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= Part 1 =
{{OER4S
{{OER4S
|title=eLA 2013
|title=OER4Schools Taster Session
|session=10.1
|session=8.3
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
|description=
* creating a supportive learning environment for dialogue through body language, emotional support and enthusiasm for pupil learning
|intention=
* one aspect of whole class dialogue '''cumulative talk'''
|success criteria=
* '''classroom management techniques''' for whole class dialogue such as forming classroom rules in consultation with pupils
|ict=
* the idea of an '''assessment portfolio'''
|resources=
 
}}[[Category:Dialogue]][[Category:Questioning]]
|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* role play a cumulative talk activity using the '''magic microphone''' technique to generate enthusiasm
* plan a cumulative talk activity for use in the classroom and consider using a '''horseshoe seating arrangement''' to encourage peer co-operativity
* identify features that illustrate 'a supportive classroom environment' whilst watching videos of whole class dialogue in action
 
|ict={{ OER4SchoolsWSInfo/ICT intro}}
* continuation of Geogebra practice
* planning another slideshow with OpenOffice Impress
 
{{ OER4SchoolsWSInfo/ICT intro students}} 
* another image sequencing activity
* typing practice in the classroom
}}
 
 
=  {{name for review of follow up|offset=2}} =
[[Image:oer4s whole class dialogue.jpg|thumb|300px]]
 
{{review of follow up|offset=2}}
 


= Creating a supportive environment for dialogue =
= Creating a supportive environment for dialogue =
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* Creating a supportive environment for dialogue, and
* Creating a supportive environment for dialogue, and
* Cumulative talk - creating a story together.
* Cumulative talk - creating a story together.
We start this process by exploring the {{activitytag|magic microphone}} and then exploring {{activitytag|cumulative talk}}.
{{activity|magic microphone| on the last workshop.|10}} Use a prop, for example a stick or a long pencil as a magic microphone or a ball. Whoever gets the prop answers an open-ended question such as, ‘One thing from the last workshop that I could use effectively in my classroom was...’ or ‘What I did not find useful from the last workshop was...’.
{{ednote|text=
If there is time, ask the participants to answer two questions. It will also give the facilitator some feedback about the previous workshop as well as introduce a method that can be used in classroom with pupils.
Facilitator models creating a supportive environment through
* Encouraging body language: Smile and look at the person who is talking and show that you are attentively listening (maybe nodding).
* Encouraging emotional support: Be non-judgemental (accept all answers) and whoever is ready can talk instead of talking in turns (but everybody has to talk).
* Showing enthusiasm: If you agree with something that the participant says, say something like ‘I also thought of that’ or ‘I did not think about it, it’s something new and I agree’.
'''After all participants have answered, role-play how you would carry out the activity in the classroom with pupils.''' One participant (not the facilitator) can play the role of teacher, others are the pupils. Facilitator should support the “teacher” by suggesting questions for “pupils”. Some examples are: I like the colour... or My favourite food is... The idea is to get all (or most) pupils talking by asking a question that everybody can answer easily.
Using a magic microphone can slow down the pace of a lesson, and decrease spontaneity, especially if it takes a long time to carry the magic microphone through the classroom. You might want to consider using something that is easy to pass (such as a ball, rather than a pen). You could also consider having two magic microphones, so that one can be passed while the first one is “active”.
}}
{{activity|magic microphone| in the classroom:  roleplay|10}} Repeat the above activity, but this time role-playing how you would carry out the activity in the classroom with pupils. Think of your own questions to use in the classroom. Make a note of these questions, so that you can try out the activity in the classroom. As you are planning, consider these questions:
* How easily will the children be able to answer the questions?
* Will the microphone get stuck because a child cannot answer?
* How do you know that the questions are at the right level?
* Will this activity be fun? {{lfl|2}}


=  Introducing cumulative talk - creating a story together =
=  Introducing cumulative talk - creating a story together =
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The activity we just did is example of “cumulative talk” where participants build on what the previous person has said (“cumulative talk” is one example of whole class dialogue).
The activity we just did is example of “cumulative talk” where participants build on what the previous person has said (“cumulative talk” is one example of whole class dialogue).


