Unit 10.1 - eLA 2013
Part 1
The OER4Schools Professional Learning Resource
Learning intentions and objectives.
In this session you will learn about:
- 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
- classroom management techniques for whole class dialogue such as forming classroom rules in consultation with pupils
- the idea of an assessment portfolio
Success criteria.
To meet the learning intentions you will:
- 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-operativity
- identify features that illustrate 'a supportive classroom environment' whilst watching videos of whole class dialogue in action
ICT components.
The ICT components you will focus on are
- continuation of Geogebra practice
- planning another slideshow with OpenOffice Impress
Classroom based activities (with your students, after this session):
- another image sequencing activity
- typing practice in the classroom
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?
Creating a supportive environment for dialogue
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 magic microphone(a) and then exploring cumulative talk(a).
Magic microphone (10 min) on the last workshop. 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 (10 min) in the classroom: roleplay 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. Make a note of these questions, so that you can try out the activity in the classroom. As you are planning, consider these questions:
- How easily will the children be able to answer the questions?
- Will the microphone get stuck because a child cannot answer?
- How do you know that the questions are at the right level?
- Will this activity be fun? (Relates to: LfL, 2)
Introducing cumulative talk - creating a story together
Cumulative talk is talk in which all participants agree and add to the previous talk (or sentence).
Cumulative talk (10 min): Creating a story together All the participants get up to rearrange the seating. Arrange the group in a horseshoe seating arrangement(a) 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, and
- have a problem which is collectively resolved in the end.
For instance, you could create a story about welcoming a new child to the school, perhaps a child with an impairment or some kind. Tthe facilitator starts by saying: "The other day, I heard my neighbours talking about whether their child should be starting school, because their child has difficulty walking, and they were not sure whether children like that should go to school." (Relates to Index for Inclusion, A1.1 Everyone is welcomed.)
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.
The activity we just did is example of “cumulative talk” where participants build on what the previous person has said (“cumulative talk” is one example of whole class dialogue).
Same-task group work (10 min) in pairs: Planning cumulative talk in the classroom Now pair up, and come up with ideas for cumulative talk in the classroom.
- Consider that when this activity is done in the classroom with pupils, themes should be chosen from the curriculum.
- Also consider 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).
As you are planning this activity, ask youself the following questions:
- Do your students find it easy to talk?
- How can you encourage students to talk?
- Are some students likely to laugh at other students contributions? How can you create safe environments that enable students to take risks?(Relates to: LfL, 2.4)
Introduction to the lesson
Just to introduce the lesson itself, let's watch these two videos:
VIDEO
Teacher repeats and clarifies
Teacher repeats and clarifies instructions; she illustrates them with nonsense classifications so students do not copy hers
Video/Eness vertebrates 4.mp4, https://oer.opendeved.net/wiki/Video/Eness_vertebrates_4.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 04)(Transcript available here or via YouTube captions.)
VIDEO
Teacher gives detailed help
Teacher gives detailed help to group: shows ICT use. ("I've never seen a Zebra.")
Video/Eness vertebrates 5.mp4, https://oer.opendeved.net/wiki/Video/Eness_vertebrates_5.mp4,This video is available on your memory stick in the video/Eness Vertebrates folder. Duration: 4:04 watch on YouTube, local play / download options / download from dropbox)(Series: Eness Vertebrates, episode 05)
Whole class discussion: Creating a supportive environment
Observing, thinking, reflecting (10 min) Video on classification of vertebrates. 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 class dialogue (10 min) on the learning environment and classroom management.
- Was there a supportive environment for pupil participation and dialogue in this lesson?(Relates to: LfL, 2) 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?(Relates to: LfL, 1)
- What did you think about teacher control and pupil learning in these video clips? How would a horseshoe seating arrangement have impacted on this?
- 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 and in turn leads to an improvement in the quality of students' responses.
