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OER4Schools/Review of group work: Difference between revisions
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→Practising group work with the EtherPad application
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{{activity|ia|: Completing a questionnaire on different aspects of group work.|20}} Answer the questionnaire on group work. You will notice that it also contains some questions on other aspects of the programme that are relevant to group work eg sharing resources. Be honest about your responses for Sections A and C. Be reflective about your responses for Section D. Carefully and realistically plan your agenda for carrying out group work in your classroom, taking account of mixed pace group work and differentiation. | {{activity|ia|: Completing a questionnaire on different aspects of group work.|20}} Answer the questionnaire on group work. You will notice that it also contains some questions on other aspects of the programme that are relevant to group work eg sharing resources. Be honest about your responses for Sections A and C. Be reflective about your responses for Section D. Carefully and realistically plan your agenda for carrying out group work in your classroom, taking account of mixed pace group work and differentiation. | ||
[[File:Group Questionnaire on Group Work.jpeg|center| | [[File:Group Questionnaire on Group Work.jpeg|center|600px]] | ||
[[File:Group Questionnaire on Group Work 2.jpeg|center| | [[File:Group Questionnaire on Group Work 2.jpeg|center|600px]] | ||
[[File:Group Questionnaire on Group Work 3.jpeg|center| | [[File:Group Questionnaire on Group Work 3.jpeg|center|600px]] | ||
{{activity|wcd| on the meaning of the different aspects of group work.|10}} Take turns to recap meaning of the different aspects of group work and share your responses from Section D (Column D). This means that one participant explains the meaning of one aspect of group work briefly. Other participants share their responses as listed in Section D of the questionnaire for this aspect. Then another participant explains the meaning of another aspect followed by sharing of responses. | {{activity|wcd| on the meaning of the different aspects of group work.|10}} Take turns to recap meaning of the different aspects of group work and share your responses from Section D (Column D). This means that one participant explains the meaning of one aspect of group work briefly. Other participants share their responses as listed in Section D of the questionnaire for this aspect. Then another participant explains the meaning of another aspect followed by sharing of responses. | ||
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{{activity|wcd|: Suggesting open questions for use with the EtherPad.|5}} As a whole group, suggest a topic to your facilitator on which you would like to work in groups as well as collaborate across groups. It is suggested that you select a topic that some of you plan to teach soon in your classes. Some suggestions of topics which can be relevant across grades are: | {{activity|wcd|: Suggesting open questions for use with the EtherPad.|5}} As a whole group, suggest a topic to your facilitator on which you would like to work in groups as well as collaborate across groups. It is suggested that you select a topic that some of you plan to teach soon in your classes. Some suggestions of topics which can be relevant across grades are: | ||
* Importance of Zambia’s Heroes day or Unity day | * Importance of {{Zambia|Zambia’s Heroes day or Unity day}}{{Kenya|Kenya's Mashujaa day (heros day)}} | ||
* Prevention of communicable diseases | * Prevention of communicable diseases | ||
* Causes of different types of pollution | * Causes of different types of pollution | ||
* Factors affecting vegetation in Zambia | * Factors affecting vegetation in {{Zambia|Zambia}}{{Kenya|Kenya}} | ||
* Good practices of rearing cattle | * Good practices of rearing cattle | ||
* Scientific concepts such as Force, Friction or Gravity | * Scientific concepts such as Force, Friction or Gravity | ||
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= {{Name for ICT practice with dtgw}} = | = {{Name for ICT practice with dtgw}} = | ||
{{:OER4Schools/ICT/include}} | |||
{{ | |||
= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
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{{activity|otr|: Listening to a Zambian teacher's audio reflection on a talking points activity followed by individual work on portfolios.|15}} | {{activity|otr|: Listening to a Zambian teacher's audio reflection on a talking points activity followed by individual work on portfolios.|15}} | ||
We now listen to a clip that was recorded after the teacher (Judith) had use talking points with her lesson. She is reflecting on the talking points activity and recording her own thoughts about how the pupils responded to the activity. Notice how she uses a specific example and records what the pupils said. She reflects on how successful (or otherwise) her planning was and concludes that there were too many talking points for the pupils to get through in the time allowed. | We now listen to a clip that was recorded after the teacher (Judith) had use talking points with her lesson. She is reflecting on the talking points activity and recording her own thoughts about how the pupils responded to the activity. Notice how she uses a specific example and records what the pupils said. She reflects on how successful (or otherwise) her planning was and concludes that there were too many talking points for the pupils to get through in the time allowed. | ||
{{speechbubble|text= | |||
''“Very few groups completed writing reasons to all sentences due to too many talking points but interactive teaching and learning took place.”'' | ''“Very few groups completed writing reasons to all sentences due to too many talking points but interactive teaching and learning took place.”'' | ||
}} | |||
'''Judith portfolio - talking points''': | '''Judith portfolio - talking points''': | ||
