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= Introduction: The OER4Schools Professional Learning Resource =
[[Image:Eness with group.jpg|thumb|300px]]
The following sections form a "taster workshop", based on the professional development resource of the OER4Schools project at the [[CCE|Centre for Commonwealth Education]]. For more information about this project, visit [[OER4Schools|the OER4Schools main page]].
[[OER4Schools/Overview|Overview of the resource]]:
{{: OER4Schools/Contents }}
See the [[OER4Schools/Detailed outline|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?
{{ednote|text=
Whole group brainstorm.
Want to hear from everyone, don’t worry if you’re not sure, have a go at making a suggestion... we will develop our collective understanding as time goes on<nowiki> [</nowiki>what are teachers’ expectations?].
If participants are not very forthcoming, probe them with additional questions, eg what do you think interactive teaching might be? Is it the same as learner-centred teaching?
'''Record the brainstorm. '''The facilitator writes on a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is ok to note make a record.
}}
{{ednote|text=
'''Issues to discuss'''
noisy but productive - A classroom can be noisy and productive at the same time
'''''interactive = inter-action (with view to sense making<nowiki>; </nowiki>i.e. purpose of inter-action is to make sense)'''''
children making sense of ideas for themselves, developing their own classifications, relating to what they already know...
teacher not telling answer, asking students to investigate for themselves
Facilitator needs to know how to deal with criticisms (such as too noisy, too much chaos, not productive)
The road is long. But it can be done!
}}
= Dialogue and effective questioning =
== Activity one: Creating a supportive environment for dialogue ==
== Activity one: Creating a supportive environment for dialogue ==


{{activity|magic microphone}} 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...’.  
{{activity|magic microphone}} 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.  


{{ednote|text=
{{ednote|text=
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{{activity|magic microphone}} 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|magic microphone}} 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: Video and discussion ==
== Activity two: Discussion of another teacher's practice ==


{{video|src=NWV0X9aMYxM|duration=4:31|name=19 Eness 3 vertebrates 11}}
{{:Video/19 Eness 3 vertebrates 11.mp4}}


{{activity|whole group discussion}}
{{activity|whole group discussion}}
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}}
}}


== Activity One: Reflecting on current practice ==
== Activity Three: Reflecting on your current questioning practice ==
{{ednote|text=
{{ednote|text=
The idea behind this activity is to make the need for this session explicit.
The idea behind this activity is to make the need for this session explicit.
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{{Ednote|text=
Note answers to these points on the flipchart or blackboard. Remember to demonstrate good questioning and handling responses yourself.
Remind participants to think about their own practice and to suggest specific points that can be observed by anybody. Some questions that you can raise which will encourage participants to think are:
* What do your questions generally start with – What, Who, When, Why, Where, Did, Can etc? Does this need any improvement?
* Do you tend to answer your own questions?
* Do you look for specific answers after posing a question?
* How long do you wait for before asking the next question or making the next statement?
* How do you encourage shy pupils to answer?
* How do you manage same pupils answering most questions?
* When a pupil responds to your question, do you give feedback immediately or follow it up with another question?
}}


== Activity Three: Video watching ==
== Activity Four: Engaging your pupils ==
[[Image:Caroline1.1.jpg|thumb]]
{{:Video/Text and pictures on IWB}}
 
{{video|src=bX7wBu9Pjto|duration|name=}}
 
You can download this video [http://sms.cam.ac.uk/media/1098329 here].


[[Image:Caroline1.1.jpg|thumb|200px]]
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.
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.
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:
{{activity|reflection}} Suggested questions for reflection:
* What did you notice about the teacher’s questions in this clip?
* What did you notice about the teacher’s questions in this clip?
* Which questions elicited multiple responses or could have done?
* Which questions elicited multiple responses or could have done?
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* What would you do differently while handling multiple responses?
* What would you do differently while handling multiple responses?


= Practical activity: Developing my practice =
{{activity|small group work}} To help you structure your planning, we provide an activity template.  Working in pairs or small groups, and using the [[OER4Schools/activity_template|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:
* what the activity is (a technique such as a brainstorm, group work, mini blackboard use plus an activity in which it is used, eg “a brainstorm on what animals are found in your environment”),
* the grade,
* the subject & lesson topic,
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X),
* resources to be used (such as blackboard, mini blackboards, paper, objects, etc), and
* how is the activity carried out.


== Activity Four: Developing my practice ==
On the template, list some open and deep questions to ask in the class in order to challenge pupils and get them thinking! Try out some of the ideas you have learned about today. '''Record specific questions on the template.'''
In the [[OER4Schools/Lesson_plan_template|lesson plan template]], plan for questioning as part of a lesson that participants will teach in the coming week; the questions will follow the ICT pictures activity.They list some open and deep questions to ask in the class in order to challenge pupils and get them thinking! Try out some of the points mentioned in page 3 of the handout. '''Record specific questions on the template.'''
 
 
{{ednote|text=
 
Ask participants to focus on the questioning part of the lesson plan. Therefore ask participants to record on the lessons plan template:
 
* Pictures and their 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:
 
* Pictures - 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.
 
}}
 
= 1 =


{{Ednote|text=
{{oinc|OER4Schools/activity template}}
Note answers to these points on the flipchart or blackboard. Remember to demonstrate good questioning and handling responses yourself.
Remind participants to think about their own practice and to suggest specific points that can be observed by anybody. Some questions that you can raise which will encourage participants to think are:
* What do your questions generally start with – What, Who, When, Why, Where, Did, Can etc? Does this need any improvement?
* Do you tend to answer your own questions?
* Do you look for specific answers after posing a question?
* How long do you wait for before asking the next question or making the next statement?
* How do you encourage shy pupils to answer?
* How do you manage same pupils answering most questions?
* When a pupil responds to your question, do you give feedback immediately or follow it up with another question?
}}
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