OER4Schools/Detailed outline

Title: Introduction to OER4Schools
Number: 0

The OER4Schools Professional Learning Resource

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  Introduction to OER4Schools

  2.3 - More on questioning

Table of contents.

Introduction to OER4Schools >>>

Facilitator's version, Participants' version

Unit overview

Unit 1: Introduction to interactive teaching and the use of ICT. The unit offers an introduction to interactive teaching with and without ICT. It introduces the idea of “plan-teach-reflect”, as well as lesson planning to include interactive activity. The unit covers the following aspects:

• What is interactive teaching?
• ICTs in interactive teaching.
• Effective use of ICTs, including basic use of netbooks, browser, and images / slideshows (also in OpenOffice Impress).

The aims of Unit 1 are to

• understand principles of interactive teaching - with and without ICT,
• see illustrations and discuss issues involved in implementing it,
• think about changing one’s own practice, and
• develop ways of working with colleagues to reflect on practice, share ideas and trial new strategies.

The unit also introduces the most significant change technique, and at the end of this unit, we look at the Leadership for Learning principles.

Unit 2: Whole class dialogue & effective questioning. 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.

Unit 3: Group work. This unit introduces group work, how to agree on ground rules, and what sort of resources support group work (such as “talking points” and digital resources). In detail, the unit covers

• exploratory talk,
• same task group work,
• different tasks group work,
• group composition and formation,
• ground rules for group work,
• carousel of activities for group work,
• mixed pace group work and differentiation, and
• talking points activity for promoting group interaction.

Unit 4: Assessment for learning and lesson pacing. The unit introduces how to find out what your pupils have learnt, and where they need more help, allowing you to use lesson time effectively whilst making sure that your pupils are making continued progress.

In detail the unit covers

• using an assessment inventory as a self-assessment measure,
• sharing learning objectives and success criteria,
• summative feedback,
• formative feedback, and
• peer assessment.

Unit 5: Enquiry-based learning and project work. The unit introduces how to work in an “enquiry-based” way, for instance learning through project work and in-depth, open-ended investigations. We explore a way of teaching and learning that encourages students to take the initiative to pose questions and explore their curiosity about the world around them, through a process of enquiry.

Unit 6: Into the future. This unit reviews the programme, and continues to make connections between the various interactive practices introduced throughout the programme. It also offers an introduction to action research and communities of practice, through which teachers can continually evolve their teaching practice. Unit 1: Introduction to interactive teaching and the use of ICT. The unit offers an introduction to interactive teaching and ICT. It introduces the idea of “plan-teach-reflect”, as well as lesson planning to include interactive activity. The unit covers the following aspects:

1. What is interactive teaching?
2. Designing interactive lesson plans
3. ICTs in interactive teaching
4. Effective use of ICTs, Collaborative writing using ICTs, Introduction to most significant change.

Unit 2: Whole class dialogue & effective questioning. This unit includes suggestions and resources for classroom activities and covers:

1. creating a supportive environment for dialogue
2. introducing cumulative talk – creating a story together
3. promoting and managing whole class discussion
4. types and examples of effective questions to ask in class
5. how to engage students in activity at the blackboard

Unit 3: Group work. This unit introduces group work, how to agree on ground rules, and what sort of resources support group work (such as “talking points” and digital resources).

Unit 4: Assessment for learning and lesson pacing. The unit introduces how to find out what your pupils have learnt, and where they need more help, allowing you to use time in lessons effectively, while making sure that your students are learning.

Unit 5: Enquiry-based learning and project work. The unit introduces how to work in an “enquiry-based” way, for instance learning through project work and in-depth, open-ended investigations.

Unit 6: Sharing the vision and Leadership for Learning. This unit introduces 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.

Detailed list of learning objectives, success criteria and ICT use

2.3 - More on questioning
In this session you will learn about: further techniques for questioning and handling responses common mistakes made when asking questions in the classroom how to increase pupil participation for answering questions	To meet the learning intentions you will: practise effective questioning and handling responses role-play a question and answer session with common questioning mistakes to highlight how ineffective some commonly employed questioning strategies can be recognise and plan to use a range of effective strategies to increase pupil participation for answering questions	The ICT components you will focus on are Using Etherpad to make shared notes Planning a lesson with Geogebra Classroom based activities (with your students, after this session): try another lesson with Geogebra.