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See the [[OER4Schools/Detailed outline|detailed outline]] for more information.
See the [[OER4Schools/Detailed outline|detailed outline]] for more information.


= Brainstorm on interactive teaching =
= Brainstorm on interactive teaching =
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{{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
Facilitator needs to know how to deal with criticisms (such as too noisy, too much chaos, not productive)
The road is long. But it can be done!
}}
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.


= Dialogue and effective questioning =
= Dialogue and effective questioning =
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== Activity two: Discussion of another teacher's practice ==
== Activity two: Discussion of another teacher's practice ==


{{video|src=NWV0X9aMYxM|duration=4:31|name=19 Eness 3 vertebrates 11}}
{{:Video/19 Eness 3 vertebrates 11.mp4}}


{{activity|whole group discussion}}
{{activity|whole group discussion}}
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{{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 ==
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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 mini-blackboards and something for display (blackboard/flipchart).
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.''
}}
}}


Choose some topics that they are teaching this week (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 five questions on mini-blackboards or paper that you normally ask/would ask the pupils in class?  




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== Activity Four: Engaging your pupils ==
== Activity Four: Engaging your pupils ==


{{video|src=bX7wBu9Pjto|duration|name=Using text and pictures on the interactive whiteboard to stimulate interest and initial dialogue in English}}
{{:Video/Abel Clip 2.m4v}}
 


You can download this video [http://sms.cam.ac.uk/media/1098329 here].
[[Image:???|thumb|200px]]


[[Image:Caroline1.1.jpg|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 an English teacher is introducing the crime-writing genre to 12- to 13-year-old pupils in a UK classroom. The lesson prepares them for writing their own crime story.
The situation mentioned on the board is “An abandoned briefcase has been handed in to police. What could the content reveal about the owner?”. The clip illustrates teacher questioning and handling responses for encouraging pupils to consider alternatives.


{{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?
* Which questions elicited multiple responses or could have done?
* How did he handle the pupils' confusion?
* How did the teacher handle multiple responses?
* How would you handle responses like this in teaching about area?
* How would you improve the teacher’s questions?
 
* What would you do differently while handling multiple responses?
{{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?
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* 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}}
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