{{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.
= Introduction to the lesson (for context) =
* 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).
As you are planning this activity, ask youself the following questions:
* Do your students find it easy to talk?
* How can you encourage students to talk?
* Are some students likely to laugh at other students contributions? How can you create safe environments that enable students to take risks?{{lfl|2.4}}
 
= Introduction to the lesson =


Just to introduce the lesson itself, let's watch these two videos:
{{activity|otr|Video on classification of vertebrates.|10}}
In the ongoing OER4Schools sessions, the teachers would already be familiar with Eness' lesson. However, here, just to introduce Eness' lesson itself, let's watch these two videos:


{{: Video/Eness vertebrates 4.mp4 }}
{{: Video/Eness vertebrates 4.mp4 }}
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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'''<nowiki/>'''


{{: Video/19 Eness 3 vertebrates 10.mp4 }}
{{: Video/19 Eness 3 vertebrates 10.mp4 }}
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= Reflection on what we have learned =
= Reflection on what we have learned =


{{activity|wcd|: Reflectiong on what you have learnt.|10}} Reflection on what you have learned from this session about
{{activity|wcd|: Reflecting on what you have learnt.|10}} Reflection on what you have learned from this session about
* Body language for encouraging dialogue
* Body language for encouraging dialogue
* Cumulative talk
* Cumulative talk
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* Managing the tension between control and learners’ freedom to contribute
* Managing the tension between control and learners’ freedom to contribute


= ICT practice: Different-task group work with ICT and activity planning =
= Cumulative talk in the classroom =


{{activity|dtgw| with ICT on various topics.|20}}
{{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.
You will:
* 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).  
* continue Geogebra practice
As you are planning this activity, ask yourself the following questions:
* plan a slideshow with OpenOffice Impress using your own images that you have downloaded from the internet this time
* Do your students find it easy to talk?
 
* How can you encourage students to talk?
You can have a look at the
* Are some students likely to laugh at other students contributions? How can you create safe environments that enable students to take risks?{{lfl|2.4}}
[[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]]
here to refresh your mind. You can also look at the 
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with Open Office]].
 
Plan to do the following in the classroom with your students:
* another activity using images in a slideshow, it could be a sequencing activity or using/rearranging images to tell a story
* typing practice, see [[OER4Schools/Typing practice with students|typing practice with students]]
 
= Assessment portfolios =
 
{{todo|Brief introduction of the idea of assessment portfolios. Reuse various documents whcih Sara/Bjoern drafted and which were given to teachers directly.  [Done, hope it's OK JB]}}
 
{{activity|wcd|: Read about assessment portfolios together and discuss any issues arising|10}} In Unit 1 we learned about the cycle of plan-teach-reflect and the idea of keeping a reflective journal.  We would like to extend the idea of a reflecctive journal further now by asking you to select material from it for submission to an assessment portfolio.  We would like you to select material for your assessment portfolio that best illustrates how you have made use of the interactive teaching techniques that you have learned about in the workshop sessions. An ideal submission for your portfolio should include:
 
* an explanation of why you have chosen to do a particular activity with your students
* a completed activity template showing how the activity fits into the rest of the lesson
* a description of how the students responded to the activity
* a reflection on what you would do differently if you did the activity again
* any other important notes
* samples of students' work if possible e.g. a concept map
* 'snapshots' of the activity to show how it went  eg a copy of the results of a brainstorm or a copy of the images you used
 
Submission of an assessment portfolio containing at least one piece of material (with notes) from each unit is a key part of completing the OER4Schools programme.  Further [[OER4Schools/Assessment portfolios|assessment portfolio guidance]] for use during discussion .
 
{{CBS specific|
For each piece of work that you submit, do an audio reflection using the dictaphones available. To do this, think about how you would show a teacher in another school what you have been learning through the OER4S programme. What concrete examples would you share with them? How would you show them the range of things you have covered? Suppose then this teacher asked you some questions, e.g. What worked well? What didn’t work so well?  What would you say to them?
 
Ideally you would make a link between the workshop session and your classroom trial. Tell us where the idea came from, and how you applied it. We don’t want or need evidence - we just want to know, if your own words, what you have learned.
 
Here is a short example of the sort of reflection we would like you to record: “I learned about _________ in session ____. I thought that it could be really useful for my pupils during a lesson on _________, I tried it out with my students. The work I have submitted is an example of ________. I have also submitted an example of what the students did. I had initially written this ______ [for the students], and the students then added ________. Students responded differently. Mary had difficulty with it because ___________. (E.g. some computer did not work - why did it not work?!) I concluded the lesson with a plenary, and they told me these answers. If I was to do this again, I would do it like this: ______. I would also apply this tool to another lesson on  ________topic,  because ______________“.
}}
 
= {{Name for connecting with overarching goals}} =


{{Activity for connecting with overarching goals}}
You can use the [[OER4Schools/activity_template|activity template]] if you like.


