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OER4Schools/Taster Workshop KCE: Difference between revisions
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→Activity Four: Engaging your pupils
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== Activity two: Discussion of another teacher's practice == | == Activity two: Discussion of another teacher's practice == | ||
{{ | 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/Eness vertebrates 12.mp4}} | |||
{{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 | * 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 | * 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''' | ||
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... | |||
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 | 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. | ||
== Activity Three: Reflecting on your current questioning practice == | == Activity Three: Reflecting on your current questioning practice == | ||
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{{activity|work in pairs}} Choose a topic from the board. Write down two questions that you normally ask/would ask the pupils in class? | {{activity|work in pairs}} Choose a topic from the board. Write down two questions that you normally ask/would ask the pupils in class? | ||
{{ednote|text= | {{ednote|text= | ||
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== Activity Four: Engaging your pupils == | == Activity Four: Engaging your pupils == | ||
{{ | {{:Video/Abel Clip 2.m4v}} | ||
You can download this video [http:// introducing area here]. | You can download this video [http:// introducing area here]. | ||
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After this, the pupils worked in groups using Geogebra software on netbook computers to explore the relationship between area and perimeter. Watch the following clip of one of the final group presentations to the class, where two girls explain what they learned. | After this, the pupils worked in groups using Geogebra software on netbook computers to explore the relationship between area and perimeter. Watch the following clip of one of the final group presentations to the class, where two girls explain what they learned. | ||
{{ | {{:Video/Abel Clip 5.m4v}} | ||
= Practical activity: Developing my practice = | = Practical activity: Developing my practice = | ||
{{activity|small group work}} To help you structure your planning, we provide an activity template. Working in pairs or small groups, and using the [[OER4Schools/activity_template|activity template]], '''plan a brainstorm activity''' that could be part of a lesson you might teach in your subject area. For the brainstorm consider: | {{activity|small group work}} To help you structure your planning, we provide an activity template. Working in pairs or small groups, and using the [[OER4Schools/activity_template|activity template]], '''plan a brainstorm activity''' that could be part of a lesson you might teach in your subject area. For the brainstorm consider: | ||
* What do I need to know about students’ knowledge or understanding of the topic? What will I ask them to brainstorm? | * What do I need to know about students’ knowledge or understanding of the topic? What will I ask them to brainstorm? | ||
* What will I do with the results? How will we build on that in the rest of the lesson? | * What will I do with the results? How will we build on that in the rest of the lesson? | ||
The activity template includes the following sections: | The activity template includes the following sections: | ||
* the grade, | * the grade, | ||
* the | * the lesson topic (eg “animals found in your environment”), | ||
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X), | * what the (learning) objective of the activity is (e.g. to find out what students already know about topic X), | ||
* how is the activity carried out plus questions to ask the learners. | |||
* how is the activity carried out. | |||
On the template, | On the template, list some open and deep questions to ask in the class in order to challenge learners and get them thinking! Try out some of the ideas you have learned about today, and draw on the separate handout “Questions you can ask in class” and handout listing the 10 strategies for selecting learners. Record specific questions on the template. | ||
{{oinc|OER4Schools/activity template}} | {{oinc|OER4Schools/brainstorm activity template}} | ||
