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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 |
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| = Introduction = | | = Introduction = |
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| 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. |
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| {{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)
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| * Session activity 2: Brainstorming in the classroom (new topic)
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| * Session activity 3: ICT-based activity
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| * Session activity 4: Planning
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| * Discussion of LfL or MSC
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| * {{Name for connecting with overarchiving goals}}
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| * Agreement of Follow-up activities
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| = An example session = | | = An example session = |
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| {{: OER4Schools/facilitator workshop activity review }} | | {{: OER4Schools/facilitator workshop activity review }} |
| {{ednote|text=PMI is explained further down.}} | | |
| | {{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. |
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| | 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. |
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| | For further examples, navigate to: |
| | http://www.azteachscience.co.uk/resources/continuing-professional-development/bright-ideas-in-primary-science.aspx |
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| = Practitioner reflection on interactive teaching = | | = Practitioner reflection on interactive teaching = |
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| = Developing my practice: Planning an 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!}} |
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| {{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 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.''' |
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| {{ednote|text= | | {{ednote|text= |
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| They can complete the remaining plan later. | | They can complete the remaining plan later. |
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| {{: OER4Schools/facilitator workshop activity review }}
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| = Leadership for Learning practical: The five lenses =
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| [[Image:LfL_lenses.png|300px|The five lenses]]
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| 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:
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| {{oinc|OER4Schools/LfL/5 principles }}
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| '''Consider''' the 5 LfL Lenses and their usefulness for focusing on learning practices.
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| * What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
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| * What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Conditions for Learning’'''?
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| * What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Learning Dialogue’'''?
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| * What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Leadership''''?
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| * What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?
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| {{activity|Small group activity|25 }}
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| 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.
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| {{ednote|text=
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| '''Pedagogy:''' Plenary session or Jigsaw
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| 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.
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| '''Plenary Activity'''
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| # Ensure that the participants are in five different groups.
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| # 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.
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| # 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)
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| # 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.
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| # Remind the participants that this is a purely exploratory exercise, with no incorrect answers.
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| '''Jigsaw Activity'''
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| # Ensure that the participants are in at least two groups of 5 participants each.
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| # 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.
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| # 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.
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| # 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.
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| # Remind the participants that this is a purely exploratory exercise, with no incorrect answers.
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| 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.
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| {{background|text=
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| {{: OER4Schools/LfL/5 principles expanded}}
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| {{ednote|text=
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| 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.
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| {{: OER4Schools/LfL/5 principles with questions }}
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| }} | | }} |
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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. |
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| {{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". |
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| {{: OER4Schools/facilitator workshop activity review }}
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| = 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. |
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| * 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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| = Traffic lights = | | = Traffic lights = |
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| See [[OER4Schools/activities/Traffic_lights]]
| | {{: OER4Schools/activities/Traffic_lights }} |
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| {{: OER4Schools/facilitator workshop activity review }} | |
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| = A Taste of Enquiry-Based Learning =
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| In unit we will explore a way of teaching and learning that encourages students to take the initiative to pose questions and explore their curiosity about the world around them, through a process of enquiry.
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| {{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.
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| Consider the following imaginary scenario: '''Plants can now walk in our world!'''
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| (It is important to realise that plants do not need to move because they make their own food by photosynthesis – animals have to move in order to forage for food.)
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| What would be some positives, minuses or interesting points you can think of, if this scenario was actually true?
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| {{ednote|text=
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| Possible responses:
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| * P (positives): the plant could move to where there is more light or water
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| * M (minusses): the plant would waste energy by moving
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| * I (interesting): We have to be sensitive and aware of plants walking on the roads and in our houses.
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| For further examples, navigate to:
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| http://www.azteachscience.co.uk/resources/continuing-professional-development/bright-ideas-in-primary-science.aspx
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| }}
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| {{activity|Whole group discussion}} You may have heard of “enquiry-based learning” (EBL) being practised in other subjects (e.g. geography) or in higher grades through farming or industry projects. For instance, you may have heard of teachers bringing their students outside the classroom to learn about commercial and subsistence farming. The quotes below shows you what two Zambian teachers have thought about enquiry-based learning; read the text, then offer your own understanding of EBL as a group.
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| '''Abel:''' ''To me, Enquiry-based learning is a flexible, student-centred method of teaching and learning. It engages learners with a complex problem or scenario that is open-ended to allow a variety of responses or solutions. Its success depends on the guidelines teachers give about how students can be involved in self-directed enquiry. This way of teaching caters to different abilities of students and encourages them to learn on their own, even beyond schooling. This is what life-long learning should be. It may also help students to develop leadership skills as they manage complex projects with their
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| '''Agness:''' ''Enquiry-based learning reminds me of projects focusing on industry or farming, where a teacher can take the learners out of the classroom to experience and analyse the actual farming process, what vegetables are grown within the area or how cotton is processed into a fabric and then designed into a dress. Such a form of learning is stimulating for the students and encourages them to be actively involved in asking questions and seeking out new ideas or evidence.''
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| {{: OER4Schools/facilitator workshop activity review }} | | {{: OER4Schools/facilitator workshop activity review }} |
