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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. As you do the following activities, you may not need to do all activities or all parts of the activities, but only do the activities / parts  which participants find most challenging.
 
= 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 in activity =
= Developing my practice: Planning an activity =
{{todo|This needs adapting. There needs to be time here to plan something, but we need to decide exactly what it is!
{{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 foran activity with open ended queastions.|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 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.'''
{{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=
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They can complete the remaining plan later.
They can complete the remaining plan later.
}}
{{: OER4Schools/facilitator workshop activity review }}
= Leadership for Learning practical: The five lenses =
[[Image:LfL_lenses.png|300px|The five lenses]]
Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:
{{oinc|OER4Schools/LfL/5 principles }}
'''Consider''' the 5 LfL Lenses and their usefulness for focusing on learning practices.
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Conditions for Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Learning Dialogue’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Leadership''''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?
{{activity|Small group activity|25 }} 
Your facilitator will explain to you how to go about this group activity. Before that, you may like to take some time to refer to the background reading to help you understand all the 5 LfL principles.
{{ednote|text=
'''Pedagogy:''' Plenary session or Jigsaw
Extending the use of the lens metaphor from the previous think-pair-share exercise, the facilitator can suggest one of the following group activities to help the participants make further use of the LfL lens.
'''Plenary Activity'''
# Ensure that the participants are in five different groups.
# Assign each group to one particular lens to discuss what are the kind of things they may look out in the classrooms using that one particular lens. This should take at least 10 minutes.
# One member from each group will share with everyone in a plenary format. (ie. each person to take turn to share what they have discussed in the group)
# The rest of the participants can ask questions for clarification or raise comments on the overlaps and links across the 5 LfL principles. This should take another 15 minutes.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.
'''Jigsaw Activity'''
# Ensure that the participants are in at least two groups of 5 participants each.
# Assign each member  in each group to one particular lens to think about what are the kind of things that he/she may look out in the classrooms using that one particular lens. This should take at least 5 minutes.
# The members who are assigned to the same lens from the different groups will meet together as a temporary ‘expert’ group to exchange ideas. This should take another 5 minutes or so.
# The members return back to their original group and share their findings to the rest of the members. Each person will have about 2 minutes to share their findings.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.
Use the following background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session as the participants may need your prompting to help them ‘see’ through each of the lens.
}}
{{background|text=
{{: OER4Schools/LfL/5 principles expanded}}
}}
{{ednote|text=
This educator note is meant to be read in conjunction with the above background reading. It provides additional prompts for each of the points above.
{{: OER4Schools/LfL/5 principles with questions }}


}}
}}
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{{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|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".  
{{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".
 
{{: OER4Schools/facilitator workshop activity review }}


= Talking points on statements about group work =
= Talking points on statements about group work =
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}}
}}


{{activity|{{activitytag|wcd}} with {{activitytag|tp}}|: Discussing statements about group work|15|link=none}} Discuss 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 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
* 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
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{{: 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 }}


= {{Name for connecting with overarching goals}} =
= {{Name for connecting with overarching goals}} =
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