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| Select from [[OER4Schools/assets]].
| | {{OER4S |
| | |title=List of concepts, methods and techniques for reference. |
| | |session=7.1 |
| | }}{{OER4SchoolsWSInfo|donly=yes|description=This chapter summarises various concepts, methods, and techniques of the OER4Schools programme. |
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| = How to make traffic lights = | | = Most significant change technique = |
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| {{: OER4Schools/How to make traffic lights }} | | {{oer4s_technique_include| OER4Schools/Most Significant Change Technique}} |
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| = No hands up = | | = No hands up = |
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| This is a useful technique to engage all of the students all of the time. The teacher poses a question for the students to think about and tells them, either before or after asking the question, that there should be 'no hands up' as everyone is expected to participate. The teacher then calls on a random student to answer the question. Staging questioning this way can motivate students and keep them focused on the shared input as well as giving less confident children the chance to share their ideas.
| | {{oer4s_technique_include| OER4Schools/activities/'no hands up’ }} |
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| Here are the steps:
| | = Brainstorming = |
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| 1. Students listen to a question or a discussion point and are given wait time to formulate their responses. The teacher can introduce the technique either before or after posing the question.
| | {{oer4s_technique_include| OER4Schools/activities/Brainstorming }} |
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| 2. Following the wait time, the teacher asks a random student for a response.
| | = Cumulative talk = |
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| 3. When further questions are asked in the session, the teacher reminds the students that there should be 'no hands up' and that they may be asked for a response at any time.
| | {{oer4s_technique_include| OER4Schools/activities/Cumulative talk }} |
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| Tips for using the technique successfully:
| | = Magic microphone = |
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| * warn students that this is a 'no hands up' session
| | {{oer4s_technique_include| OER4Schools/activities/Magic microphone }} |
| * establish a friendly, supportive, non-judgemental atmosphere using positive body language and reaffirming phrases
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| * remind students to listen to what other students have said as they may have to adjust their response accordingly
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| * praise students for active listening, for making a contribution and for respecting the contributions made by others
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| * differentiate questions to give students the best chance of a positive outcome
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| Giving students 'wait time' has been shown to significantly improve the quality of their responses.
| | = Think-Pair-Share = |
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| = Brainstorming =
| | {{oer4s_technique_include| OER4Schools/activities/Think-Pair-Share }} |
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| This is a useful interactive teaching technique that allows all participants to make a contribution without fear of judgement from others.
| | = Horseshoe seating arrangement = |
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| Here are the steps:
| | {{oer4s_technique_include| OER4Schools/activities/Horseshoe seating arrangement }} |
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| # Students listen to a question posed by the teacher - this should be open-ended with no specific right answer in order to generate a range of ideas
| | = Robots/Traffic lights = |
| # Students offer their ideas when the teacher asks them one by one - it is not necessary for students to raise their hands as everyone is encouraged to make a contribution
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| # All ideas are recorded by the teacher where everyone can see them
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| After the brainstorm session the ideas can be further processed in line with the plan for the rest of the lesson.
| | {{oer4s_technique_include| OER4Schools/activities/Robots (Traffic lights) }} |
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| | = Questioning checklist = |
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| Tips for using the technique successfully:
| | {{oer4s_technique_include| OER4Schools/Questioning checklist}} |
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| * establish a friendly, supportive, non-judgemental atmosphere for brainstorming
| | = Questions you can ask in the classroom = |
| * remind students to listen to what other students have said to make sure that they don't repeat any replies
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| * try to keep the activity pacy, adapting the length of the brainstorm session to match the flow of ideas
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| * praise students for active listening and for respecting the contributions made by others
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| * the technique works well at the beginning of a new topic as a way of finding out students' prior knowledge
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| = Cumulative talk =
| | {{oer4s_technique_include| OER4Schools/Questions you can ask}} |
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| Cumulative talk is co operative talk and can lead to knowledge construction through the sharing of ideas. It is limited from an educational point of view in that it does not produce critically grounded knowledge. Its real value is that it promotes group/whole class harmony whilst allowing ground rules for the more meaningful exploratory talk to become established. It also has the added benefit of allowing pupils to increase in confidence as they speak without being challenged at first.
| | = Reflective journal questions = |
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| Cumulative talk is talk in which…
| | {{oer4s_technique_include| OER4Schools/reflective journal questions}} |
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| * Everyone simply accepts and agrees with what other people say.
| | = Audio diary guidance = |
| * Children do use talk to share knowledge, but they do so in an uncritical way.