Reflection on what we have learned
Whole class dialogue (10 min): Reflectiong on what you have learnt. 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
ICT practice: Different-task group work with ICT and activity planning
Different-tasks group work (20 min) with ICT on various topics.
You will:
- continue Geogebra practice
- plan a slideshow with OpenOffice Impress using your own images that you have downloaded from the internet this time
You can have a look at the introduction to Geogebra here to refresh your mind. You can also look at the introduction to slideshows with Open Office.
Plan to do the following in the classroom with your students:
- another activity using images in a slideshow, it could be a sequencing activity or using/rearranging images to tell a story
- typing practice, see typing practice with students
Assessment portfolios
[[todoinfo::Brief introduction of the idea of assessment portfolios. Reuse various documents whcih Sara/Bjoern drafted and which were given to teachers directly. [Done, hope it's OK JB]| ]]
Whole class dialogue (10 min): Read about assessment portfolios together and discuss any issues arising 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
- 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 reflection on what you would do differently if you did the activity again
- any other important notes
- samples of students' work if possible e.g. a concept map
- '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 assessment portfolio guidance for use during discussion .
The following items are specific to the programme at CBS, and may need to be adapted to local circumstances:
For each piece of work that you submit, do an audio reflection using the dictaphones available. To do this, think about how you would show a teacher in another school what you have been learning through the OER4S programme. What concrete examples would you share with them? How would you show them the range of things you have covered? Suppose then this teacher asked you some questions, e.g. What worked well? What didn’t work so well? What would you say to them?
Ideally you would make a link between the workshop session and your classroom trial. Tell us where the idea came from, and how you applied it. We don’t want or need evidence - we just want to know, if your own words, what you have learned.
Here is a short example of the sort of reflection we would like you to record: “I learned about _________ in session ____. I thought that it could be really useful for my pupils during a lesson on _________, I tried it out with my students. The work I have submitted is an example of ________. I have also submitted an example of what the students did. I had initially written this ______ [for the students], and the students then added ________. Students responded differently. Mary had difficulty with it because ___________. (E.g. some computer did not work - why did it not work?!) I concluded the lesson with a plenary, and they told me these answers. If I was to do this again, I would do it like this: ______. I would also apply this tool to another lesson on ________topic, because ______________“.
Connecting with overarching goals of the programme
Open space (10 min). It's now time for the "open space", that gives you an opportunity to discuss issues that have arisen, and to relate those to the broader context of the programme. Do not just gloss over this section, but make time to raise issues, and probe the progress that you are making. You could use this space to:
- Remind yourselves of the of the Most Significant Change Technique, and e.g. collect more of your stories.
- Discuss your assessment portfolios: Is there anything that you are unsure about? Is it going well? What could be done better?
- Check on the work with the classroom assistants: Is this going well? Are there any tensions? Any observations or tips you can share?
- Reviewing individual ICT practise (such as typing practise).
- If you are preparing a presentation for other teachers, you could work on the presentation (about what you have been learning, stories emerging from MSC).
- Remind those who are doing audio diaries, to upload them.
- You could discuss any other issues that have arisen.
You will find notes and summaries of various techniques and concepts on our reference page, and you might want to refer to those for clarification during this activity if needed.
Follow-up activities
Agreeing follow-up activities (5 min).
Part A: 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.
Part B: 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.
Part C: Your own ICT practice:
- Practise your typing skills.
- 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.
The following items are specific to the programme at CBS, and may need to be adapted to local circumstances:
Write an email to the mailing list
Part D: ICT use in the classroom:
- Do another image-based activity
- Do typing practice (carousel)
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: 135 (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 (10 min) on the last workshop.
- Magic microphone (10 min) in the classroom: roleplay
- Cumulative talk (10 min): Creating a story together
- Same-task group work (10 min) in pairs: Planning cumulative talk in the classroom
- Observing, thinking, reflecting (10 min) Video on classification of vertebrates.
- Whole class dialogue (10 min) on the learning environment and classroom management.
