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OER4Schools/Concept mapping: Difference between revisions
From OER in Education
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Edits for units 1 - 4, revising ICT activities, adding activity tags and timings.
m (Edits for units 1 - 4, revising ICT activities, adding activity tags and timings.) |
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{{actvity|Record| your progress.|5}} Add new ideas that you have learned about concept mapping to the concept map drawn on your concept maps from the first activity. Refer to the VVOB toolkit pages for more ideas. Your own ideas about the other ways of using concept maps in an interactive classroom are very valuable. | {{actvity|Record| your progress.|5}} Add new ideas that you have learned about concept mapping to the concept map drawn on your concept maps from the first activity. Refer to the VVOB toolkit pages for more ideas. Your own ideas about the other ways of using concept maps in an interactive classroom are very valuable. | ||
= Video: Whole class dialogue = | = Video: Whole class dialogue on living in the trenches = | ||
In this video, Lloyd, a UK secondary school teacher is facilitating a whole class dialogue during a secondary school history lesson (the all boys class are 12-13 years old). Pupils are discussing if it is possible to imagine living in trenches during the war from historical evidence, which they have discussed earlier in pairs. | {{activity|Video|: Whole class dialogue on living in the trenches|10}} In this video, Lloyd, a UK secondary school teacher is facilitating a whole class dialogue during a secondary school history lesson (the all boys class are 12-13 years old). Pupils are discussing if it is possible to imagine living in trenches during the war from historical evidence, which they have discussed earlier in pairs. | ||
See the transcript of this clip below – it may be useful to look at this during the video as the pupils’ voices are sometimes quiet. | See the transcript of this clip below – it may be useful to look at this during the video as the pupils’ voices are sometimes quiet. | ||
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* What did you notice about pupil talk in these clips? Is it different from general pupil talk in classrooms? Explain your answer with reasons. | * What did you notice about pupil talk in these clips? Is it different from general pupil talk in classrooms? Explain your answer with reasons. | ||
* How does the teacher encourage pupils to make contributions? Give examples from your observations. | * How does the teacher encourage pupils to make contributions? Give examples from your observations. | ||
More questions for reflection (on this and the next video): | |||
* Which learning objectives other than the teaching topic are achieved in these video clips? | |||
* What would you do in your classroom to facilitate pupils building on each other’s responses? Are there any phrases that Lloyd used in the first video clip that could support this? | |||
* How can you get children to justify and provide reasons for their responses? | |||
* What would you not do in your classroom if you want to facilitate whole class dialogue? | |||
{{Ednote|text= | {{Ednote|text= | ||
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= Video: Whole cloass dialogue = | = Video: Whole cloass dialogue = | ||
{{todo|Two clips need to be inserted! | |||
* 11 Brian_4_renewables 11_10_2011 Clip 1.m4v | |||
}} | |||
{{activity|Video|: Whole class dialogue on renewable resources.|10}} | |||
This 3.5 mins. video illustrates a Grade 7 Zambian teacher Brian facilitating a whole class dialogue on renewable sources. (The background noise is a heavy rainstorm!) | This 3.5 mins. video illustrates a Grade 7 Zambian teacher Brian facilitating a whole class dialogue on renewable sources. (The background noise is a heavy rainstorm!) | ||
Questions for reflection are: | Questions for reflection are: | ||
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* Notice that the teacher asked the pupils to explain their reasoning in selecting renewable and non-renewable materials. How successful was he in doing this? | * Notice that the teacher asked the pupils to explain their reasoning in selecting renewable and non-renewable materials. How successful was he in doing this? | ||
* What did you think about the horseshoe seating arrangement for this activity? Would this be feasible or effective in your classroom? | * What did you think about the horseshoe seating arrangement for this activity? Would this be feasible or effective in your classroom? | ||
Question on both videos: | Question on both videos: | ||
* Which learning objectives other than the teaching topic are achieved in these video clips? | * Which learning objectives other than the teaching topic are achieved in these video clips? | ||
* What would you do in your classroom to facilitate pupils building on each other’s responses? Are there any phrases that Lloyd used in the first video clip that could support this? | * What would you do in your classroom to facilitate pupils building on each other’s responses? Are there any phrases that Lloyd used in the first video clip that could support this? | ||
* How can you get children to justify and provide reasons for their responses? | * How can you get children to justify and provide reasons for their responses? | ||
* What would you not do in your classroom if you want to facilitate whole class dialogue? | * What would you not do in your classroom if you want to facilitate whole class dialogue? | ||
{{: Video/11 Brian_4_renewables 11_10_2011 Clip 1.m4v }} | |||
= ICT practice = | = ICT practice = | ||
