 2: Teach using the activity, bearing in mind the learning objective;
* Part 3: Reflect on how the activity went, first on your own and then with a colleague and perhaps a wider group;
* Revise plan and repeat cycle.

For reflecting on an activity, it is useful to have questions to guide the reflection. For example, the following questions could be used to guide reflection:
* What did the children get out of the activity? How can you tell?
* How did you (as the teacher) find out what the children learned / thought about the activities / got out of them?
* What did you (as the teacher) get out of it?
* Did you find it difficult?
* What would you do differently next time?
* Did the activity allow students to meet the learning objective that it was designed to address?

We will use this cycle in the following section to refine a brainstorm activity.

= Classroom assistants =

{{ednote|text=
The notion of classroom assistants needs to be discussed at school level, and you may encounter resistance. However, it will be very beneficial to the smooth running of activities if some arrangement with classroom assistants can be made, especially if the programme has already been running in a previous year (in some grades, but not the whole school, and some students are thus familiar with netbooks).

If this is the first year that you are running the programme, you may want to consider running a computer club, which helps some students to learn about netbooks quickly, with a view to them helping out in lessons.
}}
{{: OER4Schools/Classroom assistants }}

= ICT practice: Netbook familiarisation =
{{:OER4Schools/ICT/include}}

= Netbook use at Chalimbana =

{{activity|wcd|: On netbook use at Chalimbana.|10}} Discuss issues of using the netbooks in class. You should also discuss a procedure for using the netbooks, given below. Discuss: Why do we get students to collect the netbooks? What is the role of the hand-washing station?

Please remember to get about 8 students to collect:
* the netbooks (18)
* the box of mice
* the hand-washing station
* the watering cans

Note:
* The chargers are to remain in the lab, and the netbooks should be used on battery.
* The students who return the equipment at the end of the day should put the netbooks on charge. It should always be the same students who return the equipment, so that it is handled properly.
* Strictly no use of the student netbooks outside these times.

= ICT-use agreement =

{{activity|wcd|: On ICT-use agreement.|30}} Discuss and develop a fair use policy.
{{ednote|text=
An example for teacher lab notices is available [[OER4Schools/Example Teacher Lab notices|here]].
You do not have to arrive at exactly the same agreement, but your own agreement might contain some of the same items.
}}

((Rwanda| to be added))

= Follow-up activities =

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

{{fup|A}} ''Netbook familiarisation.'' '''Introduce the class to the netbooks during one of your lessons.''' Netbooks should be run on battery. The activity is described in a separate classroom worksheet at the end of the unit. You should have this in front of you when you run the activity.

{{fup|B}} '''Classroom assistants.''' In another lesson this week, we would like you to try to recruit two or more “classroom assistants” to help the younger children with a specific activity, either ICT-based or not. Reflect (using your dictaphone) on whether/how that was useful from your perspective, and what the students’ own reactions were?

{{setting of follow up}}

{{activity summary}}

{{OER4S NextSession}}

OER4Schools/Introduction to interactive teaching with ICT

2015-01-07T12:01:36Z

Ll486:

{{OER4S
|title=Introduction to interactive teaching with ICT
|session=1.2
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the '''cycle of ongoing reflective practice''' (plan - teach - reflect) and how this can be used to improve planned interactive teaching activities, and
* an activity on how to use a '''netbook''' to open a web browser.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* use a netbook to open a web browser and induct students in the process before the next session, and
* reflect on this activity (and revise, if necessary) to ensure maximum interaction from students.

|ict={{ OER4SchoolsWSInfo/ICT intro}}:
* ''Netbook familiarisation'': Switching on, logging in, opening a web browser.
{{ OER4SchoolsWSInfo/ICT intro students}}
* You will try the same activity in the classroom, introducing your students to the netbooks.
}}

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

{{review of follow up}}

= The cycle of Plan-Teach-Reflect =

{{ednote|text=
In this section, we introduce a key tool for this programme, which we call “The cycle of plan - teach - reflect” ({{activitytag|ptr}}). What this means is that in our professional learning, we progress by planning (e.g.) an activity. We then do this activity in the classroom, and then reflect on the activity (either on our own, with a colleague, or in a group). You can read more about the idea of "{{activitytag|ptr}}".

Sometimes we capture these reflections. The simplest way to capture reflections is on paper. These can easily be shared. Because this involves extra work (e.g. done after a lesson), teachers can be reluctant to do so, and if you ask them to make notes, you may not actually get anything back. It can be helpful to give teachers some prompts that will remind them to reflect.

It is important to make very concrete plans with the teachers as to when they will be using their activities, and we would strongly recommend that teachers decide on a particular day / lesson / class when they will trial an activity.

Also, arrange with the teachers when they will reflect. For instance, agree that the teachers will reflect immediately after the lesson. It is a common pattern for teachers to set the class quiet work. While we do not necessarily encourage this as a good use of lesson time, it is an opportunity for a teacher to quickly write down some reflections. So, if a series of interactive activities is followed by some individual work, the teacher could use that time to make some notes using the reflective questions provided.

The participants will plan an activity (such as brainstorming) in pairs. Explore whether it is possible for these two teachers to observe each other doing the brainstorm with their class. That is to say, is it possible for one teacher to set their class some work to enable the other teacher to observe? In principle, this should only take about 15 minutes, so do explore whether this can be done. We will come back to this in the next session.

As a facilitator, discuss these ideas with the participants, and make concrete plans for when the activities take place (together with peer observation), and when the associated reflection takes place.

We suggest that rather than reading the text below to, or with, the participants, you just draw attention to the diagram and explain the contents to the participants. Make sure that they understand the reflective questions provided. How do you know whether they have understood these questions? For instance, you could check whether participants can give concrete examples.
}}
[[Image:plan-teach-reflect.png|thumb|300px]]
[[Image:test.png|thumb|300px]]

{{activity|Introduction| to the cycle of ongoing reflective practice.|10}} Here we introduce the cycle of '''ongoing reflective practice''' in the context of doing a brainstorm activity. By following this cycle, you will gradually refine your classroom activities so that over time they become more interactive activities, providing better opportunities for students to learn more deeply.

* Part 1: Plan an interactive activity, such as brainstorming;
* Part 2: Teach using the activity, bearing in mind the learning objective;
* Part 3: Reflect on how the activity went, first on your own and then with a colleague and perhaps a wider group;
* Revise plan and repeat cycle.

