OER4Schools/More on questioning - Revision history

Bjoern: /* Increasing participation in answering questions */

2013-11-25T21:25:42Z

Increasing participation in answering questions

← Older revision		Revision as of 21:25, 25 November 2013
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	{{oinc\|OER4Schools/Strategies for increasing participation in answering questions}}		{{oinc\|OER4Schools/Strategies for increasing participation in answering questions}}

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

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

Bjoern: /* Planning your questioning activity */

2013-11-25T21:24:13Z

Planning your questioning activity

← Older revision		Revision as of 21:24, 25 November 2013
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	Write down any further points emerging about questioning and handling responses in the table that you filled in during the first activity in this session.		Write down any further points emerging about questioning and handling responses in the table that you filled in during the first activity in this session.

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

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

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

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

2013-09-09T13:49:40Z

@@ Line 162: / Line 162: @@
 = {{Name for ICT practice with dtgw}} =
 {{:OER4Schools/ICT/include}}
 = {{Name for connecting with overarching goals}} =

Bjoern: ICT practise

2013-09-09T13:36:26Z

ICT practise

← Older revision		Revision as of 13:36, 9 September 2013
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	= {{Name for ICT practice with dtgw}} =		= {{Name for ICT practice with dtgw}} =
			{{:OER4Schools/ICT/include}}

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

Lucian: Lucian moved page OER4Schools/2.3 More on questioning to OER4Schools/More on questioning

2013-09-05T13:28:02Z

Lucian moved page OER4Schools/2.3 More on questioning to OER4Schools/More on questioning

← Older revision	Revision as of 13:28, 5 September 2013
(No difference)

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

2013-01-28T10:45:59Z

Video: Questioning Styles and Strategies

← Older revision		Revision as of 10:45, 28 January 2013
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	= Video: Questioning Styles and Strategies =		= Video: Questioning Styles and Strategies =
	~~{{todo\|videos needs to be put onto youtube and linked properly}}~~
	[[File:Diane_L1_photo.jpg\|thumb\|300px]]		[[File:Diane_L1_photo.jpg\|thumb\|300px]]
	[[File:Diane_L2_photo.jpg\|thumb\|300px]]		[[File:Diane_L2_photo.jpg\|thumb\|300px]]
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	{{activity\|otr\|: Watching a video on choosing, annotating and discussing images related to personal safety\|10}}		{{activity\|otr\|: Watching a video on choosing, annotating and discussing images related to personal safety\|10}}

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

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

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

2013-01-28T10:44:28Z

Video: Questioning Styles and Strategies

← Older revision		Revision as of 10:44, 28 January 2013
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	{{activity\|otr\|: Watching a video on questioning styles and strategies.\|10}}		{{activity\|otr\|: Watching a video on questioning styles and strategies.\|10}}

	{{~~video~~		{{: Video/Questioning Styles and Strategies.mp4 }}
	~~\|name=~~Questioning Styles and Strategies.mp4
	~~\|src=5uKqs3D0Z0M~~
	}}

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

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

2013-01-24T15:54:43Z

← Older revision		Revision as of 15:54, 24 January 2013
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	Continue to try out Geogebra. How did the Geogebra exploration go? How can you use Geogebra in a lesson? Use the [[OER4Schools/activity template\|activity template]] to develop an activity as you continue exploring Geogebra.		Continue to try out Geogebra. How did the Geogebra exploration go? How can you use Geogebra in a lesson? Use the [[OER4Schools/activity template\|activity template]] to develop an activity as you continue exploring Geogebra.

	By now, you should aim to develop some familiarity with the ICT tools that we have introduced so far, namely Geogebra and Open Office Impress (for images), and also make progress your typing practice. You can refer back to the		By now, you should aim to develop some familiarity with the ICT tools that we have introduced so far, namely Geogebra and Open Office Impress (for images), and also make progress with your typing practice. You can refer back to the
	[[OER4Schools/Introduction_to_Geogebra\|introduction to Geogebra]],		[[OER4Schools/Introduction_to_Geogebra\|introduction to Geogebra]],
	[[OER4Schools/Introduction to slideshows with OO\|introduction to slideshows with		[[OER4Schools/Introduction to slideshows with OO\|introduction to slideshows with

Bryony: /* Planning your questioning activity */

2013-01-24T15:52:02Z

Planning your questioning activity

← Older revision		Revision as of 15:52, 24 January 2013
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	* How long do you wait for before asking the next question or making the next statement?		* How long do you wait for before asking the next question or making the next statement?
	* How do you encourage shy pupils to answer?		* How do you encourage shy pupils to answer?
	* How do you manage same pupils answering most questions?		* How do you manage the same pupils answering most questions?
	* When a pupil responds to your question, do you give feedback immediately or follow it up with another question?		* When a pupil responds to your question, do you give feedback immediately or follow it up with another question?

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

2013-01-24T15:47:53Z

Video: Questioning Styles and Strategies

← Older revision		Revision as of 15:47, 24 January 2013
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	In this activity, we will watch two videos. Here are some '''suggested questions for reflection on both videos:'''		In this activity, we will watch two videos. Here are some '''suggested questions for reflection on both videos:'''
	* What were the different types of questions you identified in the clips? Which types do you think were more effective?		* What were the different types of questions you identified in the clips? Which types do you think were more effective?
	* Which questions or statements seemed effective in extending ~~pupils’responses~~ and getting them to build on each others’ ideas? Give examples.		* Which questions or statements seemed effective in extending pupils’ responses and getting them to build on each others’ ideas? Give examples.
	* How can you adapt ~~or adopt~~ the strategies for increasing pupil participation in your classroom? What would you like to add or change about the practice in the clips?		* How can you adopt or adapt the strategies for increasing pupil participation in your classroom? What would you like to add or change about the practice in the clips?

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

← Older revision		Revision as of 21:25, 25 November 2013
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	{{oinc\|OER4Schools/Strategies for increasing participation in answering questions}}		{{oinc\|OER4Schools/Strategies for increasing participation in answering questions}}

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

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