12,782
edits
OER4Schools/Taster Workshop NISTCOL: Difference between revisions
From OER in Education
OER4Schools/Taster Workshop NISTCOL (view source)
Revision as of 22:30, 11 November 2013
, 12 years ago→Activity two: Discussion of another teacher's practice
(Created page with "= Introduction: The OER4Schools Professional Learning Resource = thumb|300px The following sections form a "taster workshop", based on the prof...") |
|||
| (20 intermediate revisions by 2 users not shown) | |||
| Line 1: | Line 1: | ||
= Introduction: The OER4Schools Professional Learning Resource = | = Introduction: The OER4Schools Professional Learning Resource = | ||
[[Image:Eness with group.jpg|thumb|300px]] | [[Image:Eness with group.jpg|thumb|300px]] | ||
{{ednote|text= | |||
Start the workshop by introducing yourselves, and giving the participants an opportunity to introduce themselves. | |||
Introduce the purpose of the workshop. | |||
}} | |||
The following sections form a "taster workshop", based on the professional development resource of the OER4Schools project at the [[CCE|Centre for Commonwealth Education]]. For more information about this project, visit [[OER4Schools|the OER4Schools main page]]. | The following sections form a "taster workshop", based on the professional development resource of the OER4Schools project at the [[CCE|Centre for Commonwealth Education]]. For more information about this project, visit [[OER4Schools|the OER4Schools main page]]. | ||
| Line 25: | Line 30: | ||
'''Record the brainstorm. '''The facilitator writes on a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is ok to note make a record. | '''Record the brainstorm. '''The facilitator writes on a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is ok to note make a record. | ||
}} | }} | ||
| Line 67: | Line 55: | ||
== Activity two: Discussion of another teacher's practice == | == Activity two: Discussion of another teacher's practice == | ||
{{ | {{:Video/19 Eness 3 vertebrates 11.mp4}} | ||
{{activity|whole group discussion}} | {{activity|whole group discussion}} | ||
| Line 76: | Line 64: | ||
{{ednote|text= | {{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. | 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. | |||
== Activity Three: Reflecting on your current questioning practice == | == Activity Three: Reflecting on your current questioning practice == | ||
| Line 83: | Line 89: | ||
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 | You will need paper and a blackboard or flipchart. | ||
Choose some topics that they might be teaching (from the curriculum) and display the topics (on blackboard or flipchart). Some examples are: ''water contamination, living together, uses of different parts of a plant, types of fertilizers (organic and inorganic) and their advantages or disadvantages, and health.'' | |||
}} | }} | ||
{{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 | |||
| Line 154: | Line 160: | ||
== Activity Four: Engaging your pupils == | == Activity Four: Engaging your pupils == | ||
{{ | {{:Video/Abel Clip 2.m4v}} | ||
[[Image:???|thumb|200px]] | |||
Watch the video in which a Zambian teacher is introducing the notion of area. The lesson explores the relationship between area and perimeter. | |||
Watch the video in which | |||
{{activity|reflection}} Suggested questions for reflection: | {{activity|reflection}} Suggested questions for reflection: | ||
* What did you notice about the teacher’s questions in this clip? | * What did you notice about the teacher’s questions in this clip? | ||
* How did he handle the pupils' confusion? | |||
* How did the | * How would you handle responses like this in teaching about area? | ||
* How would you | |||
{{Ednote|text= | |||
Exploring pupils' ideas like this can take more time than "telling" and of course the curriculum content must be covered. However it aims to '''teach for understanding''', so that teachers do not need to keep repeating material. In the end it can save lesson time! | |||
}} | |||
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? | ||
| Line 182: | Line 193: | ||
* how is the activity carried out. | * how is the activity carried out. | ||
On the template, list some open and deep questions to ask in the class in order to challenge pupils and get them thinking! Try out some of the ideas you have learned about today. '''Record specific questions on the template.''' | On the template, '''list some open and deep questions to ask in the class''' in order to challenge pupils and get them thinking! Try out some of the ideas you have learned about today. '''Record specific questions on the template.''' | ||
{{oinc|OER4Schools/activity template}} | {{oinc|OER4Schools/activity template}} | ||
