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[[Image:Eness with group.jpg|thumb|300px]] | [[Image:Eness with group.jpg|thumb|300px]] | ||
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]]. | ||
[[OER4Schools/Overview|Overview of the resource]]: | [[OER4Schools/Overview|Overview of the resource]]: | ||
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= Brainstorm on interactive teaching = | = Brainstorm on interactive teaching = | ||
Consider the following questions: | |||
* What is interactive teaching? | |||
* What interactive techniques do you know? | |||
* How often have you used such techniques? | |||
{{ednote|text= | |||
Whole group brainstorm. | |||
Want to hear from everyone, don’t worry if you’re not sure, have a go at making a suggestion... we will develop our collective understanding as time goes on<nowiki> [</nowiki>what are teachers’ expectations?]. | |||
If participants are not very forthcoming, probe them with additional questions, eg what do you think interactive teaching might be? Is it the same as learner-centred teaching? | |||
'''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. | |||
}} | |||
{{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! | |||
}} | |||
= Dialogue and effective questioning = | = Dialogue and effective questioning = | ||
== Activity one: Creating a supportive environment for dialogue == | == Activity one: Creating a supportive environment for dialogue == | ||
{{activity|magic microphone}} Use a prop, for example a stick or a long pencil as a magic microphone or a ball. Whoever gets the prop answers an open-ended question | {{activity|magic microphone}} Use a prop, for example a stick or a long pencil as a magic microphone or a ball. Whoever gets the prop answers an open-ended question. Decide as a group what that question should be. | ||
{{ednote|text= | {{ednote|text= | ||
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== 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}} | ||
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}} | }} | ||
== Activity: Reflecting on your current questioning practice == | == Activity Three: Reflecting on your current questioning practice == | ||
{{ednote|text= | {{ednote|text= | ||
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. | ||
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}} | }} | ||
== Activity | == Activity Four: Engaging your pupils == | ||
{{:Video/Text and pictures on IWB}} | |||
{{ | |||
[[Image:Caroline1.1.jpg|thumb|200px]] | |||
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. | 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. | 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. | ||
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= Practical activity: Developing my practice = | = Practical activity: Developing my practice = | ||
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. | {{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 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: | |||
* what the activity is (a technique such as a brainstorm, group work, mini blackboard use plus an activity in which it is used, eg “a brainstorm on what animals are found in your environment”), | |||
* the grade, | |||
* the subject & lesson topic, | |||
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X), | |||
* resources to be used (such as blackboard, mini blackboards, paper, objects, etc), and | |||
* 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.''' | |||
{{oinc|OER4Schools/activity template}} | {{oinc|OER4Schools/activity template}} | ||