For reflecting on an activity, it is useful to have questions to guide the reflection. For example, the following questions could be used to guide reflection:
* What did the children get out of the activity? How can you tell?
* How did you (as the teacher) find out what the children learned / thought about the activities / got out of them?
* What did you (as the teacher) get out of it?
* Did you find it difficult?
* What would you do differently next time?
* Did the activity allow students to meet the learning objective that it was designed to address?

We will use this cycle in the following section to refine a brainstorm activity.

= Classroom assistants =

{{ednote|text=
The notion of classroom assistants needs to be discussed at school level, and you may encounter resistance. However, it will be very beneficial to the smooth running of activities if some arrangement with classroom assistants can be made, especially if the programme has already been running in a previous year (in some grades, but not the whole school, and some students are thus familiar with netbooks).

If this is the first year that you are running the programme, you may want to consider running a computer club, which helps some students to learn about netbooks quickly, with a view to them helping out in lessons.
}}
{{: OER4Schools/Classroom assistants }}

= ICT practice: Netbook familiarisation =
{{:OER4Schools/ICT/include}}

= Netbook use at Chalimbana =

{{activity|wcd|: On netbook use at Chalimbana.|10}} Discuss issues of using the netbooks in class. You should also discuss a procedure for using the netbooks, given below. Discuss: Why do we get students to collect the netbooks? What is the role of the hand-washing station?

Please remember to get about 8 students to collect:
* the netbooks (18)
* the box of mice
* the hand-washing station
* the watering cans

Note:
* The chargers are to remain in the lab, and the netbooks should be used on battery.
* The students who return the equipment at the end of the day should put the netbooks on charge. It should always be the same students who return the equipment, so that it is handled properly.
* Strictly no use of the student netbooks outside these times.

= ICT-use agreement =

{{activity|wcd|: On ICT-use agreement.|30}} Discuss and develop a fair use policy.
{{ednote|text=
An example for teacher lab notices is available [[OER4Schools/Example Teacher Lab notices|here]].
You do not have to arrive at exactly the same agreement, but your own agreement might contain some of the same items.
}}

((Rwanda| to be added))

= Follow-up activities =

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

{{fup|A}} ''Netbook familiarisation.'' '''Introduce the class to the netbooks during one of your lessons.''' Netbooks should be run on battery. The activity is described in a separate classroom worksheet at the end of the unit. You should have this in front of you when you run the activity.

{{fup|B}} '''Classroom assistants.''' In another lesson this week, we would like you to try to recruit two or more “classroom assistants” to help the younger children with a specific activity, either ICT-based or not. Reflect (using your dictaphone) on whether/how that was useful from your perspective, and what the students’ own reactions were?

{{setting of follow up}}

{{activity summary}}

{{OER4S NextSession}}

OER4Schools/What is interactive teaching

2015-01-07T11:16:47Z

Ll486:

{{OER4S
|title=What is interactive teaching? An introduction to the interactive Zambian classroom
|session=1.1
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the interactive teaching technique of '''brainstorming''', and how and when to use it in the classroom, and
* '''activity templates''' for interactive teaching techniques, and how these can be introduced alongside current lesson plans.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* plan a brainstorm activity that has the potential to generate lots of ideas,
* complete an activity template for the brainstorm activity that has a clear learning objective,
* do this activity in the classroom, and
* reflect on this activity (and revise, if necessary) to ensure maximum interaction from students.

|ict=There are no ICT components for this session — this will start in the next session.

}}

= Introduction and ice breakers =

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

{{ednote|text=

It is imperative that you read the text of this session, and the following sessions, very carefully, and clarify any issues. You should make the learning intentions and the success criteria for the sessions explicit to the participants, perhaps by writing them on the board or printing them out separately. These should be referred to when appropriate as you proceed through the session/s.

}}

[[Image:Abel photo 2.jpg|300px|thumb]]
Welcome to the first workshop of the [[OER4Schools]] programme. The facilitator will now guide you through some introductory activities.

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

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

}}

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

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

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

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

= Brainstorm on interactive teaching =

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

'''Record the brainstorm. '''The facilitator writes on a board or a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is okay to not make a record. There should be no evaluation of responses when using the brainstorming technique.

}}

{{activity|wcb| on interactive teaching.|10}} Consider the following questions:
* What is interactive teaching?
* What interactive techniques do you know?
* How often have you used such techniques?

{{ednote|text=
What is a "whole group brainstorm"?

Make it clear to the participants that you want to hear from everyone, and that they shouldn't worry if they're not sure but they should have a go at making a suggestion. We will develop our collective understanding as time goes on (what are teachers’ expectations?). There are no wrong answers, just ideas. Here we have used a number of questions to give participants an idea of how wide-ranging their responses can be. The aim of this brainstorm is to find out what participants know, think and feel about interactive teaching.

If participants are not very forthcoming, probe them with additional questions, e.g. 'What do you think interactive teaching might be? Is it the same as learner-centred teaching?'

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

= Brainstorming in the classroom =

{{ednote|text=

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

}}

{{activity|stgw|: Discussion in pairs of what {{activitytag| brainstorming}} looks like in the classroom.|5}} Now that we have done a brainstorm in the workshop, what does a brainstorm in the classroom look like? Do you think your students would like this activity? How could you make sure that all students get actively involved? Discuss this with your neighbour.

{{activity|wcd|: Reporting back from the discussion|5}} Participants briefly report back from the group work.

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

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

{{activity|otr|: Watch video of a brainstorm.|5}} Watch the following video clip together. As you watch, think about the following:

{{: Video/Eness vertebrates 1.mp4/reflection }}

{{: Video/Eness_vertebrates_1.mp4 }}

This clip from a Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.

{{ednote|text=
Note that the clip shows the start of a session but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions – allowing time to think first, {{activitytag|'no hands up’}} technique.

Workshop participants continue with the discussion.

}}

{{activity|wcd|: Discussion on the brainstorm video.|15}} Let's now discuss this. We asked some questions above, which you should now discuss.

{{ednote|text=
During the discussion, record what participants are contributing. You could do this on a piece of paper or on the board. You could also appoint a scribe who does this for you, leaving you free to manage the discussion.