=  Follow-up activities =
=  Follow-up activities =
{{activity|Agreeing follow up activities|5}}
{{activity|Agreeing follow up activities|5}}


{{fup|A}} Try out the ‘magic microphone’ technique with an easy question for pupils to answer (eg “what’s your favourite food?”); every child should say something but keep the pace rapid so it doesn’t take too long – if someone isn’t ready, come back to them.
{{fup|A}} Try out cumulative talk by asking pupils to create a class story, contributing one line each whenever they are handed the magic microphone by their peers. Use some of the techniques discussed in this session to create a supportive environment, for example: positive body language, enthusiastic tone, listening to each other before speaking and building on what the previous person has said. Encourage any shy children to have a go, and repeat the activity with another topic on other occasion so they get more used to public speaking.
 
{{fup|B}} Try out cumulative talk by asking pupils to create a class story, contributing one line each whenever they are handed the magic microphone by their peers. Use some of the techniques discussed in this session to create a supportive environment, for example: positive body language, enthusiastic tone, listening to each other before speaking and building on what the previous person has said. Encourage any shy children to have a go, and repeat the activity with another topic on other occasion so they get more used to public speaking.
 
{{fup|C}} Your own ICT practice:
* Practise your typing skills.
* Continue practising finding resources and downloading images for a lesson that you can do. When you download images, put them into your lesson_resources folder, and use the slideshow function using a web browser on the netbooks or teacher computers.
 
{{CBS specific|Write an email to the mailing list}}
 
{{fup|D}} ICT use in the classroom:
* Do another image-based activity
* Do typing practice (carousel)
 


{{setting of follow up}}
{{setting of follow up}}


{{activity summary}}
= {{name for review of follow up}} =
 
{{OER4S_NextSession}}
 
 
= Part 2 =
 
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* differentiating between types of questions: '''closed questions''' versus '''open questions'''; and '''surface questions''' versus '''deep questions'''
* generating open and deep questions
* other types of questions that you can ask students (e.g. '''questions for remembering / understanding / applying / analysing / evaluating / creating''')
* handling multiple responses
|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* play a game to classify questions as open or closed
* further classify questions during discussion using an information sheet for reference
* watch a video and identify techniques for '''handling multiple responses'''
 
|ict={{ OER4SchoolsWSInfo/ICT intro}}
* planning a lesson with Geogebra
* using Etherpad to make shared notes
{{ OER4SchoolsWSInfo/ICT intro students}} 
* do a lesson with Geogebra
 
|resources=
You will need to have Etherpad or another collaborative writing application available and some red/yellow/green cards for '''robots/traffic lights''' resource.
 
}}
 


= {{name for review of follow up}} =
In the last session, we asked you to try out cumulative talk in the classroom? How did that go?


{{review of follow up}}
= Introduction to questioning =
= Introduction =
Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine  
Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine  
* what learners understand,
* what learners understand,
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{{activity|otr| Facilitator talk on open and close questions.|5}}  
{{activity|otr| Facilitator talk on open and close questions.|5}}  


