OER4Schools/Faculty Workshop May 2014 - Revision history

Jomondi: /* Reflecting on current questioning practice */

2014-05-29T09:49:53Z

Reflecting on current questioning practice

← Older revision		Revision as of 09:49, 29 May 2014
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	{{activity\|Game\|: on open and closed questions.\|5}} The facilitator will ask you to categorise the questions on your list (one at a time) as open or closed and to move to the corresponding side of the room. Work through your questions one at a time and categorise them as closed or open when asked to do so. . Be prepared to explain your rationale to the rest of the group.		{{activity\|Game\|: on open and closed questions.\|5}} The facilitator will ask you to categorise the questions on your list (one at a time) as open or closed and to move to the corresponding side of the room. Work through your questions one at a time and categorise them as closed or open when asked to do so. . Be prepared to explain your rationale to the rest of the group.

	~~{{ednote\|text=~~		.

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

	}}		}}

Jomondi: /* Reflecting on current questioning practice */

2014-05-29T09:46:08Z

Reflecting on current questioning practice

← Older revision		Revision as of 09:46, 29 May 2014
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	The idea behind this activity is to make the need for this session explicit.		The idea behind this activity is to make the need for this session explicit.

	You will need ~~mini-blackboards and something for display (blackboard/flipchart)~~.		You will need a piece of paper.

	Choose some topics that participants are teaching this week (from the curriculum), and display the topics (on blackboard or flipchart). Some examples are:		Choose some topics that participants are teaching this week (from the curriculum), and display the topics (on blackboard or flipchart). Some examples are:
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	}}		}}

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

	{{ednote\|text=		{{ednote\|text=

Bjoern: /* Follow-up activities */

2014-05-29T09:39:00Z

Follow-up activities

← Older revision		Revision as of 09:39, 29 May 2014
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	{{fup\|2}} Activity 2.		{{fup\|2}} Activity 2.

	~~{{setting of follow up}}~~

	= Activity summary =		= Activity summary =

Jomondi: /* Reflecting on current questioning practice */

2014-05-28T11:35:40Z

Reflecting on current questioning practice

← Older revision		Revision as of 11:35, 28 May 2014
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	{{activity\|otr\|: Facilitator talk on open and closed questions.\|5}}		{{activity\|otr\|: Facilitator talk on open and closed questions.\|5}}

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

	{{ednote\|text=		{{ednote\|text=

Jomondi: /* Reflecting on current questioning practice */

2014-05-28T11:33:49Z

Reflecting on current questioning practice

← Older revision		Revision as of 11:33, 28 May 2014
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	To start the game, ask participants to look at the first question (on their respective lists), and work out whether it is open or closed, and then move to the corresponding side of the room. When participants have categorised their first question, take a few examples from each side of the room to clarify that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way.		To start the game, ask participants to look at the first question (on their respective lists), and work out whether it is open or closed, and then move to the corresponding side of the room. When participants have categorised their first question, take a few examples from each side of the room to clarify that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way.

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

Jomondi: /* Reflecting on current questioning practice */

2014-05-28T11:31:29Z

Reflecting on current questioning practice

← Older revision		Revision as of 11:31, 28 May 2014
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	* Maintain positive body language by listening attentively.		* Maintain positive body language by listening attentively.

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

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

Jomondi: /* Browsing the OER4Schools resource */

2014-05-28T10:58:14Z

Browsing the OER4Schools resource

← Older revision		Revision as of 10:58, 28 May 2014
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	* PMI: What do you think is a plus, what is a minus, what do you find interesting? Why?		* PMI: What do you think is a plus, what is a minus, what do you find interesting? Why?
	* How would you be able to use this resource for your own purposes?		* How would you be able to use this resource for your own purposes?
	~~Please appoint two scribes, and make notes (write on your piece of paper which group you are). Also, use the activity template to record how you might use the resource following the workshop~~.		.

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

Bjoern: /* Introducing cumulative talk - creating a story together */

2014-05-28T10:34:14Z

Introducing cumulative talk - creating a story together

← Older revision		Revision as of 10:34, 28 May 2014
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	}}		}}

	{{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.		{{activity\|cumulative talk\|: Creating a story together.\|20}} All the participants get up to rearrange the seating. Arrange the group in a {{activitytag\|horseshoe seating arrangement}} if there is room. If not, choose another arrangement allowing participants to see each other. Facilitator starts a story by saying one sentence. All participants then contribute to the story by adding sentences.

	A good story would:		A good story would:

Bjoern: /* Welcome to the workshop */

2014-05-28T10:33:25Z

Welcome to the workshop

← Older revision		Revision as of 10:33, 28 May 2014
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	= Welcome to the workshop =		= Welcome to the workshop =

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

	= Introducing cumulative talk - creating a story together =		= Introducing cumulative talk - creating a story together =

Bjoern: /* Making a plan for the use of the resource */

2014-05-28T10:32:36Z

Making a plan for the use of the resource

← Older revision		Revision as of 10:32, 28 May 2014
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	== Making a plan for the use of the resource ==		== Making a plan for the use of the resource ==

	{{activity\|wcd\|: What did you find?\|30}} We now discuss what you found. You should now have a good overview of the OER4Schools resource. OER4Schools is a complete programme, but you could also use parts of it. Is there overlap with your own activities? How might you be able to use OER4Schools? Or perhaps there is something that you can contribute?		{{activity\|wcd\|: What did you find?\|10}} We now discuss what you found. You should now have a good overview of the OER4Schools resource. OER4Schools is a complete programme, but you could also use parts of it. Is there overlap with your own activities? How might you be able to use OER4Schools? Or perhaps there is something that you can contribute?

	URL: http://www.OER4Schools.org		URL: http://www.OER4Schools.org

← Older revision		Revision as of 11:35, 28 May 2014
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	{{activity\|otr\|: Facilitator talk on open and closed questions.\|5}}		{{activity\|otr\|: Facilitator talk on open and closed questions.\|5}}

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

	{{ednote\|text=		{{ednote\|text=