Benefits of brainstorming include:
* giving everybody an opportunity to speak,
* encouraging students to contribute a large range of ideas,
* reducing the fear of risk taking, and
* showing respect for all participants (making sure that students do not laugh at each other).

At the end of the discussion, summarise the outcomes of the discussion, including any key points the participants have made.
}}

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

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

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

= Planning an activity - “activity template” =

{{activity|wcd|: Discussion on activity plans.|10}} Have a brief discussion about current practice on lesson planning. Consider such things as: Where do the lesson plans themselves come from? What do you think about the activities that are being done? Can you see a way that new activities could be introduced alongside your current lesson plans? Do you foresee any difficulties in doing this?

{{ednote|text=
Discuss with the participants how they plan their lessons and how the new interactive activities that they are being introduced to can work within their current plans.

In designing 'activities', we do not aim to replace whole lesson plans. We simply try to make some activities in the lessons more interactive.

}}

{{activity|Introduction| to activity templates.|10}} In this section, we consider strategies to incorporate new interactive elements in your lessons, including things you might say and do. To help you structure your planning, we provide an activity template. The template includes details of:
* what the activity is (a technique such as a brainstorm, group work, mini blackboard use, plus an activity in which it is used, e.g. “a brainstorm on what animals are found in your environment”),
* the grade,
* the subject & lesson topic,
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X),
* resources to be used (such as blackboard, mini blackboards, paper, objects, etc.), and
* how the activity is carried out.

{{activity|stgw|: Planning in pairs for activity templates.|10}} Break into pairs, and capture the activity (shown in the video above) in the activity template. Remember to include the '{{activitytag|no hands up}}' technique - this works very well with brainstorming, but can also be used for general questioning.

= Planning a brainstorm activity =

{{activity|stgw|: Planning in pairs of a brainstorm activity.|5}} Break into pairs, and plan a brainstorm together. The pairs should be arranged, so that it will be possible to do this brainstorm with your class (e.g. pair by grade, or pair by subject). As you plan, share your ideas with your partner as much as possible, and listen attentively to their ideas and feedback.

Here are some questions you could consider to help you plan:
* What do you need to know about students’ knowledge or understanding of the topic? What will you ask them to brainstorm about?
* What will you do with the results? How will you build on that in the rest of the lesson?
* What are you teaching next week?
* What is the topic of your brainstorm?
* What makes for a good topic?

{{activity|wcb| of participant's suggestions.|5}} Pick one or two of the brainstorms that were just planned and try them on the rest of the group.

{{ednote|text=
The topic of the brainstorm needs to generate lots of ideas. Look out for topics that have correct responses and/or are narrow in scope, e.g. name the parts of a flower. This would not be a suitable topic to brainstorm, instead the topic could be 'what do we know about flowers?'. (Further questions could be asked by the teacher as the brainstorm proceeds in order to find out the depth of the students' knowledge). Encourage participants to accept all responses without evaluation, and, if possible, to make a note of them for all to see.
}}

{{activity|wcd|: Discussion of the trialled brainstorm activity.|5}} Did this work? How do you know? Did everyone participate?

{{activity|stgw|: Planning in pairs to revise the planned brainstorm activity.|5}} Based on what you have learned from the brainstorm trialling activity, revise your brainstorm, making sure that you have phrased your topic in a way that will generate lots of ideas. You can do this activity in pairs, but each one of you should plan an individual brainstorm activity that you will use with your class before the next session.

= Follow-up activities =

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

{{fup|A}} ''Practical classroom activities and reflection.'' Complete an activity template for the brainstorm activity that you planned and revised in this session. Do the activity with your class, and be prepared to reflect on how it went.

{{fup|B}} Don’t forget to bring your activity plans again, as well as your recorded reflections. (Use your dictaphone if you have one, or make notes on paper or electronically)

{{ednote|text=
Remind participants to do their activities. They may want to review the notes that have been handed out, as well as read the background text available below.

As the facilitator, you should also do a reflection on how this first workshop went - please see facilitator reflection for Unit 1!

}}

{{setting of follow up}}

= Activity template =

The activity template is available on this page for printing: [[OER4Schools/activity template]]:

{{:OER4Schools/activity template}}

{{activity summary}}

{{OER4S_NextSession}}

User:Ll486

2015-01-07T09:54:16Z

Ll486:

I am assisting Sara Hennessey and Bjoern Hassler with the OER4 Schools Programme.

[[Special:ApprovedRevs]]

OER4Schools/What is interactive teaching

2014-12-17T11:53:24Z

Ll486:

{{OER4S
|title=What is interactive teaching? An introduction to the interactive Zambian classroom
|session=1.1
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the interactive teaching technique of '''brainstorming''', and how and when to use it in the classroom,
* '''activity templates''' for interactive teaching techniques, and how these can be introduced alongside current lesson plans, and
* the '''cycle of ongoing reflective practice''' (plan - teach - reflect), and how this can be used to improve planned interactive teaching activities.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* plan a brainstorm activity that has the potential to generate lots of ideas,
* complete an activity template for the brainstorm activity that has a clear learning objective,
* do this activity in the classroom, and
* reflect on this activity (and revise, if necessary) to ensure maximum interaction from students.

|ict=There are no ICT components for this session — this will start in the next session.

}}

= Introduction and ice breakers =

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

{{ednote|text=

It is imperative that you read the text of this session, and the following sessions very carefully, and clarify any issues. You should make the learning intentions and the success criteria for the sessions explicit to the participants perhaps by writing them on the board or printing them out separately. These should be referred to when appropriate as you proceed through the session/s.

}}

[[Image:Abel photo 2.jpg|300px|thumb]]
Welcome to the first workshop of the [[OER4Schools]] programme. The facilitator will now guide you through some introductory activities.

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

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

}}

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

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

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

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

= Brainstorm on interactive teaching =

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

'''Record the brainstorm. '''The facilitator writes on a board or a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is ok to not make a record. There should be no evaluation of responses when using the brainstorming technique.

}}

{{activity|wcb| on interactive teaching.|10}} Consider the following questions:
* What is interactive teaching?
* What interactive techniques do you know?
* How often have you used such techniques?

{{ednote|text=
What is a "whole group brainstorm"?