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| * Children repeat and elaborate each other's ideas, but they don't evaluate them carefully.
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| The following document outlines the three types of talk that children are mostly engaged with in the classroom and provides examples:[http://thinkingtogether.educ.cam.ac.uk/resources/5_examples_of_talk_in_groups.pdf Three kinds of talk].
| | {{oer4s_technique_include| OER4Schools/audio diary guidance}} |
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| = Magic microphone = | | = Assessment portfolios = |
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| This is a useful technique to encourage students to speak out in the classroom. The teacher poses a question for the students to think about before initiating the use of a prop which is passed around the room. The prop is a tool that the students can use independently to make talk equitable. It could be any small item such as a ball or a bean bag that can be easily passed from one student to another. The student who is holding the prop has permission to speak. When they have finished speaking they then pass the 'magic microphone' on to another willing participant.
| | {{oer4s_technique_include| OER4Schools/Assessment portfolios}} |
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| Here are the steps:
| | = Netbook familiarisation = |
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| 1. Students listen to a question or a discussion point and are given wait time to formulate their responses. The teacher can introduce the technique either before or after posing the question.
| | {{oer4s_technique_include| OER4Schools/Netbook familiarisation}} |
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| 2. Following the wait time, the prop is passed to a student who is willing to say out loud what their response is to the question.
| | = Typing practice with students = |
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| 3. The prop (or 'magic microphone') is then passed around the room from student to student with all students who get the prop speaking their responses out loud. A student who does not wish to speak simply passes the prop on to another who does.
| | {{oer4s_technique_include| OER4Schools/Typing practice with students}} |
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| Tips for using the technique successfully:
| | = Group work = |
| | [[file:Group_work.png]] |
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| * establish a friendly, supportive, non-judgemental atmosphere using positive body language and reaffirming phrases
| | = Group chat with messenger or collaborative writing = |
| * remind students to listen to what other students have said as they may have to adjust their response accordingly
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| * try to keep the activity pacy, encouraging students to quickly pass the prop between themselves
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| * praise students for active listening, for making a contribution and for respecting the contributions made by others
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| * manage the movement of the 'magic microphone' and draw together points from the talk/discussion, paraphrasing them if necessary
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| | {{oer4s_technique_include| OER4Schools/Group chat with messenger or collaborative writing}} |
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| = Think Pair Share = | | = Assessment for Learning = |
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| This technique encourages cooperative learning by peer interactivity. Teachers should cue the progress from one step to the next. In the primary classroom, hand signals for each step can be developed with the students and these can be used along with verbal cues.
| | [[file: AfL.png|600px]] |
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| Here are the steps:
| | = Spreadsheet exercises = |
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| # '''Think''' - Students listen to a question (this may be an open-ended question to which there are many answers) or a presentation and are given ‘think time’ to formulate their responses.
| | {{oer4s_technique_include| OER4Schools/Spreadsheet exercises}} |
| # '''Pair''' - Following the ‘think time’, students work together with a partner, sharing ideas, discussing, clarifying and challenging.
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| # '''Share''' -The pair then share their ideas with another pair, or with the whole class. Students should be prepared to share their partner’s ideas as well as their own.
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| Allowing students time to think, sometimes referred to as 'wait time' has been shown by researchers to improve the quality of their responses. Talking through ideas with a partner first before sharing them with a wider audience allows for those ideas to be elaborated on and refined.
| | {{OER4S NextSession}} |
