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OER4Schools/eLA2014: Difference between revisions
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= eLearning Africa 2014 = | = eLearning Africa 2014 = | ||
We are proud to participate in eLA 2014! | We are proud to participate in eLA 2014! | ||
= Presentation = | |||
'''A year-long trial of a multimedia professional development programme for interactive teaching with technology in Zambia''' | |||
The prezi for the presentation is available here: | The prezi for the presentation is available here: | ||
* | * http://tinyurl.com/eLA14OER4S | ||
And publications are available here: | And publications are available here: | ||
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* http://tinyurl.com/ICTPUBS | * http://tinyurl.com/ICTPUBS | ||
= Workshop | = Workshop: OER4Schools - Developing innovative mathematics and science teaching in sub-Saharan Africa = | ||
Please bring a laptop, tablet, etc. We will access the OER4Schools resource online, or use our OER4Schools memory sticks with the offline resource. | Please bring a laptop, tablet, etc. We will access the OER4Schools resource online, or use our OER4Schools memory sticks with the offline resource. | ||
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|session=8.5 | |session=8.5 | ||
}}{{OER4SchoolsWSInfo | }}{{OER4SchoolsWSInfo | ||
|description=This is a trial session for our OER4Schools programme. We are doing a few activities together (such as cumulative talk, questioning, project-based learning) which are drawn from our programme. | |description=This is a trial session for our OER4Schools programme. We are doing a few activities together (such as cumulative talk, questioning, project-based learning) which are drawn from our programme.<br> | ||
|intention=The learning intention is for participants to get a good practical overview of the OER4Schools programme, and to evaluate whether the programme could be useful for their sessions. | |intention=The learning intention is for participants to get a good practical overview of the OER4Schools programme, and to evaluate whether the programme could be useful for their sessions. | ||
<br> | |||
|success criteria=Success criteria are: | |success criteria=Success criteria are: | ||
* Participants are able to select one or more activities and sessions that are useful for them. | * Participants are able to select one or more activities and sessions that are useful for them. | ||
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{{ednote|text= | {{ednote|text= | ||
Facilitator can introduce the notion of Talk Rules | Story building introduces the notion of cumulative talk but moving to talk about curriculum topics is the next step and of most relevance across subject areas. | ||
Facilitator can explain that during classroom discussion about a curriculum topic, the teacher can introduce the notion of Talk Rules, if needed. Some examples are: | |||
* “everybody listens when one person talks” because they have to add to what has previously been said | * “everybody listens when one person talks” because they have to add to what has previously been said | ||
* “respect others’ ideas” by adding to their idea, rather than changing it | * “respect others’ ideas” by adding to their idea, rather than changing it | ||
* “make sure everyone in the group understands” | * “make sure everyone in the group understands” | ||
* “try to reach consensus in the end” (participants don’t need to actually come to agreement, but the process of trying gets people to listen to each other) | * “try to reach consensus in the end” (participants don’t need to actually come to agreement, but the ''process of trying'' gets people to listen properly to each other) | ||
You may want to ask participants to generate their own examples of Talk Rules. | You may want to ask participants to generate their own examples of Talk Rules. | ||
}} | }} | ||
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 – which involves more reasoning and argumentation). | ||
= Creating a supportive environment for learning = | = Creating a supportive environment for learning = | ||
=== Introduction to the lesson (for context) === | === Introduction to the lesson (for context) === | ||
{{activity|otr| Video on classification of vertebrates.|10}} | {{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: | 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: | ||
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=== Whole class discussion: Creating a supportive environment === | === 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''' | {{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 10.mp4 }} | ||
{{: Video/19 Eness 3 vertebrates 11.mp4 }} | {{: Video/19 Eness 3 vertebrates 11.mp4 }} | ||
{{activity|wcd| on the learning environment and classroom management.|10}} | {{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? | * 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}} | * 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}} | ||
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=== Cumulative talk in the classroom === | === 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. | {{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. | * 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). | * 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). | ||
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You will need mini-blackboards and something for display (blackboard/flipchart). | You will need mini-blackboards and something for display (blackboard/flipchart). | ||