- Whole class dialogue (10 min): Reflectiong on what you have learnt.
- Different-tasks group work (20 min) with ICT on various topics.
- Whole class dialogue (10 min): Read about assessment portfolios together and discuss any issues arising
- Open space(10 min).
- Agreeing follow-up activities(5 min).
If you have printed this session for offline use, you may also need to download the following assets:
- Video/Eness vertebrates 4.mp4 (local play / download options / download from dropbox)
- Video/Eness vertebrates 5.mp4 (local play / download options / download from dropbox)
- 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)
Part 2
Learning intentions and objectives.
In this session you will learn about:
- differentiating between types of questions: closed questions versus open questions; and surface questions versus deep questions
- generating open and deep questions
- other types of questions that you can ask students (e.g. questions for remembering / understanding / applying / analysing / evaluating / creating)
- handling multiple responses
Success criteria.
To meet the learning intentions you will:
- play a game to classify questions as open or closed
- further classify questions during discussion using an information sheet for reference
- watch a video and identify techniques for handling multiple responses
ICT components.
The ICT components you will focus on are
- planning a lesson with Geogebra
- using Etherpad to make shared notes
Classroom based activities (with your students, after this session):
- do a lesson with Geogebra
Resources needed.
You will need to have Etherpad or another collaborative writing application available and some red/yellow/green cards for robots/traffic lights resource.
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 (Category:OER4S CPD). The 'review of follow-up activities' for that session is available, 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.
There is no review of follow-up activities from last session available. You can go to the previous session () and.
Introduction
Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine
- what learners understand,
- what they misunderstand, and
- what they are actually learning.
Reflecting on current questioning practice
The idea behind this activity is to make the need for this session explicit.
You will need mini-blackboards and something for display (blackboard/flipchart).
Choose some topics that participants are teaching this week (from the curriculum), and display the topics (on blackboard or flipchart). Some examples are:
- the importance of water(Relates to Index for Inclusion, C1.2 ),
- living together(Relates to Index for Inclusion, C1.13 ),
- transport(Relates to Index for Inclusion, C1.5 ),
- types of fertilizers (organic and inorganic) and their advantages or disadvantages(Relates to Index for Inclusion, C1.1 ), e.g.
- uses of different parts of a plant(Relates to Index for Inclusion, C1.8 ), and
- health(Relates to Index for Inclusion, C1.6 ).
Same-task group work (5 min) in pairs: Coming up with some questions. Choose a topic from the board. Write a list of up to five questions on mini-blackboards or paper that you normally ask/would ask the pupils in class?
Allow only about 3-5 minutes for this activity so that spontaneous questions are recorded.
After 3-5 minutes, explain what open and closed questions are (see background reading below) and ask the whole group for a couple of example questions of each type for illustration. Write these examples (no more than two of each question type) on the blackboard or flipchart for reference during the game, or ask a volunteer participant to do so. When you are sure that participants have got the idea of the differences between the question types proceed with the game.
During the game, ensure that participants do not feel less motivated if their questions are more closed or surface type. To ensure this:
- Refrain from judging questions. Record/discuss questions factually without expressing any emotion.
- Mention that all types of questions have value and can be used for different purposes. Closed and surface questions are also important to some extent.
- Maintain positive body language by listening attentively.
Before the session, prepare the workshop room by marking OPEN on one side of the room and CLOSED on the other side. To keep it simple, draw a line on the floor with chalk and write OPEN and CLOSED!
To start the game, ask participants to look at the first question (on their respective lists), work out whether it is open or closed and move to the corresponding side of the room. When participants have categorised their first question, take a few examples from each side of the room for clarification that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way.
Continue to play the game for five minutes, clarifying that questions have been correctly categorised after each new move, taking examples from different participants each time.
Observing, thinking, reflecting (5 min) Facilitator talk on open and close questions.
