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|intention={{ OER4SchoolsWSInfo/intention intro}}  
|intention={{ OER4SchoolsWSInfo/intention intro}}  
* using '''talking points''' to support productive, open-ended discussion
* using '''talking points''' to support productive, open-ended discussion
* learning more about effective groupwork practices
* effective group work practices including team-building
 
* reflective practices and '''being critical''' to get the most from activities


|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* discuss group work using talking points
* discuss group work using talking points
* devise some talking points for a classroom activity
* plan the activity to included team building
* do the activity and prepare to feedback reflections next session
* analyse another teacher's reflective practice and look at ways of improving how we reflect


|ict={{ OER4SchoolsWSInfo/ICT intro}}
|ict={{ OER4SchoolsWSInfo/ICT intro}}
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{{review of follow up}}
{{review of follow up}}
= More on pace grouping=
{{ednote|text=
We will consider further Judith's video clips on pace grouping from the previous session.  Remind participants of the contents of those clips and pick up the discussion with the following two activities.
'''If these ideas have already been covered as a result of discussions in the last session, then just review the key issues.'''
}}
{{activity|stgw|: Discussion in pairs on pace grouping.|10}} Consider the following statements and associated questions for reflection on Judith’s clips from the previous session:
In this interview Judith informed us that there were 9 slow learners in her class and only 4 formed a slow pace group; these 4 scored 0 but the other 5 were dispersed in other groups who got correct answers to the same problems. This indicates that not only is ''participation'' higher in mixed pace groups but ''achievement'' can be too (and research with bigger samples backs this up). Nevertheless, the 4 who achieved poorly were also regularly absent so their prior knowledge base was probably lower.  Discuss: '''Do you think this means that the absentees are even more likely to benefit from peer interaction in a mixed group?'''
Judith was quick and effective at discouraging pupils from laughing at the low achieving group.  Discuss: '''What other things could a teacher do during the lesson to prevent this situation? '''
{{activity|stgw|: Further small group discussion on pace grouping.|10}} Suggested questions for reflection on both examples (on the audio and video clips from Agness and Judith):
* What in your opinion is the effect of labelling groups as low, middle or high ability of the pupils?
* How would you like to form groups supportive of everyone’s learning? Why?
{{Ednote|text=
Additional things to consider:
* helping low achieving group while everybody else is working in their groups
* peer support within a mixed pace group
* assigning roles within group
}}


= Talking points on statements about group work =
= Talking points on statements about group work =


{{activity|{{activitytag|wcd}} with {{activitytag|tp}}|: Discussing statements about group work.|15|link=none}} Discuss (in groups of 4 or 5 for the first 5 minutes) whether the following statements about group work (talking points) are ‘true’, ‘false’ or ‘not sure’. Explain your reasoning. Tick (“V”) if your group agrees that they are true, cross (“X”) if your group agrees that they are false and question mark (“?”) if your group is not sure.
{{activity|{{activitytag|wcd}} with {{activitytag|tp}}|: Discussing statements about group work.|15|link=none}} Discuss (in groups of 4 or 5 for the first 5 minutes) whether the following statements about group work (talking points) are ‘true’, ‘false’ or ‘not sure’. '''Explain your reasoning.''' Tick (“V”) if your group agrees that they are true, cross (“X”) if your group agrees that they are false and question mark (“?”) if your group is not sure.
* Group work '''should '''finish in one lesson.
* Group work '''should '''finish in one lesson.
* Groups should be formed with the '''same''' pupils every time.
* Groups should be formed with the '''same''' pupils every time.
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= Planning a classroom activity with talking points =
= Planning a classroom activity with talking points =


{{activity|stgw|: Pair work on talking points.|10}} Work in pairs or threes with same-grade colleagues. Decide on a topic that you will be teaching this week. In the activity template, write down the talking points for that topic. Write at least 10 statements - some of which are true, some are false and some can either be true or false, depending on certain factors. Here are some ideas:
{{activity|stgw|: Pair work on talking points.|15}} Work in pairs or threes with same-grade colleagues. Decide on a topic that you will be teaching this week. In the activity template, write down the talking points for that topic. Write at least 10 statements - some of which are true, some are false and some can either be true or false, depending on certain factors. Make sure the statements will generate discussion and not close it down; they need to provoke an argument. Here are some ideas:
* Things stop when they run out of force.
* Things stop when they run out of force.
* Light can travel through water, air, and space.
* Light can travel through water, air, and space.
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= {{Name for ICT practice with dtgw}} =
= {{Name for ICT practice with dtgw}} =
{{:OER4Schools/ICT/include}}


{{activity|dtgw| with ICT on various topics.|20}} As usual, you now have an opportunity to work on your own ICT skills. In this session, we introduce Spreadsheets with OpenOffice Calc.
= {{Name for connecting with overarching goals}} =


As you work on your ICT skills, you should think about planning another lesson with ICT (involving spreadsheets, Geogebra, slideshows, concept mapping). Remember to keep up the '''typing tutor''' practice too!
{{Activity for connecting with overarching goals}}