Make it clear to the participants that you want to hear from everyone and that they shouldn't worry if they're not sure but should have a go at making a suggestion... we will develop our collective understanding as time goes on (what are teachers’ expectations?). There are no wrong answers, just ideas. Here we have used a number of questions to give participants an idea of how wide ranging their responses can be. The aim of this brainstorm is to find out what participants know, think and feel about interactive teaching.

If participants are not very forthcoming, probe them with additional questions, e.g. 'What do you think interactive teaching might be? Is it the same as learner-centred teaching?'

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

= Brainstorming in the classroom =

{{ednote|text=

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

}}

{{activity|stgw|: Discussion in pairs of what {{activitytag| brainstorming}} looks like in the classroom.|5}} Now that we have done a brainstorm in the workshop, what does a brainstorm in the classroom look like? Do you think your students would like this activity? How could you make sure that all students get actively involved? Discuss this with your neighbour.

{{activity|wcd|: Reporting back from the discussion|5}} Participants briefly report back from the group work.

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

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

{{activity|otr|: Watch video of a brainstorm.|5}} Watch the following video clip together. As you watch, think about the following:

{{: Video/Eness vertebrates 1.mp4/reflection }}

{{: Video/Eness_vertebrates_1.mp4 }}

This clip from a Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.

{{ednote|text=
Note that the clip shows the start of a session but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions, allowing time to think first, {{activitytag|'no hands up’}} technique.

Workshop participants continue with the discussion.

}}

{{activity|wcd|: Discussion on the brainstorm video.|15}} Let's now discuss this. We asked some questions above, which you should now discuss.

{{ednote|text=
During the discussion, record what participants are contributing. You could do this on a piece of paper, or on the board. You could also appoint a scribe, who does this for you, leaving you free to manage the discussion.

Benefits of brainstorming include:
* giving everybody an opportunity to speak,
* encouraging students to contribute a large range of ideas,
* reduces the fear of risk taking, and
* shows respect for all participants (making sure that students do not laugh at each other).

At the end of the discussion, summarise the outcomes of the discussion, including any key points the participants have made.
}}

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

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

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

= Planning an activity - “activity template” =

{{activity|wcd|: Discussion on activity plans.|10}} Have a brief discussion about current practice on lesson planning. Consider such things as: Where do the lesson plans themselves come from? What do you think about the activities that are being done? Can you see a way that new activities could be introduced alongside your current lesson plans? Do you forsee any difficulties in doing this?

{{ednote|text=
Discuss with the participants how they plan their lessons and how the new interactive activities that they are being introduced to can work within their current plans.

In designing 'activities' we do not aim to replace whole lesson plans. We simply try to make some activities in the lessons more interactive.

}}

{{activity|Introduction| to activity templates.|10}} In this section, we consider strategies to incorporate new interactive elements in your lessons, including things you might say, and things you might do. To help you structure your planning, we provide an activity template. The template includes details of
* what the activity is (a technique such as a brainstorm, group work, mini blackboard use plus an activity in which it is used, e.g. “a brainstorm on what animals are found in your environment”),
* the grade,
* the subject & lesson topic,
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X),
* resources to be used (such as blackboard, mini blackboards, paper, objects, etc), and
* how the activity is carried out.

{{activity|stgw|: Planning in pairs for activity templates.|10}} Break into pairs, and capture the activity shown in the video above in the activity template. Remember to include the '{{activitytag|no hands up}}' technique - this works very well with brainstorming but can also be used for general questioning.

= Planning a brainstorm activity =

{{activity|stgw|: Planning in pairs of a brainstorm activity.|5}} Break into pairs, and plan a brainstorm together. The pairs should be arranged, so that it will be possible to do this brainstorm with your class (e.g. pair by grade, or pair by subject). As you plan, share your ideas with your partner as much as possible, and listen attentively to their ideas and feedback.

Here are some questions, you could consider to help you plan:
* What do you need to know about students’ knowledge or understanding of the topic? What will you ask them to brainstorm?
* What will you do with the results? How will you build on that in the rest of the lesson?
* What are you teaching next week?
* What is the topic of your brainstorm?
* What makes for a good topic?

{{activity|wcb| of participant's suggestions.|5}} Pick one or two of the brainstorms that were just planned and try them on the rest of the group.

{{ednote|text=
The topic of the brainstorm needs to generate lots of ideas. Look out for topics that have correct responses and/or are narrow in scope e.g. name the parts of a flower. This would not be a suitable topic to brainstorm, instead the topic could be 'what do we know about flowers?'. (Further questions could be asked by the teacher as the brainstorm proceeds in order to find out the depth of the students' knowledge). Encourage participants to accept all responses without evaluation and if possible, to make a note of them for all to see.
}}

{{activity|wcd|: Discussion of the trialled brainstorm activity.|5}} Did this work? How do you know? Did everyone participate?

{{activity|stgw|: Planning in pairs to revise the planned brainstorm activity.|5}} Based on what you have learned from the brainstorm trialling activity, revise your brainstorm, making sure that you have phrased your topic in a way that will generate lots of ideas. You can do this activity in pairs but each one of you should plan an individual brainstorm activity that you will use with your class before the next session.

= Follow-up activities =

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

{{fup|A}} ''Practical classroom activities and reflection.'' Complete an activity template for the brainstorm activity that you planned and revised in this session. Do the activity with your class and be prepared to reflect on how it went.

{{fup|B}} Don’t forget to bring your activity plans again, and your recorded reflections. (Use your dictaphone if you have one, or make notes on paper or electronically)

{{ednote|text=
Remind participants to do their activities. They may want to review the notes that have been handed out, as well as read the background text available below.

As the facilitator, you should also do a reflection on how this first workshop went - please see facilitator reflection for Unit 1!

}}

{{setting of follow up}}

= Activity template =

The activity template is available on this page for printing: [[OER4Schools/activity template]]:

{{:OER4Schools/activity template}}

{{activity summary}}

{{OER4S_NextSession}}

OER4Schools/What is interactive teaching

2014-12-08T12:02:24Z

Ll486:

{{OER4S
|title=What is interactive teaching? An introduction to the interactive Zambian classroom
|session=1.1
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the interactive teaching technique of '''brainstorming''', and how and when to use it in the classroom,
* '''activity templates''' for interactive teaching techniques, and how these can be introduced alongside current lesson plans, and
* the '''cycle of ongoing reflective practice''' (plan - teach - reflect), and how this can be used to improve planned interactive teaching activities.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* plan a brainstorm activity that has the potential to generate lots of ideas,
* complete an activity template for the brainstorm activity that has a clear learning objective,
* do this activity in the classroom, and
* reflect on this activity (and revise, if necessary) to ensure maximum interaction from students.