Choose some topics that | Choose some topics from the curriculum (teacher participants should choose ones that they are teaching in the coming week), and display the topics (on blackboard or flipchart). Some examples are: | ||
* the importance of water{{indinc|C1.2}} | * the importance of water{{indinc|C1.2}} | ||
* living together{{indinc|C1.13}} | * living together{{indinc|C1.13}} | ||
* transport{{indinc|C1.5}} | * transport{{indinc|C1.5}} | ||
* types of fertilizers (organic and inorganic) and their advantages or disadvantages{{indinc|C1.1}}, | * types of fertilizers (organic and inorganic) and their advantages or disadvantages{{indinc|C1.1}}, | ||
* uses of different parts of a plant{{indinc|C1.8}}, and | * uses of different parts of a plant{{indinc|C1.8}}, and | ||
* health{{indinc|C1.6}}. | * health{{indinc|C1.6}}. | ||
}} | }} | ||
{{activity|stgw| in pairs: Coming up with some questions.|5}} Choose a topic from the board. | {{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. | ||
{{ednote|text= | {{ednote|text= | ||
Allow only about 3-5 minutes for this activity so that spontaneous questions are recorded. | Allow only about 3-5 minutes for this activity so that spontaneous questions are recorded. | ||
After 3-5 minutes, explain what open and closed questions are (see background reading below) and ask the whole group for a couple of example questions of each type for illustration. Write these examples (no more than two of each question type) on the blackboard or flipchart for reference during the game, or ask a volunteer participant to do so. When you are sure that participants have got the idea of the differences between the question types proceed with the game. | After 3-5 minutes, explain what open and closed questions are (see background reading below) and ask the whole group for a couple of example questions of each type, for illustration. Write these examples (no more than two of each question type) on the blackboard or flipchart for reference during the game, or ask a volunteer participant to do so. When you are sure that participants have got the idea of the differences between the question types, proceed with the game. | ||
During the game, ensure that participants do not feel less motivated if | During the game, ensure that participants do not feel less motivated if they offer more closed or surface types of questions. To ensure this: | ||
* Refrain from judging questions. Record/discuss questions factually without expressing any emotion. | * Refrain from judging questions. Record/discuss questions factually without expressing any emotion. | ||
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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 | 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), work out whether it is open or closed and 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 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. | 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 | {{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 | {{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. | ||
{{ednote|text= | {{ednote|text= | ||
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'''Closed versus Open questions:''' | '''Closed versus Open questions:''' | ||
* Closed questions are factual and focus on a correct response. | * Closed questions are factual and focus on a correct response. Some examples are: ''Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating the perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.'' | ||
* Open questions have many answers. | * Open questions have many answers. Some examples are: ''What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent the spread of malaria in your community?'' | ||
'''Surface versus Deep questions:''' | '''Surface versus Deep questions:''' | ||
* Surface questions elicit one idea or some ideas. '' | * Surface questions elicit one idea or some ideas. For example: ''What is the difference between an organic and inorganic fertilizer? What is the use of carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?'' | ||
* Deep questions elicit relations between ideas and extended ideas. '' | * Deep questions elicit relations between ideas and extended ideas. For example: ''What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between the climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?'' | ||
‘What if’ and | ‘What if’ and ‘Why...' questions can help you delve deeper into pupils’ thinking. | ||
}} | }} | ||
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{{oinc|OER4Schools/Open and closed questions}} | {{oinc|OER4Schools/Open and closed questions}} | ||
= Browsing the OER4Schools resource = | = Browsing the OER4Schools resource – after refreshment break= | ||
{{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 | {{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: | ||
* 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 | 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. These notes will feed into the plenary. | ||
= 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? | |||
URL: www.OER4Schools.org | |||
= Quick feedback = | = Quick feedback (written) = | ||
* What did you find most valuable? | * What did you find most valuable? | ||
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{{setting of follow up}} | {{setting of follow up}} | ||
= Activity summary = | |||
{{activity summary}} | {{activity summary}} | ||
{{OER4S_NextSession}} | {{OER4S_NextSession}} | ||
