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{{OER4S
{{OER4S
|title=An outline for an introductory workshop
|title=A workshop for OER4Schools programme facilitators
|session=7.2
|session=8.2
}}{{OER4SchoolsWSInfo
|description=
|intention=
|success criteria=
|ict=
|resources=
}}
}}


= Introduction =
= Introduction =


This is a rough outline for a one-day workshop, aimed at facilitators.  
This is a rough outline for a one-day workshop, aimed at facilitators. Typically this would be teachers taking a leadership role at their school. Those teachers would facilitate a programme based on OER4Schools at their school. The present workshop programme could be used to introduce such facilitators to running the OER4Schools programme.


{{ednote|text=
{{ednote|text=
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{{activity|otr| on the structure of a session|15}} Go through the structure of a workshop session:
{{activity|otr| on the structure of a session|15}} Go through the structure of a workshop session:
* Review of follow up activities. At the beginning of each session, you should review the previous session (if you are running more than one session).
{{: OER4Schools/Workshop structure }}
* Session activitiy 1: e.g. Brainstorm on interactive teaching (new topic)
* Session activity 2: Brainstorming in the classroom (new topic)
* Session activity 3: ICT-based activity
* Session activity 4: Planning
* Discussion of LfL or MSC
* {{Name for connecting with overarchiving goals}}
* Agreement of Follow-up activities


= An example session (2 hours) =
= An example session =


{{activity|Various activities| on reviewing a workshop session|120}}  Go through session [[OER4Schools/1.1_What_is_interactive_teaching%3F|1.1]], paying attention to
{{activity|Various activities| on reviewing a workshop session|60}}  Go through session [[OER4Schools/1.1_What_is_interactive_teaching%3F|1.1]], paying attention to
* the facilitator notes,  
* the facilitator notes,  
* the general structure of the session (see above),
* the general structure of the session (see above),
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* and using the activity listing at the end (helping with keeping time).
* and using the activity listing at the end (helping with keeping time).


= Lunch break =
= Examples of interactive teaching in Zambia =
{{ednote|text=
'''Sample activities'''


= Exemplary activities =
Do a range of sample activities (in the sections below), that illustrate how the workshop progresses.


After lunch do a range of exemplary activities, that illustrate how the workshop progresses.
Workshop participants take turns in facilitating the activity, and after each activity there is a reflection on how this went. You may not need to do all of the following activities or all parts of the activities, but only do those which participants find most challenging.
 
}}
Workshop participants take turns in facilitating the activity, and after each activity there's a reflection on how this went.
 
= Examples of interactive teaching in Zambia =


Many African teachers aspire to be interactive teachers. Yet, interactive teaching is not common in the African classroom. However, it can work in this context!
Many African teachers aspire to be interactive teachers. Yet, interactive teaching is not common in the African classroom. However, it can work in this context!
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{{: OER4Schools/facilitator workshop activity review }}
{{: OER4Schools/facilitator workshop activity review }}
{{activity|Whole Group}} In this activity called “PMI” - “Positives, Minuses, Interesting” there are no correct answers.The PMI involves considering the positive, negative and interesting points related to a specific scenario. It was originally developed by Edward de Bono, father of the “thinking skills” movement. It encourages learners to look at both sides of a situation and also to be creative when considering the interesting possibilities.
{{ednote|text=
Possible responses:
* P (positives): the plant could move to where there is more light or water
* M (minusses): the plant would waste energy by moving
* I (interesting): We have to be sensitive and aware of plants walking on the roads and in our houses.
For further examples, navigate to:
http://www.azteachscience.co.uk/resources/continuing-professional-development/bright-ideas-in-primary-science.aspx
}}


