OER4Schools/AVU2014: Difference between revisions
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AVU workshop, November 2014 | AVU workshop, November 2014 | ||
{{activity|wcb| on interactive teaching.|10}} Consider the following questions: | |||
* What is interactive teaching? | |||
* What interactive techniques do you know? | |||
* How often have you used such techniques? | |||
{{ednote|text= | |||
What is a "whole group brainstorm"? | |||
Make it clear to the participants that you want to hear from everyone and that they shouldn't worry if they're not sure but should have a go at making a suggestion... we will develop our collective understanding as time goes on (what are teachers’ expectations?). There are no wrong answers, just ideas. Here we have used a number of questions to give participants an idea of how wide ranging their responses can be. The aim of this brainstorm is to find out what participants know, think and feel about interactive teaching. | |||
If participants are not very forthcoming, probe them with additional questions, e.g. 'What do you think interactive teaching might be? Is it the same as learner-centred teaching?' | |||
If you are part of our “facilitators program”, use the tools provided to capture the discussion. | |||
}} | |||
= Brainstorming in the classroom = | |||
{{ednote|text= | |||
The following activity is same-task group work, done in pairs. So for this part of the session you are doing group work, where the groups are pairs. Just ask participants to turn to each other. | |||
}} | |||
{{activity|stgw|: Discussion in pairs of what {{activitytag| brainstorming}} looks like in the classroom.|5}} Now that we have done a brainstorm in the workshop, what does a brainstorm in the classroom look like? Do you think your students would like this activity? How could you make sure that all students get actively involved? Discuss this with your neighbour. | |||
{{activity|wcd|: Reporting back from the discussion|5}} Participants briefly report back from the group work. | |||
{{ednote|text= | |||
Make sure that participants get the idea of what a brainstorm is. | |||
You do not need to go round all the groups. You can just ask whether people have more to add. | |||
}} | |||
{{activity|otr|: Watch video of a brainstorm.|5}} Watch the following video clip together. As you watch, think about the following: | |||
{{: Video/Eness vertebrates 1.mp4/reflection }} | |||
{{: Video/Eness_vertebrates_1.mp4 }} | |||
This clip from a Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them. | |||
{{ednote|text= | |||
Note that the clip shows the start of a session but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions, allowing time to think first, {{activitytag|'no hands up’}} technique. | |||
Workshop participants continue with the discussion. | |||
}} | |||
{{activity|wcd|: Discussion on the brainstorm video.|15}} Let's now discuss this. We asked some questions above, which you should now discuss. | |||
{{ednote|text= | |||
During the discussion, record what participants are contributing. You could do this on a piece of paper, or on the board. You could also appoint a scribe, who does this for you, leaving you free to manage the discussion. | |||
Benefits of brainstorming include: | |||
* giving everybody an opportunity to speak, | |||
* encouraging students to contribute a large range of ideas, | |||
* reduces the fear of risk taking, and | |||
* shows respect for all participants (making sure that students do not laugh at each other). | |||
At the end of the discussion, summarise the outcomes of the discussion, including any key points the participants have made. | |||
}} | |||
{{activity|otr|: Summary|5}}. Summarise, and discuss the proper meaning of what a brainstorm is. You can refer to [[OER4Schools/activities/brainstorming]] to find out more. | |||
{{ednote|text= | |||
Make sure that all participants understand what a brainstorm is. | |||
What is the purpose of a brainstorm? It can have many purposes, but one purpose is that a brainstorm is a good way of finding out what they already know. So to go from the "known to the unknown". | |||
}} | |||
Revision as of 15:04, 24 October 2014
AVU workshop, November 2014
Whole class brainstorm (10 min) on interactive teaching. Consider the following questions:
- What is interactive teaching?
- What interactive techniques do you know?
- How often have you used such techniques?
What is a "whole group brainstorm"?
Make it clear to the participants that you want to hear from everyone and that they shouldn't worry if they're not sure but should have a go at making a suggestion... we will develop our collective understanding as time goes on (what are teachers’ expectations?). There are no wrong answers, just ideas. Here we have used a number of questions to give participants an idea of how wide ranging their responses can be. The aim of this brainstorm is to find out what participants know, think and feel about interactive teaching.
If participants are not very forthcoming, probe them with additional questions, e.g. 'What do you think interactive teaching might be? Is it the same as learner-centred teaching?'
If you are part of our “facilitators program”, use the tools provided to capture the discussion.
Brainstorming in the classroom
The following activity is same-task group work, done in pairs. So for this part of the session you are doing group work, where the groups are pairs. Just ask participants to turn to each other.
Same-task group work (5 min): Discussion in pairs of what brainstorming(a) looks like in the classroom. Now that we have done a brainstorm in the workshop, what does a brainstorm in the classroom look like? Do you think your students would like this activity? How could you make sure that all students get actively involved? Discuss this with your neighbour.
Whole class dialogue (5 min): Reporting back from the discussion Participants briefly report back from the group work.
Make sure that participants get the idea of what a brainstorm is.
You do not need to go round all the groups. You can just ask whether people have more to add.
Observing, thinking, reflecting (5 min): Watch video of a brainstorm. Watch the following video clip together. As you watch, think about the following:
- What are you noticing?
- At what point(s) in the lesson could this be used?
- What do you think the students are learning from this?
- How are they learning?
- Can brainstorming be used with large classes too, where there isn’t time for everyone to contribute each time? How would you adapt it for this?
- What are the benefits of brainstorming?
- What makes a brainstorm successful?
- What do you think about the teacher's comment "since I want all of you to participate, no hands up, OK"?
VIDEO
A brainstorm naming animals
A brainstorm naming animals. Start of lesson: brainstorm with unique contributions, time to think first, no hands up technique.
Video/Eness vertebrates 1.mp4, https://oer.opendeved.net/wiki/Video/Eness_vertebrates_1.mp4,This video is available on your memory stick in the video/Eness Vertebrates folder. Duration: 2:43 watch on YouTube, local play / download options / download from dropbox)(Series: Eness Vertebrates, episode 01)(Transcript available here or via YouTube captions.)
This clip from a Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.
Note that the clip shows the start of a session but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions, allowing time to think first, 'no hands up’(a) technique.
Workshop participants continue with the discussion.
Whole class dialogue (15 min): Discussion on the brainstorm video. Let's now discuss this. We asked some questions above, which you should now discuss.
During the discussion, record what participants are contributing. You could do this on a piece of paper, or on the board. You could also appoint a scribe, who does this for you, leaving you free to manage the discussion.
Benefits of brainstorming include:
- giving everybody an opportunity to speak,
- encouraging students to contribute a large range of ideas,
- reduces the fear of risk taking, and
- shows respect for all participants (making sure that students do not laugh at each other).
At the end of the discussion, summarise the outcomes of the discussion, including any key points the participants have made.
Observing, thinking, reflecting (5 min): Summary. Summarise, and discuss the proper meaning of what a brainstorm is. You can refer to OER4Schools/activities/brainstorming to find out more.
Make sure that all participants understand what a brainstorm is.
What is the purpose of a brainstorm? It can have many purposes, but one purpose is that a brainstorm is a good way of finding out what they already know. So to go from the "known to the unknown".
