287
edits
OER4Schools/Talking points and effective group work: Difference between revisions
From OER in Education
OER4Schools/Talking points and effective group work (view source)
Revision as of 09:27, 23 May 2014
, 11 years ago→Planning a classroom activity with talking points
JanetBlair (talk | contribs) m (sorting out carrying on from previous session) |
|||
| (7 intermediate revisions by 4 users not shown) | |||
| Line 26: | Line 26: | ||
{{review of follow up}} | {{review of follow up}} | ||
= | = More on pace grouping= | ||
{{ednote|text= | {{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 | '''If these ideas have already been covered as a result of discussions in the last session, then just review the key issues.''' | ||
}} | }} | ||
| Line 48: | Line 49: | ||
* assigning roles within 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. | ||
| Line 105: | Line 105: | ||
= Planning a classroom activity with talking points = | = Planning a classroom activity with talking points = | ||
{{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. 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. | ||
| Line 153: | Line 153: | ||
= {{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}} = | ||
| Line 170: | Line 163: | ||
{{activity|otr|: Listening to a Zambian teacher's audio reflections on talking points.|10}} | {{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. | 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.”'' | ''“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''': | '''Agness audio diary - talking points''': | ||