{{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.  
{{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.  
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}}
}}
= Collecting open questions with Etherpad =
{{activity|ICT activity|: Introduction to Etherpad.|15}} You have been doing your typing practice for a while, and this will help you now. We are going to use a collaborative writing activity to make note of the open questions defined in the previous activity. The facilitator will now introduce you to Etherpad. Work in small groups (one group per computer), and enter your open questions only (from your mini whiteboard/black board) into Etherpad.
{{ednote|text=
Introduce participants to Etherpad (or another collaborative writing application), and get participants to write open questions from the previous activity.
Throughout this session, make a note of open questions: We will use those later when planning an activity.
To introduce Etherpad, you can use ideas from here: [[OER4Schools/Group chat with messenger or collaborative writing|Group chat with messenger or collaborative writing]]. Let participants observe how words appear on all screens simultaneously. Perhaps you have some participants writing, while others go round and observe. Then swap who writes and who observes. Make sure that all participants get the idea.
}}
= Questioning our questions =
{{activity|wcd|: Discussion of the questions collected on Etherpad.|10}}  Now look at the questions we have collected. What makes these questions open rather than closed? What other ways can we classify them?
[[Image:oer4s Abel unit 3 IMG_0488.jpg|thumb|300px]]
{{ednote|text=
Draw attention to or hand out [[OER4Schools/Questions you can ask|questions you can ask]] and incorporate these into the discussion (see end of this session).
Encourage participants to use this resource for planning their activity (see below) and as ready reference during teaching (by printing them on cards).
}}
Refer to [[OER4Schools/Open and closed questions|open and closed questions]] if you get stuck.
{{activity|Reading| questioning the questions.|20}} Read pages 2 and 3 of the "Questioning the Questions" handout ({{File|VVOB_-_Questioning_the_Questions.pdf|Questioning the Questions}}).
Discuss:
# What was your most important learning from the handout?
# Which points from page 3 are you already practising during your lessons?
# Which points can you immediately carry out?
# Which points might need some more preparation?
# What other points would you like to include in this document?
{{ednote|text=
Allow at least 15-20 minutes for the reading. Proceed from reading to discussion only if most participants are ready. This will show that you are respecting the participants’ pace, something that they could follow in their classroom. Participants who have read sooner than others can be asked to think of other points about "questioning and handling responses" that they would want to include in this handout.
Reinforce some learning from previous sessions during the discussion, such as use of props and use of rules. What about ‘no hands up’ (point 8 on p.3); is it a useful technique?
Discuss points 1 and 3 only if you think there is less time. It is important that participants cover the material on pages 2 and 3 of the document during the workshop.  You may wish to use the following activity as an alternative to individual reading:
'''Alternative activity for covering the information on page 3''':
There are 12 (not 14 as it appears) short points for participants to get their head around.  These could be divided up amongst the group, so one point each or one between two depending on the group size.  Participants should read and understand their point, perhaps coming up with an example to help clarify it to the rest of the group.  After allowing participants a few minutes to understand their point, ask them in turn to stand up and explain it to the rest of the group.  They should present their point in their own words and not just read from the document.  By the end of this activity the participants will have verbally presented the contents of page 3 of the document in a way that makes the material easily accessible and may make it easier to remember.
}}
= Video on crime writing =
[[Image:Caroline1.1.jpg|300px|thumb]]
{{activity|otr|: Video on crime writing.|10}} Watch the video in which an English teacher is introducing the crime-writing genre to 12- to 13-year-old pupils in a UK classroom. The lesson prepares them for writing their own crime story.
The situation mentioned on the board is “An abandoned briefcase has been handed in to police. What could the content reveal about the owner?”. The clip illustrates teacher questioning and handling responses for encouraging pupils to consider alternatives.
Suggested questions for reflection:
* What did you notice about the teacher’s questions in this clip?
* Which questions elicited multiple responses or could have done?
* How did the teacher handle multiple responses?
* How would you improve the teacher’s questions?
* What would you do differently while handling multiple responses?
{{: video/Unit_2_session_2---Caroline_briefcase_clip.m4v }}
= Planning a questioning activity =
{{todo|This needs adapting. There needs to be time here to plan something, but we need to decide exactly what it is! {I think this is OK now. JB}
}}
{{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 you will teach in the coming week.  Find some relevant images that you can use to base your questions around and list some open and deep questions to ask in the class in order to challenge students 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:
* What images they will 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:
* Images that they will use e.g. 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.
}}
= {{Name for ICT practice with dtgw}} =
{{ednote|text=
Facilitator distributes robots/traffic lights.
}}
{{activity|Introduction| to {{activitytag|Robots (Traffic lights)}}.|5}}
Robots/traffic lights have three lights - red, orange and green.  These lights signal to drivers what action they should take on the road with each coloured light having a different meaning associated with it:  Red means STOP; Orange means GET READY TO GO and Green means GO. Their meanings for classroom application are:
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
* GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”
While you do practical work in groups, make a stack of your three cards near your groups. Place the colour on top which shows how you are progressing as a group. The facilitator will see the colour and help you appropriately.
{{activity|dtgw| with ICT on various topics.|20}} You now have 20 minutes to do ICT practice. You might want to use this time to find digital images for your questioning activity or to familiarise yourself further with either
* Etherpad or
* Geogebra.
As you work with the applications, occasionally think about how you would use them in the classroom.
You may now feel ready to plan an activity with Geogebra in your classroom. Refer back to the Geogebra work we did in previous sessions. Have a look at the [[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]] here, you might want to base your lesson on something similar.
You might also want to refer back to
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
Open Office]], and
[[OER4Schools/Typing practice with students|typing practice with students]].
= {{Name for connecting with overarching goals}} =
{{Activity for connecting with overarching goals}}
= Follow-up activities =
{{activity|Agreeing follow up activities|5}}
{{fup|A}} Use your questioning activity. Teach a lesson with this activity and try out the questions that you have planned. Record any questions that you generated without planning (as best you can!)
{{fup|B}} Try out Geogebra with your class. Also see whether you can continue carousel-style groupwork for typing practice.
{{fup|C}} Reading.  Read p. 6 of the VVOB handout, section on “handling answers”. Think about how you will handle/respond to the multiple answers to your questions (that you just planned). Record your ideas on the activity template sheet.
{{ednote|text=
Remind participants to bring the VVOB handout for the next session.
}}
{{setting of follow up}}


= Handouts =
= Handouts =
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