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| {{OER4S_NextSession}}
| | = Next session = |
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| = Part 2 = | |
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| = Questioning our questions =
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| {{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?
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| [[Image:oer4s Abel unit 3 IMG_0488.jpg|thumb|300px]]
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| {{ednote|text=
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| 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).
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| Encourage participants to use this resource for planning their activity (see below) and as ready reference during teaching (by printing them on cards).
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| }}
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| Refer to [[OER4Schools/Open and closed questions|open and closed questions]] if you get stuck.
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| {{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}}).
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| Discuss:
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| # What was your most important learning from the handout?
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| # Which points from page 3 are you already practising during your lessons?
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| # Which points can you immediately carry out?
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| # Which points might need some more preparation?
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| # What other points would you like to include in this document?
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| {{ednote|text=
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| 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.
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| 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?
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| 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:
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| '''Alternative activity for covering the information on page 3''':
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| 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.
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| }}
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| = Video on crime writing =
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| [[Image:Caroline1.1.jpg|300px|thumb]]
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| {{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.
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| 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.
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| Suggested questions for reflection:
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| * What did you notice about the teacher’s questions in this clip?
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| * Which questions elicited multiple responses or could have done?
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| * How did the teacher handle multiple responses?
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| * How would you improve the teacher’s questions?
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| * What would you do differently while handling multiple responses?
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| {{: video/Unit_2_session_2---Caroline_briefcase_clip.m4v }}
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| = Planning a questioning activity =
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| {{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}
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| }}
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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 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.'''
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| {{ednote|text=
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| Ask participants to focus on the questioning part of the activity. Therefore ask participants to record on the template:
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| * What images they will use - What will they be used for? What is/are the purpose(s)?
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| * Questions to start the lesson?
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| * Questions while pupils are looking at the pictures? Clear explanation of task.
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| * Questions after looking at the pictures?
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| * Questions about pupils' thoughts that relate to objectives of the lesson?
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| * Questions that summarize pupils' learning?
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| For example, if the topic is clean water, participants can record:
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| * Images that they will use e.g. sources of water that show clean and unclean water.
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| * Questions to start such as, look at the pictures and identify sources that are safe for drinking.
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| * Questions while pupils are looking at pictures such as, why is water from this source safe? How does the water get contaminated?
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| * 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?
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| They can complete the remaining plan later.
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| }}
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| = {{Name for ICT practice with dtgw}} =
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| {{ednote|text=
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| Facilitator distributes robots/traffic lights.
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| {{activity|Introduction| to {{activitytag|Robots (Traffic lights)}}.|5}}
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| 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:
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| * RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
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| * ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
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| * GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”
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| 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.
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| {{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
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| * Etherpad or
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| * Geogebra.
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| As you work with the applications, occasionally think about how you would use them in the classroom.
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| 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.
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| You might also want to refer back to
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| [[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
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| Open Office]], and
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| [[OER4Schools/Typing practice with students|typing practice with students]].
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| = {{Name for connecting with overarching goals}} =
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| {{Activity for connecting with overarching goals}}
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| = Follow-up activities =
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| {{activity|Agreeing follow up activities|5}}
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| {{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!)
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| {{fup|B}} Try out Geogebra with your class. Also see whether you can continue carousel-style groupwork for typing practice.
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| {{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.
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| {{ednote|text=
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| Remind participants to bring the VVOB handout for the next session.
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| {{setting of follow up}}
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| = Handouts = | | = Handouts = |
