OER4Schools/Taster materials UNISA/Creating a supportive environment for dialogue - Revision history

Bjoern at 21:12, 11 November 2013

2013-11-11T21:12:29Z

← Older revision		Revision as of 21:12, 11 November 2013
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	This 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?		This 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?

	{{~~video\|src=kY2Ow7PuseI\|duration=4~~:~~18\|name=19~~ Eness 3 vertebrates 12~~\|title=Is a bat a bird?~~}}		{{:Video/Eness vertebrates 12.mp4}}

	{{activity\|whole group discussion}}		{{activity\|whole group discussion}}

Bjoern at 17:26, 24 March 2012

2012-03-24T17:26:30Z

← Older revision		Revision as of 17:26, 24 March 2012
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	{{video\|src=kY2Ow7PuseI\|duration=4:18\|name=19 Eness 3 vertebrates 12\|title=Is a bat a bird?}}		{{video\|src=kY2Ow7PuseI\|duration=4:18\|name=19 Eness 3 vertebrates 12\|title=Is a bat a bird?}}


	{{activity\|whole group discussion}}		{{activity\|whole group discussion}}

Bjoern at 13:17, 24 March 2012

2012-03-24T13:17:21Z

Bjoern: Created page with " This 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? {{video|s..."

2012-03-24T13:14:19Z

Created page with " This 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? {{video|s..."

New page

This 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?

{{video|src=kY2Ow7PuseI|duration=4:18|name=19 Eness 3 vertebrates 12|title=Is a bat a bird?}}

{{activity|whole group discussion}}
* Was there a supportive environment for pupil participation and dialogue in this lesson? 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?
* What did you think about teacher control and pupil learning in these video clips?
* How would you manage something similar in your classroom? How would you encourage pupil talk without losing too much control?

{{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

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.

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

Traditional teaching places the teacher at the centre of the classroom, and gives them all the responsibility – they are expected to be the “source of all knowledge”.

Our approach aims to changes this view of teaching and learning, and places more emphasis on pupil peers as resources for learning together and from each other. This also means that the teacher does not do all the talking, and they are not expected to know the answers.

We realise that this is a difficult shift to make. However, it is actually possible in the Zambian context, as the videos in our materials show. Not only is it possible, but it can be more motivating for both teachers and learners.

← Older revision		Revision as of 13:17, 24 March 2012
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	{{activity\|whole group discussion}}		{{activity\|whole group discussion}}
	* Was there a supportive environment for pupil participation and dialogue in this lesson? If so, how did the teacher achieve this?		* Was there a supportive environment for pupil participation and dialogue in this lesson? 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?		* How did she help pupils to work out whether the bat was a mammal? Did this discussion move their thinking forward?
	* What did you think about teacher control and pupil learning in ~~these~~ video ~~clips~~?		* What did you think about teacher control and pupil learning in this video clip?
	* How would you manage something similar in your classroom? How would you encourage pupil talk without losing too much control?		* How would you manage something similar in your classroom? How would you encourage pupil talk without losing too much control?

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	'''Issues to discuss'''		'''Issues to discuss'''

	~~noisy but productive -~~ A classroom can be noisy and productive at the same time		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)'''''		'''''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...		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		Teacher not telling answer when pupils were uncertain. She asked them to investigate for themselves, for homework.

	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.		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.

	Facilitator needs to know how to deal with criticisms (such as too noisy, too much chaos, not productive)		Facilitator needs to know how to deal with criticisms (such as too noisy, too much chaos, not productive): quiet does not mean full participation.
	}}		}}

	Traditional teaching places the teacher at the centre of the classroom, and gives them all the responsibility – they are expected to be the “source of all knowledge”.		Traditional teaching places the teacher at the centre of the classroom, and gives them all the responsibility – they are expected to be the “source of all knowledge”.

	Our approach aims to changes this view of teaching and learning, and places more emphasis on pupil peers as resources for learning together and from each other. This also means that the teacher does not do all the talking, and they are not expected to know the answers.		Our approach aims to changes this view of teaching and learning, and places more emphasis on pupil peers as resources for learning together and from each other. This also means that the teacher does not do all the talking, and they are not expected to know all the answers.

	We realise that this is a difficult shift to make. However, it is actually possible in the ~~Zambian~~ context, as the videos in our materials show. Not only is it possible, but it can be more motivating for both teachers and learners.		We realise that this is a difficult shift to make. However, it is actually possible in the African context, as the videos in our materials show. Not only is it possible, but it can be more motivating for both teachers and learners.