Here are some exercises for spreadsheets to get you started. In this session, you might only try to do the first few of these exercises. You will have an opportunity to continue this in your own time and in the next session.
=Focus on reflection=


{{oinc|OER4Schools/Spreadsheet exercises}}
{{activity|otr|: Listening to a Zambian teacher's audio reflections on talking points.|10}}
We now listen to a clip that was recorded after the teacher (Agness) had taken part in a previous version of this session. She is reflecting on the talking points and recording her own thoughts as a result of having taken part in a discussion like the one you took part in at the beginning of this session.  In a subsequent recording for her portfolio, Agness elaborates and reflects further on her own personal use of talking points in the classroom. 
{{speechbubble|text=
''“Using of talking points in the lesson, it is so encouraging to both teacher and learners.  This is so because it enables a lot of interactivity to the learners because they are able to discuss, argue and agree as a group.  ‘Talking points’ also make learners not to lose track when they are discussing as a group because every learner is very attentive to hear what their friend is saying in a group.”''
}}
 
'''Agness audio diary - talking points''':
{{: Video/Agness audio diary - talking points.mp3 }}
 
{{transcript|text=
'''''Summary of the transcript for clip 1:'''
{{: Video/Agness audio diary - talking points.mp3/transcript }}
}}
 
{{activity|wcd|: Discussion of the audio clip on the 10 talking points about group work.|5}} In this case Agness has given well thought out responses to the talking points and has captured her own views about group work well. As a whole group, think about the following questions:
 
*  Were Agness's opinions affected by taking part in the workshop discussion about group work?
*  What learning took place for Agness during the 10 talking point discussion on group work?
 
The reality is that we can't answer these questions because the reflection, whilst detailed and comprehensive doesn't make explicit the participant's learning journey.  Phrases like '''''''initially I thought...but then someone made the comment that...which made me think that perhaps...''''''' in your reflections are a way of reminding yourself how your thoughts and ideas are being developed as a result of taking part in this programme.
 
Listen to this short excerpt from Agness' portfolio audio recording.
 
'''Agness portfolio recording - talking points''':
{{: Video/Agness portfolio recording - talking points.mp3}}
 
{{transcript|text=
'''''Transcript for clip 2:'''
{{: Video/Agness portfolio recording - talking points.mp3/transcript}}
}}
 
 
{{activity|wcd|: Discussion of the portfolio reflection audio clip on talking points.|5}}  Here Agness has presented a useful description of the talking points technique and its benefits in interactive teaching.  It is very clear that she thinks it is a useful technique.
 
*  What are the main differences between the two clips in terms of the depth of the teacher's reflection?
 
Remind yourselves of the [http://orbit.educ.cam.ac.uk/wiki/OER4Schools/reflective_journal_questions| reflective journal questions] and notice which of those points the audio recordings address.  Think about your own audio recordings or reflective journal and how they might be improved so as to highlight more explicitly your own learning journey in respect to using talking points (and other interactive teaching techniques) to improve teaching and learning.
 
{{ednote|text=
 
Draw out the idea that example is useful to illustrate a point also the idea of the Plan-Teach-Reflect cycle.  Encourage participants to make meaningful reflections that make it clear what learning has taken place for both them and the students.  Here are some more specific questions if you feel that the reflective journal ones are too general:
*  How was it the first time you used talking points?  Were the students responsive?  Did everyone participate?
*  Which points were most successful and why?
*  Why did you chose the statements that you chose?  You don't have to mention them all, just perhaps one or two that specifically challenged a concept.
*  Where your statements pitched at the right level for all students to access? How do you know?
*  What did the students say  that gave you an insight into their understanding or lack of?
*  What could you change so that they worked better next time? 
We will be listening to another portfolio reflection in the next session. 


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


{{Activity for connecting with overarching goals}}
}}


= Follow-up activities =
= Follow-up activities =
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* Encourage students to '''explain''' their reasoning and understanding to peers, ensuring that everyone understands and any gaps are identified and addressed. This is '''cooperative learning; students are expected to help each other learn.'''
* Encourage students to '''explain''' their reasoning and understanding to peers, ensuring that everyone understands and any gaps are identified and addressed. This is '''cooperative learning; students are expected to help each other learn.'''
* Monitor the groups to ensure this is happening and that there are no ‘free riders’ or individuals dominating the discussion.
* Monitor the groups to ensure this is happening and that there are no ‘free riders’ or individuals dominating the discussion.
Plan-Teach-Reflect
* Reflect on how the activity went and plan to use it again with refinements/adjustments (you do not need to plan to teach exactly the same activity again, just to use talking points again)
* Make any changes to your plan that you feel are needed (e.g. were the group sizes too small/large, was your explanation clear enough, did you manage to ensure that all students participated, were there too many talking points etc)
* Be prepared to discuss how you will improve your use of the talking points activity at the beginning of the next session.


'''Computer tasks.'''
'''Computer tasks.'''
Sara hennessy
287

edits

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