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

}}

= Introduction and ice breakers =

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

{{ednote|text=

It is imperative that you read the text of this session, and the following sessions very carefully, and clarify any issues. You should make the learning intentions and the success criteria for the sessions explicit to the participants perhaps by writing them on the board or printing them out separately. These should be referred to when appropriate as you proceed through the session/s.

}}

[[Image:Abel photo 2.jpg|300px|thumb]]
Welcome to the first workshop of the [[OER4Schools]] programme. The facilitator will now guide you through some introductory activities.

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

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

}}

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

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

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

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

= Brainstorm on interactive teaching =

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

'''Record the brainstorm. '''The facilitator writes on a board or a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is ok to not make a record. There should be no evaluation of responses when using the brainstorming technique.

}}

{{activity|wcb| on interactive teaching.|10}} Consider the following questions:
* What is interactive teaching?
* What interactive techniques do you know?
* How often have you used such techniques?

{{ednote|text=
What is a "whole group brainstorm"?

Make it clear to the participants that you want to hear from everyone and that they shouldn't worry if they're not sure but should have a go at making a suggestion... we will develop our collective understanding as time goes on (what are teachers’ expectations?). There are no wrong answers, just ideas. Here we have used a number of questions to give participants an idea of how wide ranging their responses can be. The aim of this brainstorm is to find out what participants know, think and feel about interactive teaching.

If participants are not very forthcoming, probe them with additional questions, e.g. 'What do you think interactive teaching might be? Is it the same as learner-centred teaching?'

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

= Brainstorming in the classroom =

{{ednote|text=

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

}}

{{activity|stgw|: Discussion in pairs of what {{activitytag| brainstorming}} looks like in the classroom.|5}} Now that we have done a brainstorm in the workshop, what does a brainstorm in the classroom look like? Do you think your students would like this activity? How could you make sure that all students get actively involved? Discuss this with your neighbour.

{{activity|wcd|: Reporting back from the discussion|5}} Participants briefly report back from the group work.

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

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

{{activity|otr|: Watch video of a brainstorm.|5}} Watch the following video clip together. As you watch, think about the following:

{{: Video/Eness vertebrates 1.mp4/reflection }}

{{: Video/Eness_vertebrates_1.mp4 }}

This clip from a Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.

{{ednote|text=
Note that the clip shows the start of a session but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions, allowing time to think first, {{activitytag|'no hands up’}} technique.

Workshop participants continue with the discussion.

}}

{{activity|wcd|: Discussion on the brainstorm video.|15}} Let's now discuss this. We asked some questions above, which you should now discuss.

{{ednote|text=
During the discussion, record what participants are contributing. You could do this on a piece of paper, or on the board. You could also appoint a scribe, who does this for you, leaving you free to manage the discussion.

Benefits of brainstorming include:
* giving everybody an opportunity to speak,
* encouraging students to contribute a large range of ideas,
* reduces the fear of risk taking, and
* shows respect for all participants (making sure that students do not laugh at each other).

At the end of the discussion, summarise the outcomes of the discussion, including any key points the participants have made.
}}

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

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

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

= Planning an activity - “activity template” =

{{activity|wcd|: Discussion on activity plans.|10}} Have a brief discussion about current practice on lesson planning. Consider such things as: Where do the lesson plans themselves come from? What do you think about the activities that are being done? Can you see a way that new activities could be introduced alongside your current lesson plans? Do you forsee any difficulties in doing this?

{{ednote|text=
Discuss with the participants how they plan their lessons and how the new interactive activities that they are being introduced to can work within their current plans.

In designing 'activities' we do not aim to replace whole lesson plans. We simply try to make some activities in the lessons more interactive.

}}

{{activity|Introduction| to activity templates.|10}} In this section, we consider strategies to incorporate new interactive elements in your lessons, including things you might say, and things you might do. To help you structure your planning, we provide an activity template. The template includes details of
* what the activity is (a technique such as a brainstorm, group work, mini blackboard use plus an activity in which it is used, e.g. “a brainstorm on what animals are found in your environment”),
* the grade,
* the subject & lesson topic,
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X),
* resources to be used (such as blackboard, mini blackboards, paper, objects, etc), and
* how the activity is carried out.

{{activity|stgw|: Planning in pairs for activity templates.|10}} Break into pairs, and capture the activity shown in the video above in the activity template. Remember to include the '{{activitytag|no hands up}}' technique - this works very well with brainstorming but can also be used for general questioning.

= Planning a brainstorm activity =

{{activity|stgw|: Planning in pairs of a brainstorm activity.|5}} Break into pairs, and plan a brainstorm together. The pairs should be arranged, so that it will be possible to do this brainstorm with your class (e.g. pair by grade, or pair by subject). As you plan, share your ideas with your partner as much as possible, and listen attentively to their ideas and feedback.

Here are some questions, you could consider to help you plan:
* What do you need to know about students’ knowledge or understanding of the topic? What will you ask them to brainstorm?
* What will you do with the results? How will you build on that in the rest of the lesson?
* What are you teaching next week?
* What is the topic of your brainstorm?
* What makes for a good topic?

{{activity|wcb| of participant's suggestions.|5}} Pick one or two of the brainstorms that were just planned and try them on the rest of the group.

{{ednote|text=
The topic of the brainstorm needs to generate lots of ideas. Look out for topics that have correct responses and/or are narrow in scope e.g. name the parts of a flower. This would not be a suitable topic to brainstorm, instead the topic could be 'what do we know about flowers?'. (Further questions could be asked by the teacher as the brainstorm proceeds in order to find out the depth of the students' knowledge). Encourage participants to accept all responses without evaluation and if possible, to make a note of them for all to see.
}}

{{activity|wcd|: Discussion of the trialled brainstorm activity.|5}} Did this work? How do you know? Did everyone participate?

{{activity|stgw|: Planning in pairs to revise the planned brainstorm activity.|5}} Based on what you have learned from the brainstorm trialling activity, revise your brainstorm, making sure that you have phrased your topic in a way that will generate lots of ideas. You can do this activity in pairs but each one of you should plan an individual brainstorm activity that you will use with your class before the next session.