Game (5 min) on open and closed questions. The facilitator will ask you to categorise the questions on your list, one at a time, as open or closed and to move to the corresponding side of the room. Work through your questions one at a time and categorise them as closed or open when asked to do so. For each question, move to the side of the room marked OPEN if that question is open or to the side marked CLOSED if that question is closed. Be prepared to explain your rationale to the rest of the group.
Make this activity interesting by asking participants to run to the appropriate side of the room (OPEN or CLOSED) at the sound of a clap and ask the participant who gets there first to clap when it is time to move again after considering the second question, and so on.
Whole class dialogue (5 min): Reflecting on current practice. Where do you stand? Is your current practice of generating questions more open or more closed?
Reading about open and closed questions
Observing, thinking, reflecting (5 min): Reading about open and closed questions.
Closed versus Open questions:
- Closed questions are factual and focus on a correct response. Some examples are: Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating the perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.
- Open questions have many answers. Some examples are: What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent the spread of malaria in your community?
Surface versus Deep questions:
- Surface questions elicit one idea or some ideas. For example, What is the difference between organic and inorganic fertilizers? What is the use of carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?
- Deep questions elicit relations between ideas and extended ideas. For example, What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between the climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?
‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking.
Collecting open questions with Etherpad
ICT activity (15 min): Introduction to Etherpad. You have been doing your typing practice for a while, and this will help you now. We are going to use a collaborative writing activity to make note of the open questions defined in the previous activity. The facilitator will now introduce you to Etherpad. Work in small groups (one group per computer), and enter your open questions only (from your mini whiteboard/black board) into Etherpad.
Introduce participants to Etherpad (or another collaborative writing application), and get participants to write open questions from the previous activity.
Throughout this session, make a note of open questions: We will use those later when planning an activity.
To introduce Etherpad, you can use ideas from here: Group chat with messenger or collaborative writing. Let participants observe how words appear on all screens simultaneously. Perhaps you have some participants writing, while others go round and observe. Then swap who writes and who observes. Make sure that all participants get the idea.
Questioning our questions
Whole class dialogue (10 min): Discussion of the questions collected on Etherpad. Now look at the questions we have collected. What makes these questions open rather than closed? What other ways can we classify them?
Draw attention to or hand out questions you can ask and incorporate these into the discussion (see end of this session).
Encourage participants to use this resource for planning their activity (see below) and as ready reference during teaching (by printing them on cards).
Refer to open and closed questions if you get stuck.
Reading (20 min) questioning the questions. Read pages 2 and 3 of the "Questioning the Questions" handout (Questioning the Questions (info)).
Discuss:
- What was your most important learning from the handout?
- Which points from page 3 are you already practising during your lessons?
- Which points can you immediately carry out?
- Which points might need some more preparation?
- What other points would you like to include in this document?
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.
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?
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:
Alternative activity for covering the information on page 3:
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.
Video on crime writing
Observing, thinking, reflecting (10 min): Video on crime writing. 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.
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.
Suggested questions for reflection:
- What did you notice about the teacher’s questions in this clip?
- Which questions elicited multiple responses or could have done?
- How did the teacher handle multiple responses?
- How would you improve the teacher’s questions?
- What would you do differently while handling multiple responses?
VIDEO
Caroline briefcase clip
Unit 2, session 2 - Caroline briefcase clip
Video/Unit 2 session 2---Caroline briefcase clip.m4v, https://oer.opendeved.net/wiki/Video/Unit_2_session_2---Caroline_briefcase_clip.m4v,This video is available on your memory stick in the video/Video from other organisations folder. Duration: 1:47 watch on YouTube, local play / download options / download from dropbox)(Series: Video from other organisations, episode N/A)
Planning a questioning activity
Property "Todoinfo" (as page type) with input value "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}</br>" contains invalid characters or is incomplete and therefore can cause unexpected results during a query or annotation process.
Different-tasks group work (15 min): Planning in pairs for an activity with open ended questions. In the 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.