= Practitioner reflection on interactive teaching  =
= Practitioner reflection on interactive teaching  =
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{{: OER4Schools/facilitator workshop activity review }}
{{: OER4Schools/facilitator workshop activity review }}
= Developing my practice: Planning an activity =
{{todo|add box about open/closed questions}}
{{todo|This needs adapting. There needs to be time here to plan something, but we need to decide exactly what it is!}}
{{activity|dtgw|: Planning in pairs for an activity with open-ended questions.|15}} In the [[OER4Schools/activity template|activity template]], plan for questioning as part of a lesson that participants will teach in the coming week; the questions will follow the ICT pictures activity. They should list some open and deep questions to ask in the class in order to challenge pupils and get them thinking! Try out some of the points mentioned in page 3 of the handout. '''Record specific questions on the template.'''
{{ednote|text=
Ask participants to focus on the questioning part of the activity. Therefore ask participants to record on the template:
* Pictures and their use - What will they be used for? What is/are the purpose(s)?
* Questions to start the lesson?
* Questions while pupils are looking at the pictures? Clear explanation of task.
* Questions after looking at the pictures? Questions about pupils' thoughts that relate to objectives of the lesson? Questions that summarize pupils' learning?
For example, if the topic is clean water, participants can record:
* Pictures - sources of water that show clean and unclean water.
* Questions to start such as, look at the pictures and identify sources that are safe for drinking.
* Questions while pupils are looking at pictures such as, why is water from this source safe? how does the water get contaminated?
* Questions at the end such as, what can we do in our homes to ensure that the water we drink is clean? What are the effects of drinking unclean water?
They can complete the remaining plan later.
}}


{{: OER4Schools/facilitator workshop activity review }}
{{: OER4Schools/facilitator workshop activity review }}
= Brief reflection on modelling =
{{activity|stgw|: Looking through the programme.|5}} You may have already noticed that some activities in our programme were labeled "same-task group work", and other activities were labeled as "different-task group work". Can you recall what they were? Check through your workshop handouts and see what they were.
{{activity|otr|: Facilitator talk on modelling.|5}} You see that we are using very similar approaches in this workshop (such as same-task and different-task group work) as we would use in the classroom. We call this "modelling of classroom practice during professional learning activities".
= Talking points on statements about group work =
{{background|text=
'''“Talking points”''' are deliberately thought-provoking statements for discussion and reasoning in small groups. Research shows that using these is an effective strategy to promote conceptual learning in a target area because
* it helps to '''structure the group task yet keeps the discussion open-ended.''' This is because pupils discuss the points but are free to contribute their own understanding /opinion about the point. In other words, the task is well-defined as well as interactive!
* it helps pupils to discuss different aspects of a concept by '''providing''' '''cues for discussion'''.
* It '''helps to maintain the focus''' of discussion.
}}
{{activity|{{activitytag|wcd}} with {{activitytag|tp}}|: Discussing statements about group work|15|link=none}} Discuss in a small group whether the following statements about group work (talking points) are ‘true’, ‘false’ or ‘not sure’. '''Explain your reasoning in each case.''' Then tick (“✔”) 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
* Groups should be formed with the '''same''' pupils every time
* Teacher should assist pupils for effective group work
* '''All''' pupils in the group should be active during group work
* Noise is '''not acceptable''' during group work
* Agreements and disagreements are inevitable during group work
* Mixed pace groups are better than same pace groups
* Group work should '''always promote''' competition amongst different groups
* Group work by pupils is free time for the teacher
* Effective group work needs planning and preparation by the teacher before the lesson
Discuss each talking point mentioned above. Each group should explain their stance on the point, giving their reasons.
{{Ednote|text=
Expect disagreements amongst groups about certain talking points. This is actually productive for the whole group as it promotes further discussion.
Encourage reasoning for all talking points. Get participants to explain '''why''' they agree or disagree with something?
Finally explain the concept of talking points: The above points stimulated participants discussion about group work. In the same way, you can use talking points in the classroom, e.g. when discussing a science topic.
Also remind the participants of the idea of "modelling": We use similar techniques in the workshops sessions to what we would use in the classroom.
}}


{{: OER4Schools/facilitator workshop activity review }}
{{: OER4Schools/facilitator workshop activity review }}


{{: OER4Schools/facilitator workshop activity review }}
= Traffic lights =
 
{{: OER4Schools/activities/Traffic_lights }}


{{: OER4Schools/facilitator workshop activity review }}
{{: OER4Schools/facilitator workshop activity review }}


{{: OER4Schools/facilitator workshop activity review }}
= {{Name for connecting with overarching goals}} =


{{: OER4Schools/facilitator workshop activity review }}
{{Activity for connecting with overarching goals}}


{{: OER4Schools/facilitator workshop activity review }}
{{: OER4Schools/facilitator workshop activity review }}


= Activity summary =


{{activity summary}}


{{OER4S_NextSession}}
{{OER4S_NextSession}}
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