= Follow-up activities =

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

{{fup|A}} ''Practical classroom activities and reflection.'' Complete an activity template for the brainstorm activity that you planned and revised in this session. Do the activity with your class and be prepared to reflect on how it went.

{{fup|B}} Don’t forget to bring your activity plans again, and your recorded reflections. (Use your dictaphone if you have one, or make notes on paper or electronically)

{{ednote|text=
Remind participants to do their activities. They may want to review the notes that have been handed out, as well as read the background text available below.

As the facilitator, you should also do a reflection on how this first workshop went - please see facilitator reflection for Unit 1!

}}

{{setting of follow up}}

= Activity template =

The activity template is available on this page for printing: [[OER4Schools/activity template]]:

{{:OER4Schools/activity template}}

{{activity summary}}

{{OER4S_NextSession}}

A Zotero Self-Paced Study Guide

2014-11-12T11:23:37Z

Ll486:

{{Rinfo
|type= Lesson Idea
|attribution={{Dr Bethan Morgan}} {{Dr Sara Hennessy}} {{Dr Zsolt Lavicza}}
|title=A Zotero Self-Paced Study Guide
|topic=ICT
|image=Zoteroworkbookv4.1.jpeg ‎
|subject=Zotero
|resourcenumber=TE0138
|age=Higher
|content=Zotero is free software which you can use on any platform:
* to record references manually and from online searches;
* to build up a library as you search online, store references on your computer AND synchronise them online with a free Zotero account;
* to tag and search references, store abstracts and notes on your readings;
* to automatically compile references in your course assignments, thesis or papers for publication.
Zotero is designed to work in conjunction with Word and OpenOffice.

|strategy=
|tagline=Using Zotero will save you hours of typing out references! Just work through these 24 short tasks and you'll be good to go.
|Learning Objectives= Become a Zotero whizz by working through these 5 sections:
*installing the software/basic features
*searching, sorting, reports and creating bibliographies
*Zotero and Word - citations and reference lists
*backing up and importing/exporting
*further features and cool functions

|additional resources=
|useful information= http://www.zotero.org
|related resources=
|format=Online workbook

|resources= The workbook is available in two formats:
* printable PDF format - 56 pages, TEST
* editable .doc format - 56 pages,


There is also a practice paragraph to use for linking zotero to written work by entering citations of different kinds:

* [[File:ZOTERO PRACTICE TEXT FOR TASK 15.docx|thumbnail]]
* [[File:ZOTERO PRACTICE TEXT FOR TASK 15.odt|thumbnail]]

|final=yes
}}
[[Category:Teacher Education]] [[Category:ICT]]

[[File:zotero1.jpeg|border|340x340px| |Preview snapshot]] [[File:zotero2.jpeg|border|340x340px| |Preview snapshot ]]
[[File:zotero3.jpeg|border|340x340px| |Preview snapshot ]] [[File:zotero4.jpeg|border|340x340px| |Preview snapshot ]] [[File:zotero5.jpeg|border|340x340px| |Preview snapshot ]]

A Zotero Self-Paced Study Guide

2014-11-12T11:18:45Z

Ll486:

{{Rinfo
|type= Lesson Idea
|attribution={{Dr Bethan Morgan}} {{Dr Sara Hennessy}} {{Dr Zsolt Lavicza}}
|title=A Zotero Self-Paced Study Guide
|topic=ICT
|image=Zoteroworkbookv4.1.jpeg ‎
|subject=Zotero
|resourcenumber=TE0138
|age=Higher
|content=Zotero is free software which you can use on any platform:
* to record references manually and from online searches;
* to build up a library as you search online, store references on your computer AND synchronise them online with a free Zotero account;
* to tag and search references, store abstracts and notes on your readings;
* to automatically compile references in your course assignments, thesis or papers for publication.
Zotero is designed to work in conjunction with Word and OpenOffice.

|strategy=
|tagline=Using Zotero will save you hours of typing out references! Just work through these 24 short tasks and you'll be good to go.
|Learning Objectives= Become a Zotero whizz by working through these 5 sections:
*installing the software/basic features
*searching, sorting, reports and creating bibliographies
*Zotero and Word - citations and reference lists
*backing up and importing/exporting
*further features and cool functions

|additional resources=
|useful information= http://www.zotero.org
|related resources=
|format=Online workbook

|resources= The workbook is available in two formats:
* printable PDF format - 56 pages,
* editable .doc format - 56 pages,


There is also a practice paragraph to use for linking zotero to written work by entering citations of different kinds:

* [[File:ZOTERO PRACTICE TEXT FOR TASK 15.docx|thumbnail]]
* [[File:ZOTERO PRACTICE TEXT FOR TASK 15.odt|thumbnail]]

|final=yes
}}
[[Category:Teacher Education]] [[Category:ICT]]

[[File:zotero1.jpeg|border|340x340px| |Preview snapshot]] [[File:zotero2.jpeg|border|340x340px| |Preview snapshot ]]
[[File:zotero3.jpeg|border|340x340px| |Preview snapshot ]] [[File:zotero4.jpeg|border|340x340px| |Preview snapshot ]] [[File:zotero5.jpeg|border|340x340px| |Preview snapshot ]]

Using QR Codes to Link to Pupil Created Information/teaching approach

2014-09-15T11:20:57Z

Ll486:

This series of lessons provided opportunity for {{teachtag|active learning}} though the visit to the Science Centre. It enabled the development of {{topictag|E-skills}} through the creation of the media and the use of QR codes. It encouraged {{teachtag|collaboration}} between students, teachers from different subjects, and between the school and the wider community. It also provided a
{{subjecttag|cross-curricular}} opportunity for the development of {{teachtag|language}}. {{topictag|E-safety}} was developed through discussion with the students about ensuring that their work was appropriate for a wider audience. It also provided opportunities for {{teachtag|whole class}} and whole school {{teachtag|collaboration}} on a project where they were able to {{teachtag|sharing practise|share practice}} and examples of their work with others.

The Material World/teaching approach

2014-09-15T11:19:37Z

Ll486:

Designed to encourage {{teachtag|active learning}}, this study module explores the properties of materials from everyday life.<br />It also involves some simple {{teachtag|inquiry}} and practical activities using household items.

