OER4Schools/Taster Workshop KCE/pv

From OER in Education
The printable version is no longer supported and may have rendering errors. Please update your browser bookmarks and please use the default browser print function instead.

Introduction: The OER4Schools Professional Learning Resource


The following sections form a "taster workshop", based on the professional development resource of the OER4Schools project at the Centre for Commonwealth Education. For more information about this project, visit the OER4Schools main page.

Overview of the resource:

See the detailed outline for more information.

Brainstorm on interactive teaching

Consider the following questions:

  • What is interactive teaching?
  • What interactive techniques do you know?
  • How often have you used such techniques?


Dialogue and effective questioning

Activity one: 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. Decide as a group what that question should be.


  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 two: Discussion of another teacher's practice

This clip shows Eness, a teacher in a community school near Lusaka interacting with a Grade 3 class. Watch the clip of her class discussion about Is a bat a bird?

VIDEO

Whole class discussion

Whole class discussion of ‘Is a bat a bird?' Teacher sets unresolved problem as homework

Video/Eness vertebrates 12.mp4, https://oer.opendeved.net/wiki/Video/Eness_vertebrates_12.mp4,This video is available on your memory stick in the video/Eness Vertebrates folder.About this video. Duration: 4:19 (Some use of "" in your query was not closed by a matching "". watch on YouTube, local play / download options / download from dropbox)(Series: Eness Vertebrates, episode 12)(Transcript available here or via YouTube captions.)

  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 pupils to work out whether the bat was a mammal? Did this discussion move their thinking forward?
  • What did you think about teacher control and pupil learning in this video clip?
  • How would you manage something similar in your classroom? How would you encourage pupil talk without losing too much control?


Traditional teaching places the teacher at the centre of the classroom, and gives them all the responsibility – they are expected to be the “source of all knowledge”.

Our approach aims to changes this view of teaching and learning, and places more emphasis on pupil peers as resources for learning together and from each other. This also means that the teacher does not do all the talking, and they are not expected to know all the answers.

We realise that this is a difficult shift to make. However, it is actually possible in the African context, as the videos in our materials show. Not only is it possible, but it can be more motivating for both teachers and learners.

Activity Three: Reflecting on your current questioning practice

  Work in pairs (11 min). Choose a topic from the board. Write down two questions that you normally ask/would ask the pupils in class?



Background reading

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 of plants? Suggest ways to prevent 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 if 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 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.



Categorise their questions as closed and open questions. For each question, they move to the side of the room marked OPEN if their question is open or to the side marked CLOSED if their question is closed.



Summarise: Is your current practice of generating questions more open or more closed?



Activity Four: Engaging your pupils

VIDEO

Whole class discussion on the meaning of area

Abel questions students on their knowledge and understanding of the concept of area.

Video/Abel Clip 2.m4v, https://oer.opendeved.net/wiki/Video/Abel_Clip_2.m4v,This video is available on your memory stick in the video/Abel rectangles folder.About this video. Duration: 3:08 (Some use of "" in your query was not closed by a matching "". watch on YouTube, local play / download options / download from dropbox)(Series: Abel rectangles, episode 02)

You can download this video [http:// introducing area here].

Watch the video in which a Zambian teacher is introducing the notion of area. The lesson explores the relationship between area and perimeter.

  Reflection (11 min). Suggested questions for reflection:

  • What did you notice about the teacher’s questions in this clip?
  • How did he handle the pupils' confusion?
  • How would you handle responses like this in teaching about area?


After this, the pupils worked in groups using Geogebra software on netbook computers to explore the relationship between area and perimeter. Watch the following clip of one of the final group presentations to the class, where two girls explain what they learned.

VIDEO

Students presenting work on area and perimeter

Students present outcome of findings of GeoGebra investigation on rectangles with the same area but different perimeters.

Video/Abel Clip 5.m4v, https://oer.opendeved.net/wiki/Video/Abel_Clip_5.m4v,This video is available on your memory stick in the video/Abel rectangles folder.About this video. Duration: 1:21 (Some use of "" in your query was not closed by a matching "". watch on YouTube, local play / download options / download from dropbox)(Series: Abel rectangles, episode 09)

Practical activity: Developing my practice

  Small group work (11 min). To help you structure your planning, we provide an activity template. Working in pairs or small groups, and using the activity template, plan a brainstorm activity that could be part of a lesson you might teach in your subject area. For the brainstorm consider:

  • What do I need to know about students’ knowledge or understanding of the topic? What will I ask them to brainstorm?
  • What will I do with the results? How will we build on that in the rest of the lesson?

The activity template includes the following sections:

  • the grade,
  • the lesson topic (eg “animals found in your environment”),
  • what the (learning) objective of the activity is (e.g. to find out what students already know about topic X),
  • how is the activity carried out plus questions to ask the learners.

On the template, list some open and deep questions to ask in the class in order to challenge learners and get them thinking! Try out some of the ideas you have learned about today, and draw on the separate handout “Questions you can ask in class” and handout listing the 10 strategies for selecting learners. Record specific questions on the template.

Taster workshop: brainstorm activity template

Grade
Lesson topic

 

What is the (learning) objective of the brainstorm activity?

 

What open-ended questions will you ask the learners? What steps will the brainstorm activity have?

 

 

 

 

 

You can print this content on a separate sheet here: OER4Schools/brainstorm activity template.