Anonymous

OER4Schools/Questioning: Difference between revisions

From OER in Education

OER4Schools/Questioning (view source)

Revision as of 15:35, 3 December 2013

1,922 bytes removed ,  12 years ago
m
no edit summary
mNo edit summary
 
(8 intermediate revisions by 3 users not shown)
Line 4: Line 4:
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
|intention={{ OER4SchoolsWSInfo/intention intro}}
 
* differentiating between types of questions ('''closed questions''' versus '''open questions''' and '''surface questions''' versus '''deep questions'''),
* differentiating between types of questions: '''closed questions''' versus '''open questions'''; and '''surface questions''' versus '''deep questions'''
* generating open and deep questions,
* generating open and deep questions
* other types of questions that you can ask students (e.g. '''questions for remembering / understanding / applying / analysing / evaluating / creating'''), and
* other types of questions that you can ask students (e.g. '''questions for remembering/understanding/applying/analysing/evaluating/creating''')
* handling multiple responses.
* handling multiple responses
   
   
|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* play a game to classify questions as open or closed
* play a game to classify questions as open or closed,
* further classify questions during discussion using an information sheet for reference
* further classify questions during discussion using an information sheet for reference, and
* watch a video and identify techniques for '''handling multiple responses'''
* watch a video and identify techniques for '''handling multiple responses'''.


|ict={{ OER4SchoolsWSInfo/ICT intro}}
|ict={{ OER4SchoolsWSInfo/ICT intro}}
Line 112: Line 111:
Throughout this session, make a note of open questions: We will use those later when planning an activity.
Throughout this session, make a note of open questions: We will use those later when planning an activity.


To introduce Etherpad, you can use ideas from here: [[OER4Schools/Group chat with messenger or collaborative writing|Group chat with messenger or collaborative writing]]. Let participants observe how words appear on all screens simultaneously. Perhaps you have some participants writing, while others go round and observe. Then swap who writes and who observed. Make sure that all participants get the idea.
To introduce Etherpad, you can use ideas from here: [[OER4Schools/Group chat with messenger or collaborative writing|Group chat with messenger or collaborative writing]]. Let participants observe how words appear on all screens simultaneously. Perhaps you have some participants writing, while others go round and observe. Then swap who writes and who observes. Make sure that all participants get the idea.
}}
}}


Line 166: Line 165:


= Planning a questioning activity =
= Planning a questioning activity =
{{todo|This needs adapting. There needs to be time here to plan something, but we need to decide exactly what it is! {I think this is OK now. JB}
}}


{{activity|dtgw|: Planning in pairs for an activity with open ended questions.|15}} In the [[OER4Schools/activity template|activity template]], plan for questioning as part of a lesson that you will teach in the coming week.  Find some relevant images that you can use to base your questions around and list some open and deep questions to ask in the class in order to challenge students and get them thinking. Try out some of the points mentioned in page 3 of the handout. '''Record specific questions on the template.'''
{{activity|dtgw|: Planning in pairs for an activity with open ended questions.|15}} In the [[OER4Schools/activity template|activity template]], plan for questioning as part of a lesson that you will teach in the coming week.  Find some relevant images that you can use to base your questions around and list some open and deep questions to ask in the class in order to challenge students and get them thinking. Try out some of the points mentioned in page 3 of the handout. '''Record specific questions on the template.'''
Line 178: Line 175:
* Questions to start the lesson?
* Questions to start the lesson?
* Questions while pupils are looking at the pictures? Clear explanation of task.
* Questions while pupils are looking at the pictures? Clear explanation of task.
* Questions after looking at the pictures? Questions about pupils' thoughts that relate to objectives of the lesson? Questions that summarize pupils' learning?
* Questions after looking at the pictures?  
* Questions about pupils' thoughts that relate to objectives of the lesson?  
* Questions that summarize pupils' learning?


For example, if the topic is clean water, participants can record:
For example, if the topic is clean water, participants can record:
Line 184: Line 183:
* Images that they will use e.g. sources of water that show clean and unclean water.  
* Images that they will use e.g. sources of water that show clean and unclean water.  
* Questions to start such as, look at the pictures and identify sources that are safe for drinking.
* Questions to start such as, look at the pictures and identify sources that are safe for drinking.
* Questions while pupils are looking at pictures such as, why is water from this source safe? how does the water get contaminated?
* Questions while pupils are looking at pictures such as, why is water from this source safe? How does the water get contaminated?
* Questions at the end such as, what can we do in our homes to ensure that the water we drink is clean? What are the effects of drinking unclean water?
* Questions at the end such as, what can we do in our homes to ensure that the water we drink is clean? What are the effects of drinking unclean water?


Line 192: Line 191:


= {{Name for ICT practice with dtgw}} =
= {{Name for ICT practice with dtgw}} =
 
{{:OER4Schools/ICT/include}}
{{ednote|text=
Facilitator distributes robots/traffic lights.
}}
 
{{activity|Introduction| to {{activitytag|Robots (Traffic lights)}}.|5}}
Robots/traffic lights have three lights - red, orange and green.  These lights signal to drivers what action they should take on the road with each coloured light having a different meaning associated with it:  Red means STOP; Orange means GET READY TO GO and Green means GO. Their meanings for classroom application are:
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
* GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”
 
While you do practical work in groups, make a stack of your three cards near your groups. Place the colour on top which shows how you are progressing as a group. The facilitator will see the colour and help you appropriately.
 
{{activity|dtgw| with ICT on various topics.|20}} You now have 20 minutes to do ICT practice. You might want to use this time to find digital images for your questioning activity or to familiarise yourself further with either
* Etherpad or
* Geogebra.
As you work with the applications, occasionally think about how you would use them in the classroom.
You may now feel ready to plan an activity with Geogebra in your classroom. Refer back to the Geogebra work we did in previous sessions. Have a look at the [[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]] here, you might want to base your lesson on something similar.
 
You might also want to refer back to
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
Open Office]], and
[[OER4Schools/Typing practice with students|typing practice with students]].


= {{Name for connecting with overarching goals}} =
= {{Name for connecting with overarching goals}} =
Line 223: Line 200:
{{activity|Agreeing follow up activities|5}}
{{activity|Agreeing follow up activities|5}}


{{fup|A}} Use your questioning activity. Teach a lesson with this activity and try out the questions that you have planned. Record any questions that you generated without planning (as best as you can!)  
{{fup|A}} Use your questioning activity. Teach a lesson with this activity and try out the questions that you have planned. Record any questions that you generated without planning (as best you can!)  


{{fup|B}} Try out Geogebra with your class. Also see whether you can continue carousel-style groupwork for typing practice.
{{fup|B}} Try out Geogebra with your class. Also see whether you can continue carousel-style groupwork for typing practice.
Retrieved from "https://oer.opendeved.net/wiki/Special:MobileDiff/17245...20476"