Developing Good Explanations/teaching approach

2014-09-15T11:16:44Z

Ll486:

This resource explores some characteristics of good explanations (including linking to {{teachtag|questioning}}), explaining these thoroughly and linking them to pupils' ability to engage in {{teachtag|active learning}}

Planning for Inclusion/teaching approach

2014-09-15T11:15:49Z

Ll486:

This resource discusses {{teachtag|planning}} for {{teachtag|inclusion}}, in particular as related to {{teachtag|active learning}}, {{teachtag|group talk}} and more generally interactive pedagogy.

Digital Reporters at Camp Cardboard/teaching approach

2014-09-15T11:11:55Z

Ll486:

This activity is a {{subjecttag|cross curricula}} activity, involving a {{tooltag|collaborative}} approach, giving children the opportunity to work together on a blog. Children were encouraged to engage in {{teachtag|group talk}} and {{teachtag|discussion}} in the classroom to reflect on the activity they were to report on. The activity furthers {{topictag|e-skills}} and {{topictag|e-safety}} through the use of {{teachtag|whole class}} participation. The specific art activity provided a great stimulus for the blogging. Equally, however, this approach could be applied to any event in or out of school. The use of blogging and social media gave the opportunity for children to share their ideas with a wider audience, and also gave opportunities for real-time feedback to their work. The use of hand-held technology also enabled {{teachtag|active learning}} as the portability of the iPads and iPods allowed them to be used outside the classroom.

Telling Stories about Farm Animals/teaching approach

2014-09-15T11:06:32Z

Ll486:

This activity uses technology and the development of {{topictag|e-skills}} in young children, in order to create opportunities for speaking and listening, and {{teachtag|language}} development.
The specific trip provided a great stimulus for the children's stories. Equally, however, this approach could be applied to any trip or event in or out of school. The use of a {{tooltag|blogging|blog}} gave the opportunity for children to share their ideas with a wider audience, and also gave opportunities for real-time feedback on their work. The use of hand-held technology also enabled {{teachtag|active learning}} as the portability of the iPads and cameras allowed them to be used outside the classroom, on the farm. The accessibility of the technology meant that this activity promoted {{teachtag|inclusion}} and the visual nature of the photos and pictures was used effectively to help extend the children's {{teachtag|language|vocabulary}}.

It's full of stars/teaching approach

2014-09-15T11:04:25Z

Ll486:

{{topictag|Astronomy}} has been practiced for centuries and doesn't require expensive equipment! This first session aims to train the {{teachtag|whole class}} to use a telescope and, hopefully, to provide an opportunity to engage in some {{teachtag|active learning}}. The lesson includes some naked-eye observations and describes how modern technology helps scientists know where to look. You can explore the {{teachtag|scientific method}} and {{teachtag|language}} at this point, using targeted {{teachtag|questioning}}/{{teachtag|differentiation}}. Students may be able to engage in an {{teachtag|inquiry}}-based project around this work, perhaps for {{teachtag|homework}}.

Active Engagement/teaching approach

2014-09-15T11:01:22Z

Ll486:

This resource is a longer DfES document on active engagement/{{teachtag|active learning}} from which some other shorter, more focused, resources are drawn including [[Using Drama Activities]] and [[Using Thinking Skills]].

Teaching Approaches/Active learning

2014-09-10T12:10:12Z

Ll486:

{{teaching approach header}}
Active learning is any learning in which pupils are engaged in regulating, and taking ownership over, at least some of their learning. That is, it need not be about pupils being ''physically'' active, but it should involve them being ''mentally'' active! Active learning might involve *[[Teaching Approaches/Inquiry|inquiry]]-based learning and *[[Teaching Approaches/Collaboration|collaboration]] which involves pupils in the use of subject specific [[Teaching Approaches/Language|language]] and [[Teaching Approaches/Higher order|higher order]] thinking, especially:
#[[Teaching Approaches/Scientific method|thinking like a scientist]] and [[Teaching Approaches/Mathematical thinking|mathematical thinking]];
#[[Teaching Approaches/Reasoning|reasoning]], particularly in [[Teaching Approaches/Group work|group work]] settings involving effective [[Teaching Approaches/Group talk|group talk]];
# [[Teaching Approaches/Visualisation|visualisation]] which involves pupils in organising their thoughts, and artefacts (digital or otherwise) to work through problems, and work with other pupils to solve problems and reason together.

Explore the other pages covering these areas for more ideas, and have a look at the lesson ideas and professional development resources below.
{{teaching approach footer}}

Teaching Approaches/Active learning

2014-09-10T12:02:05Z

Ll486:

{{teaching approach header}}
Active learning is any learning in which pupils are engaged in regulating, and taking ownership over, at least some of their learning. That is, it need not be about pupils being ''physically'' active, but it should involve them being ''mentally'' active! Active learning might involve *[[Teaching Approaches/Inquiry|enquiry]] based learning
*[[Teaching Approaches/Collaboration|collaboration]] which involves pupils in use of subject specific [[Teaching Approaches/Language|language]] and [[Teaching Approaches/Higher order|higher order]] thinking, especially
#[[Teaching Approaches/Scientific method|thinking like a scientist]] and [[Teaching Approaches/Mathematical thinking|mathematical thinking]]
#[[Teaching Approaches/Reasoning|reasoning]], particularly in [[Teaching Approaches/Group work|group work]] settings involving effective [[Teaching Approaches/Group talk|group talk]]
# [[Teaching Approaches/Visualisation|visualisation]] which involves pupils in organising their thoughts, and artefacts (digital or otherwise) to work through problems, and work with other pupils to solve problems and reason together.

