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OER4Schools/Faculty Workshop May 2014: Difference between revisions

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= Welcome to the workshop =
= Welcome to the workshop =


Let's go round and hear from each other. What are our backgrounds, and what are we interested in? What do we want to get out of this workshop? Let's appoint two scribes, and take notes. Let's share contact details.
{{activity|Introduction to the workshop|15}} Let's go round and hear from each other. What are our backgrounds, and what are we interested in? What do we want to get out of this workshop? Let's appoint two scribes, and take notes. Let's share contact details.


=  Introducing cumulative talk - creating a story together =
=  Introducing cumulative talk - creating a story together =
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{{activity|cumulative talk|: Creating a story together.|10}}  All the participants get up to rearrange the seating. Arrange the group in a {{activitytag|horseshoe seating arrangement}} if there is room. If not, choose another arrangement allowing participants to see each other. Facilitator starts a story by saying one sentence. All participants then contribute to the story by adding sentences.  
{{activity|cumulative talk|: Creating a story together.|20}}  All the participants get up to rearrange the seating. Arrange the group in a {{activitytag|horseshoe seating arrangement}} if there is room. If not, choose another arrangement allowing participants to see each other. Facilitator starts a story by saying one sentence. All participants then contribute to the story by adding sentences.  


A good story would:
A good story would:
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The activity we just did is an example of “cumulative talk”, where participants build on what the previous person has said (“cumulative talk” is one way of moving towards whole class dialogue).
The activity we just did is an example of “cumulative talk”, where participants build on what the previous person has said (“cumulative talk” is one way of moving towards whole class dialogue).
= Creating a supportive environment for learning =
=== Introduction to the lesson (for context) ===
{{activity|otr|: Video on classification of vertebrates.|10}}
In the ongoing OER4Schools sessions, the teachers would already be familiar with Eness' lesson. However, just to introduce Eness' lesson, let's watch these two videos:
{{: Video/Eness vertebrates 4.mp4 }}
{{: Video/Eness vertebrates 5.mp4 }}
===  Whole class discussion: Creating a supportive environment ===
{{activity|otr|: Video on classification of vertebrates.|10}} Video clips Eness vertebrates 10 ("Is a boy a mammal?") and 11 ("Is a whale a fish or a mammal?"); lively class discussion about classifying these animals, deliberately chosen to create controversy and to challenge the pupils'''
{{: Video/19 Eness 3 vertebrates 10.mp4 }}
{{: Video/19 Eness 3 vertebrates 11.mp4 }}
{{activity|wcd|: on the learning environment and classroom management.|10}}
* Was there a supportive environment for pupil participation and dialogue in this lesson?{{lfl|2}} If so, how did the teacher achieve this?
* How did she help students to work out whether the boy and the whale were mammals? Did this discussion move their thinking forward?{{lfl|1}}
* What did you think about teacher control and pupil learning in these video clips?  How would a horseshoe seating arrangement have impacted on this?
* How would you manage something similar in your classroom? How would you encourage pupil talk without losing too much control?
{{ednote|text=
Did participants notice the “wait time” after asking a question before the teacher made a further contribution or question? Increasing wait time a little increases thinking time, and in turn leads to an improvement in the quality of students' responses.
}}
=== Reflection on what we have learned ===
{{activity|wcd|: Reflecting on what you have learnt.|10}} Reflection on what you have learned from this session about:
* Body language for encouraging dialogue
* Cumulative talk
* Encouraging most pupils to talk
* Withholding feedback sometimes to motivate pupils without fear of “wrong” answers: not evaluating pupil responses, just accepting them
* Forming rules for dialogue
* Managing the tension between control and learners’ freedom to contribute
=== Cumulative talk in the classroom ===
{{activity|stgw|: in pairs: Planning cumulative talk in the classroom.|10}} Now pair up, and come up with ideas for cumulative talk in the classroom.
* Consider that when this activity is done in the classroom with pupils, themes should be chosen from the curriculum.
* Also consider that the seating arrangement can be modified according to teachers’ classrooms, such that pupils see each other. Pupils can leave their tables and just move their chairs (or sit outside if the grounds are suitable).
As you are planning this activity, ask youself the following questions:
* Do your students find it easy to talk?
* How can you encourage students to talk?
* Are some students likely to laugh at other students' contributions? How can you create safe environments that enable students to take risks?{{lfl|2.4}}
You can use the [[OER4Schools/activity_template|activity template]] if you like.


= Introduction to questioning =
= Introduction to questioning =
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The idea behind this activity is to make the need for this session explicit.
The idea behind this activity is to make the need for this session explicit.


You will need mini-blackboards and something for display (blackboard/flipchart).
You will need a piece of paper.


Choose some topics that participants are teaching this week (from the curriculum), and display the topics (on blackboard or flipchart). Some examples are:  
Choose some topics that participants are teaching this week (from the curriculum), and display the topics (on blackboard or flipchart). Some examples are:  
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{{activity|stgw|: in pairs: Coming up with some questions.|5}} Choose a topic from the board.  Using mini-blackboards or paper, write a list of up to five questions that you normally ask/would ask the pupils in class.  
{{activity|stgw|: in pairs: Coming up with some questions.|5}} Choose a topic from the paper.  Using the paper, write a list of up to five questions that you normally ask/would ask the pupils in class.  


