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OER4Schools/eLA2014: Difference between revisions
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→Introducing cumulative talk - creating a story together
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= Presentation = | = 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: | ||
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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 = | ||
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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}} | ||
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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 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.|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 (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. | 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 = | = 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. | {{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? | ||
