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OER4Schools/Introduction to whole class dialogue and effective questioning: Difference between revisions
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OER4Schools/Introduction to whole class dialogue and effective questioning (view source)
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}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo | }}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo | ||
|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* creating a supportive learning environment for dialogue through body language, emotional support and enthusiasm for pupil learning | * creating a supportive learning environment for dialogue through body language, emotional support and enthusiasm for pupil learning, | ||
* one aspect of whole class dialogue '''cumulative talk''' | * one aspect of whole class dialogue '''cumulative talk''' , | ||
* '''classroom management techniques''' for whole class dialogue such as forming classroom rules in consultation with pupils | * '''classroom management techniques''' for whole class dialogue such as forming classroom rules in consultation with pupils, and | ||
* the idea of an '''assessment portfolio''' | * the idea of an '''assessment portfolio'''. | ||
|success criteria={{ OER4SchoolsWSInfo/criteria intro}} | |success criteria={{ OER4SchoolsWSInfo/criteria intro}} | ||
* role play a cumulative talk activity using the '''magic microphone''' technique to generate enthusiasm | * 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- | * plan a cumulative talk activity for use in the classroom and consider using a '''horseshoe seating arrangement''' to encourage peer co-operatively, and | ||
* identify features that illustrate 'a supportive classroom environment' whilst watching videos of whole class dialogue in action | * identify features that illustrate 'a supportive classroom environment' whilst watching videos of whole class dialogue in action. | ||
|ict={{ OER4SchoolsWSInfo/ICT intro}} | |ict={{ OER4SchoolsWSInfo/ICT intro}} | ||
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We are now moving on to the topic of this unit, and we start with introducing whole class dialogue. We initially focus on | We are now moving on to the topic of this unit, and we start with introducing whole class dialogue. We initially focus on | ||
* | * creating a supportive environment for dialogue, and | ||
* | * cumulative talk - creating a story together. | ||
We start this process by exploring the {{activitytag|magic microphone}} and then exploring {{activitytag|cumulative talk}}. | We start this process by exploring the {{activitytag|magic microphone}} and then exploring {{activitytag|cumulative talk}}. | ||
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Facilitator models creating a supportive environment through | Facilitator models creating a supportive environment through | ||
* | * encouraging body language, by smiling and looking at the person who is talking and showing that you are attentively listening (maybe nodding); | ||
* | * encouraging emotional support, by being non-judgemental (accept all answers) and allowing whoever is ready to talk instead of talking it in turns (but everybody has to talk); and | ||
* | * showing enthusiasm, if you agree with something that the participant says, by saying 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. | '''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. | ||
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{{activity|wcd|: Reflectiong on what you have learnt.|10}} Reflection on what you have learned from this session about | {{activity|wcd|: Reflectiong on what you have learnt.|10}} Reflection on what you have learned from this session about | ||
* | * body language for encouraging dialogue, | ||
* | * cumulative talk, | ||
* | * encouraging most pupils to talk, | ||
* | * withholding feedback sometimes to motivate pupils without fear of “wrong” answers: not evaluating pupil responses, just accepting them,* forming rules for dialogue, and | ||
* | * managing the tension between control and learners’ freedom to contribute. | ||
* | |||
= ICT practice: Different-task group work with ICT and activity planning = | = ICT practice: Different-task group work with ICT and activity planning = | ||
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= Assessment portfolios = | = Assessment portfolios = | ||
{{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 | {{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 | * 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 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 description of how the students responded to the activity, | ||
* a reflection on what you would do differently if you did the activity again | * a reflection on what you would do differently if you did the activity again, | ||
* any other important notes | * any other important notes, | ||
* samples of students' work if possible e.g. a concept map | * samples of students' work if possible e.g. a concept map, and | ||
* '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 | * '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 . | 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 . | ||