{{ednote|text=
{{ednote|text=
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* Maintain positive body language by listening attentively.
* Maintain positive body language by listening attentively.


Before the session, prepare the workshop room by marking OPEN on one side of the room and CLOSED on the other side. To keep it simple, draw a line on the floor with chalk and write OPEN and CLOSED.
.
 
To start the game, ask participants to look at the first question (on their respective lists), and work out whether it is open or closed, and then move to the corresponding side of the room.  When participants have categorised their first question, take a few examples from each side of the room to clarify that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way.   
To start the game, ask participants to look at the first question (on their respective lists), and work out whether it is open or closed, and then move to the corresponding side of the room.  When participants have categorised their first question, take a few examples from each side of the room to clarify that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way.   


Continue to play the game for five minutes, clarifying that questions have been correctly categorised after each new move, taking examples from different participants each time.
.
}}
}}


{{activity|otr|: Facilitator talk on open and closed questions.|5}}  
{{activity|otr|: Facilitator talk on open and closed questions.|5}}  


{{activity|Game|: on open and closed questions.|5}} The facilitator will ask you to categorise the questions on your list (one at a time) as open or closed and to move to the corresponding side of the room.  Work through your questions one at a time and categorise them as closed or open when asked to do so. For each question, move to the side of the room marked OPEN if that question is open or to the side marked CLOSED if that question is closed.  Be prepared to explain your rationale to the rest of the group.  
{{activity|Game|: on open and closed questions.|5}} The facilitator will ask you to categorise the questions on your list (one at a time) as open or closed and to move to the corresponding side of the room.  Work through your questions one at a time and categorise them as closed or open when asked to do so. .  Be prepared to explain your rationale to the rest of the group.  


{{ednote|text=
.
 
Make this activity interesting by asking participants to run to the appropriate side of the room (OPEN or CLOSED) at the sound of a clap and ask the participant who gets there first to clap when it is time to move again after considering the second question, and so on.


}}
}}
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{{oinc|OER4Schools/Questions you can ask}}
{{oinc|OER4Schools/Questions you can ask}}
{{oinc|OER4Schools/Open and closed questions}}


= Browsing the OER4Schools resource =
= Browsing the OER4Schools resource =


{{activity|stgw|: Browsing the OER4Schools resource.|30}} Now browse to http://www.oer4schools.org and identify a topic that is useful or of interest to you. If you have brought a laptop (or another device to which you can connect a USB stick), you should also browse the offline version provided. The offline version contains all content from the http://oer.educ.cam.ac.uk, including all videos. There is a lot of content but, for now, focus on the OER4Schools resource. As you are browsing, make a note of what you find, and consider:
{{activity|stgw|: Browsing the OER4Schools resource.|10}} Now browse to http://www.oer4schools.org and identify a topic that is useful or of interest to you. If you have brought a laptop (or another device to which you can connect a USB stick), you should also browse the offline version provided. The offline version contains all content from the http://oer.educ.cam.ac.uk, including all videos. There is a lot of content but, for now, focus on the OER4Schools resource. As you are browsing, make a note of what you find, and consider:
* PMI: What do you think is a plus, what is a minus, what do you find interesting? Why?
* PMI: What do you think is a plus, what is a minus, what do you find interesting? Why?
* How would you be able to use this resource for your own purposes?
* How would you be able to use this resource for your own purposes?
Please appoint two scribes, and make notes (write on your piece of paper which group you are). Also, use the activity template to record how you might use the resource following the workshop.
.


=  Making a plan for the use of the resource =
==  Making a plan for the use of the resource ==


{{activity|wcd|: What did you find?|30}} We now discuss what you found. You should now have a good overview of the OER4Schools resource. OER4Schools is a complete programme, but you could also use parts of it. Is there overlap with your own activities? How might you be able to use OER4Schools? Or perhaps there is something that you can contribute?
{{activity|wcd|: What did you find?|10}} We now discuss what you found. You should now have a good overview of the OER4Schools resource. OER4Schools is a complete programme, but you could also use parts of it. Is there overlap with your own activities? How might you be able to use OER4Schools? Or perhaps there is something that you can contribute?


URL: www.OER4Schools.org
URL: http://www.OER4Schools.org


= Quick feedback =
== Quick feedback ==


* What did you find most valuable?
* What did you find most valuable?
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= Follow-up activities =
= Follow-up activities =


{{activity|afua|30}} What activities are we envisaging following up from this workshop? When are we doing them? How do we feed back? Let's agree a few activities that we might be able to do.
{{activity|afua|10}} What activities are we envisaging following up from this workshop? When are we doing them? How do we feed back? Let's agree a few activities that we might be able to do.


{{fup|1}} Activity 1.
{{fup|1}} Activity 1.


{{fup|2}} Activity 2.
{{fup|2}} Activity 2.
{{setting of follow up}}


= Activity summary =
= Activity summary =
Jomondi
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