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OER4Schools/Taster Workshop UNZA: Difference between revisions
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== Activity one: Creating a supportive environment for dialogue == | |||
{{activity|magic microphone}} 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”. | |||
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{{activity|magic microphone}} 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. | |||
== Activity One: Reflecting on current practice == | == Activity One: Reflecting on current practice == | ||
{{ednote|text= | {{ednote|text= | ||
