OER4Schools/Introduction to whole class dialogue and effective questioning: Difference between revisions
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| | |intention=We are now moving on to the topic of this unit, and we start with introducing whole class dialogue. | ||
* Creating a supportive environment for dialogue | * Creating a supportive environment for dialogue | ||
* cumulative talk - creating a story together | * cumulative talk - creating a story together | ||
Objectives for this session are: | |||
* learning to create a supportive learning environment for dialogue through body language, emotional support and enthusiasm for pupil learning. | * learning to create a supportive learning environment for dialogue through body language, emotional support and enthusiasm for pupil learning. | ||
* learning about one aspect of whole class dialogue, i.e. “cumulative talk” | * learning about one aspect of whole class dialogue, i.e. “cumulative talk” | ||
Revision as of 13:44, 2 December 2012
The OER4Schools Professional Learning Resource
Learning intentions and objectives.
We are now moving on to the topic of this unit, and we start with introducing whole class dialogue.
- Creating a supportive environment for dialogue
- cumulative talk - creating a story together
Objectives for this session are:
- learning to create a supportive learning environment for dialogue through body language, emotional support and enthusiasm for pupil learning.
- learning about one aspect of whole class dialogue, i.e. “cumulative talk”
- learning classroom management techniques for whole class dialogue such as forming classroom rules in consultation with pupils
Success criteria.
ICT components.
Review of follow-up activities from last session
If you are running a professional learning programme which follows these sessions in sequence, then you should do the review of follow-up activities relating to the previous session (More on questioning). The 'review of follow-up activities' for that session is available here, and also shown below in the session text. However, if you are following selected sessions in a different order, then you should use the reflection appropriate to the previous session you did.
The review of the follow-up activities for this session (to be done at the start of the next session) is available here.
Review (10 min) of the planned activity, other strategies, and peer observation.
- Did you observe a buddy practising questioning in their classroom? Did your observation help your buddy? If yes, elaborate with specific examples about the changes in your buddy’s questioning after the activity. (You might want to continue the observation activity for a few more weeks)
- What did you learn by observing your buddy? Were there any questioning and handling responses strategies that you learned from your buddy?
- Did you notice any changes in pupils’ participation due to your new questioning and handling responses strategies? Share one strategy that you found most effective in your classroom. Explain reasons for why you think that the strategy was effective.
- Did you try any strategies for improving the quality of pupils’ responses? Which strategy or strategies led to chains of thinking about the content that you were teaching?
Review (10 min) of netbook based activities in the classroom.
- ICT activity – did you use the netbooks during the last week for the geogebra activity?
- Did you try anything else?
- How familiar are your students with using the netbooks?
- How familiar are you with using the netbooks?
Activity: Creating a supportive environment for dialogue
Magic microphone (11 min). 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...’.
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”.
Magic microphone (11 min). 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: Introducing cumulative talk - creating a story together
Cumulative talk is talk in which all participants agree and add to the previous talk (or sentence).
Arrange the group in a horse-shoe seating arrangement if there is room. If not choose another arrangement allowing participants to see each other. Facilitator starts a story by saying one sentence. All participants then contribute to the story by adding sentences. A good story would:
- be contextually appropriate: for example, use common names of characters and a setting familiar to participants.
- have a theme relevant for participants such as education (girl-child receiving schooling later supports family), importance of forests and wild-life (saving a snake later becomes useful for invention of new medicine), treatment of diseases (steps taken by a family to treat an ill person) etc.
- be short and have few characters
- have a problem which is collectively resolved in the end.
Facilitator can introduce the notion of Talk Rules during this activity if needed. Some examples are: “everybody listens when one person talks” because they have to add to that sentence, “respect others’ ideas” by adding to rather than changing their idea, “make sure everyone in the group understands”, “try to reach consensus in the end” – participants don’t need to actually come to agreement but the process of trying gets people to listen to each other. You may want to ask participants to generate their own examples of Talk Rules.
After the activity, facilitator or teacher can:
- explain that the activity is an example of “cumulative talk” where participants build on what the previous person has said (“cumulative talk” is one example of whole class dialogue)
- suggest that when this activity is done in the classroom with pupils, themes should be chosen from the curriculum
- suggest 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).
Activity: Whole class discussion
Video (11 min). 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
VIDEO
Is a boy a mammal?
Eness leads a discussion on 'Is a boy a mammal?'
Video/19 Eness 3 vertebrates 10.mp4, https://oer.opendeved.net/wiki/Video/19_Eness_3_vertebrates_10.mp4,This video is available on your memory stick in the video/Eness Vertebrates folder. Duration: 3:51 watch on YouTube, local play / download options / download from dropbox)(Series: Eness Vertebrates, episode 10)
VIDEO
Fish or mammal?
Class explores the question 'Is a whale a fish or a mammal?'
Video/19 Eness 3 vertebrates 11.mp4, https://oer.opendeved.net/wiki/Video/19_Eness_3_vertebrates_11.mp4,This video is available on your memory stick in the video/Eness Vertebrates folder. Duration: 4:31 watch on YouTube, local play / download options / download from dropbox)(Series: Eness Vertebrates, episode 11)
Whole group discussion (11 min).
- Was there a supportive environment for pupil participation and dialogue in this lesson? If so, how did the teacher achieve this?
- How did she help students to work out whether the boy and the whale were mammals? Did this discussion move their thinking forward?
- What did you think about teacher control and pupil learning in these video clips?
- How would you manage something similar in your classroom? How would you encourage pupil talk without losing too much control?
Did participants notice the “wait time” after asking a question before teacher made a further contribution or question? Increasing wait time a little increases thinking time.
Activity: Reflection
Whole group discussion (11 min). 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
- Managing the tension between control and learners’ freedom to contribute
Homework
1. 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.
2. 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.
3. Using ICT
- Practise your typing skills.
- Write an email to the mailing list
- 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.
In the next session, these follow-up activities will be reviewed. If you are using this session on its own, you can have a look at the review of follow-up activities here.
At the end of each session, we provide an overview of the activities in this session, together with their suggested timings. Although this appears at the end of the session (for technical reasons), you should keep an eye on this throughout the session, to make sure that you are pacing the workshop session appropriately!
Total time: 75 (min)
Activities in this session:
- Review (10 min) of the planned activity, other strategies, and peer observation.
- Review (10 min) of netbook based activities in the classroom.
- Magic microphone(11 min).
- Magic microphone(11 min).
- Video(11 min).
- Whole group discussion(11 min).
- Whole group discussion(11 min).
If you have printed this session for offline use, you may also need to download the following assets:
- Video/19 Eness 3 vertebrates 10.mp4 (local play / download options / download from dropbox)
- Video/19 Eness 3 vertebrates 11.mp4 (local play / download options / download from dropbox)