Ask participants to focus on the questioning part of the activity. Therefore ask participants to record on the template:
- What images they will use - What will they be used for? What is/are the purpose(s)?
- Questions to start the lesson?
- Questions while pupils are looking at the pictures? Clear explanation of task.
- Questions after looking at the pictures?
- Questions about pupils' thoughts that relate to objectives of the lesson?
- Questions that summarize pupils' learning?
For example, if the topic is clean water, participants can record:
- Images that they will use e.g. sources of water that show clean and unclean water.
- Questions to start such as, look at the pictures and identify sources that are safe for drinking.
- Questions while pupils are looking at pictures such as, why is water from this source safe? How does the water get contaminated?
- 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?
They can complete the remaining plan later.
ICT practice: Different-tasks group work with ICT and activity planning
Facilitator distributes robots/traffic lights.
Introduction (5 min) to Robots (Traffic lights)(a).
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:
- RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
- ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
- GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”
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.
Different-tasks group work (20 min) with ICT on various topics. 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
- Etherpad or
- Geogebra.
As you work with the applications, occasionally think about how you would use them in the classroom. 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 introduction to Geogebra here, you might want to base your lesson on something similar.
You might also want to refer back to introduction to slideshows with Open Office, and typing practice with students.
Connecting with overarching goals of the programme
Open space (10 min). It's now time for the "open space", that gives you an opportunity to discuss issues that have arisen, and to relate those to the broader context of the programme. Do not just gloss over this section, but make time to raise issues, and probe the progress that you are making. You could use this space to:
- Remind yourselves of the of the Most Significant Change Technique, and e.g. collect more of your stories.
- Discuss your assessment portfolios: Is there anything that you are unsure about? Is it going well? What could be done better?
- Check on the work with the classroom assistants: Is this going well? Are there any tensions? Any observations or tips you can share?
- Reviewing individual ICT practise (such as typing practise).
- If you are preparing a presentation for other teachers, you could work on the presentation (about what you have been learning, stories emerging from MSC).
- Remind those who are doing audio diaries, to upload them.
- You could discuss any other issues that have arisen.
You will find notes and summaries of various techniques and concepts on our reference page, and you might want to refer to those for clarification during this activity if needed.
Follow-up activities
Agreeing follow-up activities (5 min).
Part 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!)
Part B: Try out Geogebra with your class. Also see whether you can continue carousel-style groupwork for typing practice.
Part 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.
Remind participants to bring the VVOB handout for the next session.
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.
Handouts
Questions you can ask in class
- Can you guess what will happen?
- Can you give me an example? Can you find an (another) example?
- How does (cause) relate to (event)? or How does this explain ...?
- Is this the same as …? Is this different from ...?
- Tell me something that is true about ...
- What connections can you see between ...?
- What always seems to happen?
- What other ways are there to …?
- What do you think is happening?
- What would happen if ...?
- What could be changed if we want...? What would you change so that ...?
- What is wrong with ...?
- What happens when ...?
- What did you observe?
- What do you think about ...?
- What do you think about what X said? Why?
- Why do you think that ...?
- Can you explain that to your partner?
- Can you group these?
Here are some questions classified using Bloom's taxonomy, in order of increasing demand:
Remembering
- What do you remember about ...?
- How would you define ...?
- How would you recognise ...?
- What would you choose ...?
- Describe what happens when ...?
- How is ...?
- Which one ...?
- Why did ...?
Understanding
- How would you clarify the meaning ...?
- How would you differentiate between ...?
- What did you observe ...?
- How would you identify ...?
- What would happen if ...?
- Can you give an example of ...?
Applying
- How would you develop... to present ...?
- What would be the result if ...?
- How would you present ...?
- How would you change ...?
- Why does ... work?
- Can you develop a set of instructions about ...?
- What factors would you change if ...?
Analysing
- How can you classify ... according to ...?
- How can you compare the different parts ...?
- What explanation do you have for ...?