Explore the other pages covering these areas for more ideas, and have a look at the lesson ideas and professional development resources below.
{{teaching approach footer}}

Video/Agness Air A04.m4v

2014-06-25T11:46:39Z

Ll486:

{{video
|name=Agness_Air_A04.m4v
|src=_Ufh1yNOtMc
|realtitle=Agness explains that discussion on air will be activity-based
|title=Using activities, students will explore what air is.
|duration=1:32
|series=Agness Air
|episode=04
|acknowledgement={{:Video/OER4S_Dec12}}
|project=OER4Schools
|youtubeaccount=oer4schools
<noinclude>|semantics=yes</noinclude>
}}

Video/Agness Air A04.m4v

2014-06-25T11:46:17Z

Ll486:

{{video
|name=Agness_Air_A04.m4v
|src=_Ufh1yNOtMc
|realtitle=Agness explains that discussion on Air will be activity-based
|title=Using activities, students will explore what air is.
|duration=1:32
|series=Agness Air
|episode=04
|acknowledgement={{:Video/OER4S_Dec12}}
|project=OER4Schools
|youtubeaccount=oer4schools
<noinclude>|semantics=yes</noinclude>
}}

Video/Agness Air A03.m4v

2014-06-25T11:38:59Z

Ll486:

{{video
|name=Agness_Air_A03.m4v
|src=jC1vjserZao
|realtitle=Agness invites all groups to participate in discussion
|title=Each group gives their answers to question 'why do trees shake?'
|duration=1:05
|series=Agness Air
|episode=03
|acknowledgement={{:Video/OER4S_Dec12}}
|project=OER4Schools
|youtubeaccount=oer4schools
<noinclude>|semantics=yes</noinclude>
}}

Video/Agness Air A03.m4v

2014-06-25T11:37:27Z

Ll486:

{{video
|name=Agness_Air_A03.m4v
|src=jC1vjserZao
|realtitle=Each group gives their answers to question 'why do trees shake?'
|title=Agness Air A03
|duration=1:05
|series=Agness Air
|episode=03
|acknowledgement={{:Video/OER4S_Dec12}}
|project=OER4Schools
|youtubeaccount=oer4schools
<noinclude>|semantics=yes</noinclude>
}}

Video/Agness Air A02.m4v

2014-06-25T11:33:12Z

Ll486:

{{video
|name=Agness_Air_A02.m4v
|src=bUubcPpq3hQ
|realtitle=Agness asks students to discuss why trees shake
|title=Why do trees shake?
|duration=1:34
|series=Agness Air
|episode=02
|acknowledgement={{:Video/OER4S_Dec12}}
|project=OER4Schools
|youtubeaccount=oer4schools
<noinclude>|semantics=yes</noinclude>
}}

Video/Agness Air A02.m4v

2014-06-25T11:32:53Z

Ll486:

{{video
|name=Agness_Air_A02.m4v
|src=bUubcPpq3hQ
|realtitle=Agness ask students to discuss why trees shake
|title=Why do trees shake?
|duration=1:34
|series=Agness Air
|episode=02
|acknowledgement={{:Video/OER4S_Dec12}}
|project=OER4Schools
|youtubeaccount=oer4schools
<noinclude>|semantics=yes</noinclude>
}}

Video/Agness Air A01.m4v

2014-06-16T12:03:32Z

Ll486:

{{video
|name=Agness_Air_A01.m4v
|src=U2iJl4_nlaE
|realtitle=Agness asks students to form groups to discuss topic
|title=Agness Air A01
|duration=2:15
|series=Agness Air
|episode=01
|acknowledgement={{:Video/OER4S_Dec12}}
|project=OER4Schools
|youtubeaccount=oer4schools
<noinclude>|semantics=yes</noinclude>
}}

Video/Aggie Fitness A10.m4v

2014-06-11T13:14:13Z

Ll486:

{{video
|name=Aggie_Fitness_A10.m4v
|src=SO6MWMzcj8U
|realtitle=Aggie reminds small group that everyone should contribute to discussion
|title=Aggie checks on this small group's progress and reminds them that everyone should contribute
|duration=1:36
|series=Aggie Fitness
|episode=10
|acknowledgement={{:Video/OER4S_Dec12}}
|project=OER4Schools
|youtubeaccount=oer4schools
<noinclude>|semantics=yes</noinclude>
}}

Video/Aggie Fitness A04.m4v

2014-06-11T13:12:42Z

Ll486:

{{video
|name=Aggie_Fitness_A04.m4v
|src=xJTY0x1Z4iU
|realtitle=Aggie explains group work for estimating lung capacity
|title=Group work on estimating lung capacity
|duration=2:04
|series=Aggie Fitness
|episode=04
|acknowledgement={{:Video/OER4S_Dec12}}
|project=OER4Schools
|youtubeaccount=oer4schools
<noinclude>|semantics=yes</noinclude>
}}

Video/Aggie Fitness A09.m4v

2014-06-11T13:10:13Z

Ll486:

{{video
|name=Aggie_Fitness_A09.m4v
|src=WH4_07JJF3Y
|realtitle=Small group discusses how many millilitres are in a litre
|title=Small group discussion on how many millilitres make up a litre
|duration=2:36
|series=Aggie Fitness
|episode=09
|acknowledgement={{:Video/OER4S_Dec12}}
|project=OER4Schools
|youtubeaccount=oer4schools
<noinclude>|semantics=yes</noinclude>
}}

Video/Aggie Fitness A08.m4v

2014-06-11T13:07:27Z

Ll486:

{{video
|name=Aggie_Fitness_A08.m4v
|src=m0U98XGkl1g
|realtitle=Group revises original estimates of lung capacity
|title=Small group decides to adjust their guesses on lung capacity
|duration=0:51
|series=Aggie Fitness
|episode=08
|acknowledgement={{:Video/OER4S_Dec12}}
|project=OER4Schools
|youtubeaccount=oer4schools
<noinclude>|semantics=yes</noinclude>
}}

Video/Aggie Fitness A07.m4v

2014-06-11T13:05:22Z

Ll486:

{{video
|name=Aggie_Fitness_A07.m4v
|src=U0RHAR_06_o
|realtitle=Small group discusses how to measure lung capacity displacement
|title=Small group working together to guess lung capacity displacement
|duration=1:48
|series=Aggie Fitness
|episode=07
|acknowledgement={{:Video/OER4S_Dec12}}
|project=OER4Schools
|youtubeaccount=oer4schools
<noinclude>|semantics=yes</noinclude>
}}

Video/Aggie Fitness A06.m4v

2014-06-11T13:01:47Z

Ll486:

{{video
|name=Aggie_Fitness_A06.m4v
|src=dO4MtfkZ-0I
|realtitle=Observation of small group completing lung capacity worksheet together
|title=Small group working together to discuss and complete lung capacity worksheet
|duration=4:35
|series=Aggie Fitness
|episode=06
|acknowledgement={{:Video/OER4S_Dec12}}
|project=OER4Schools
|youtubeaccount=oer4schools
<noinclude>|semantics=yes</noinclude>
}}