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{{oinc|OER4Schools/Strategies for increasing participation in answering questions}}
{{oinc|OER4Schools/Strategies for increasing participation in answering questions}}


{{activity|Game and discussion| on strategies for increasing participation in answering questions|10}} Ten volunteers each pick up one folded paper from the basket. They read the strategy on it and then they explain it to other participants through demonstration and/or thinking of practical examples.
{{activity|Game and discussion| on strategies for increasing participation in answering questions.|10}} Ten volunteers each pick up one folded paper from the basket. They read the strategy on it and then they explain it to other participants through demonstration and/or thinking of practical examples.


{{ednote|text=
{{ednote|text=
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= Video: Questioning Styles and Strategies =
= Video: Questioning Styles and Strategies =
{{todo|videos needs to be put onto youtube and linked properly}}
[[File:Diane_L1_photo.jpg|thumb|300px]]
[[File:Diane_L1_photo.jpg|thumb|300px]]
[[File:Diane_L2_photo.jpg|thumb|300px]]
[[File:Diane_L2_photo.jpg|thumb|300px]]
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{{activity|otr|: Watching a video on choosing, annotating and discussing images related to personal safety|10}}
{{activity|otr|: Watching a video on choosing, annotating and discussing images related to personal safety|10}}


{{: Video/Unit_2_session_3---Diane Lesson 2 D2.5.m4v }}
{{: Video/Diane Lesson 2 D2.5.m4v }}


This 10-min. clip illustrates how groups of children aged 10 revisited a collection of images that Diane, a UK primary teacher, had collated during the previous lesson, pertaining to personal safety issues.  
This 10-min. clip illustrates how groups of children aged 10 revisited a collection of images that Diane, a UK primary teacher, had collated during the previous lesson, pertaining to personal safety issues.  
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Write down any further points emerging about questioning and handling responses in the table that you filled in during the first activity in this session.  
Write down any further points emerging about questioning and handling responses in the table that you filled in during the first activity in this session.  


{{activity|stgw|: Planning in pairs for a questioning activity|10}} Prepare a 10-minute activity for an impending lesson that focuses specifically on questioning and handling responses related to the lesson topic. Work with a same-grade buddy if available. Use the same [[OER4Schools/activity template|activity template]] that you have already started. Include some of the new ideas that have emerged in this session; be sure to include  
{{activity|stgw|: Planning in pairs for a questioning activity.|10}} Prepare a 10-minute activity for an impending lesson that focuses specifically on questioning and handling responses related to the lesson topic. Work with a same-grade buddy if available. Use the same [[OER4Schools/activity template|activity template]] that you have already started. Include some of the new ideas that have emerged in this session; be sure to include  
* one of the strategies for improving the quality of responses (TESSA)
* one of the strategies for improving the quality of responses (TESSA)
* one of the strategies for increasing participation in answering questions  
* one of the strategies for increasing participation in answering questions  
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}}
}}


{{activity|Agreeing| a time for peer observation|5}} At the end of this activity, briefly agree with your partner, when you can observe each other. When you do this observation, make sure you take your (amended) [[OER4Schools/Questioning checklist|Questioning checklist]] along.
{{activity|Agreeing| a time for peer observation.|5}} At the end of this activity, briefly agree with your partner, when you can observe each other. When you do this observation, make sure you take your (amended) [[OER4Schools/Questioning checklist|Questioning checklist]] along.
   
   
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{{ednote|text=
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= {{Name for ICT practice with dtgw}} =
= {{Name for ICT practice with dtgw}} =
 
{{:OER4Schools/ICT/include}}
As in the last session, use the robot/traffic lights resource to assess your progress as a group whilst doing the ICT activities.  This will alert the facilitator to which groups need assistance.  Enabling participants to ask for help without fear of judgment helps with the creation of a supportive workshop environment.
 
{{activity|dtgw| with ICT on various topics.|20}} Review the notes made in Etherpad. Does everybody understand how Etherpad works? Some participants may want to edit and tidy up the notes from this session.
 
Continue to try out Geogebra. How did the Geogebra exploration go? How can you use Geogebra in a lesson? Use the [[OER4Schools/activity template|activity template]] to develop an activity as you continue exploring Geogebra.
 
By now, you should aim to develop some familiarity with the ICT tools that we have introduced so far, namely Geogebra and Open Office Impress (for images), and also make progress with your typing practice. You can refer back to the
[[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]],
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
OpenOffice]], and
[[OER4Schools/Typing practice with students|typing practice with students]].
{{ednote|text=
Learning about Geogebra, Open Office Impress, and attaining reasonable typing skills are key goals for this programme. As participants practice these skills, go round the room and see whether you can identify problems.
}}


= {{Name for connecting with overarching goals}} =
= {{Name for connecting with overarching goals}} =
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