- Discuss the pros and cons of ...?
- What is the analysis of ...?
- How is ... similar to ...?
Evaluating
- What criteria could you use to assess ...?
- What data was used to evaluate ...?
- What choice would you have made ...?
- What is the most important...?
- How could you verify ...?
- Is there a better solution to ...?
- What do you think about ...?
- Do you think this is a bad or a good thing?
Creating
- What alternative would you suggest for ...?
- What changes would you make to revise ...?
- Predict the outcome if ...?
- What could you invent ...?
- How would you compile the facts for ...?
- If you had access to all resources how would you deal with ...?
- Compose a song about ...
- Design a ... to ...
You can print this content on a separate sheet here: OER4Schools/Questions you can ask.
How do you find out whether your question is open or closed? How do you find out whether your question is surface or deep? Let's first look at some examples:
Closed versus Open questions:
- Closed questions are factual and focus on a correct response. Some examples are: Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.
- Open questions have many answers. Some examples are: What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers from plants? Suggest ways to prevent the spread of malaria in your community?
Surface versus Deep questions:
- Surface questions elicit one idea or some ideas. For example, What is the difference between organic and inorganic fertilizers? What is the use of carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?
- Deep questions elicit relations between ideas and extended ideas. For example: What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between the climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?
‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking.
Here are some questions you can use about your questions!
- Does this question have one correct answer?
- Is there more than one answer to this question?
- Are you using this question to get a student to give you a particular answer?
- Could a student come up with the answer through their own thinking, or is it something that they either know or don't know?
- If the question is answered by somebody, would it be possible for somebody to object to the answer, and come up with a different answer (that can be justified, or one that at least isn't easy to dismiss).
Also try to answer the question yourself: Is it a productive question? You could also test your question on a colleague: Again, how do they answer the question?
Also see OER4Schools/Questions you can ask, and also see Starting the enquiry based learning process regarding "productive questions".
You can print this content on a separate sheet here: OER4Schools/Open and closed questions.
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: 270 (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 (10 min) on the last workshop.
- Magic microphone (10 min) in the classroom: roleplay
- Cumulative talk (10 min): Creating a story together
- Same-task group work (10 min) in pairs: Planning cumulative talk in the classroom
- Observing, thinking, reflecting (10 min) Video on classification of vertebrates.
- Whole class dialogue (10 min) on the learning environment and classroom management.
- Whole class dialogue (10 min): Reflectiong on what you have learnt.
- Different-tasks group work (20 min) with ICT on various topics.
- Whole class dialogue (10 min): Read about assessment portfolios together and discuss any issues arising
- Open space(10 min).
- Agreeing follow-up activities(5 min).
- Same-task group work (5 min) in pairs: Coming up with some questions.
- Observing, thinking, reflecting (5 min) Facilitator talk on open and close questions.
- Game (5 min) on open and closed questions.
- Whole class dialogue (5 min): Reflecting on current practice.
- Observing, thinking, reflecting (5 min): Reading about open and closed questions.
- ICT activity (15 min): Introduction to Etherpad.
- Whole class dialogue (10 min): Discussion of the questions collected on Etherpad.
- Reading (20 min) questioning the questions.
- Observing, thinking, reflecting (10 min): Video on crime writing.
- Different-tasks group work (15 min): Planning in pairs for an activity with open ended questions.
- Introduction (5 min) to Robots (Traffic lights)(a).
- Different-tasks group work (20 min) with ICT on various topics.
- Open space(10 min).
- Agreeing follow-up activities(5 min).
If you have printed this session for offline use, you may also need to download the following assets:
- Video/Eness vertebrates 4.mp4 (local play / download options / download from dropbox)
- Video/Eness vertebrates 5.mp4 (local play / download options / download from dropbox)
- 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)
- Questioning the Questions
- Video/Unit 2 session 2---Caroline briefcase clip.m4v (local play / download options / download from dropbox)
