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OER4Schools/Introductory workshop: Difference between revisions
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= Introducing cumulative talk - creating a story together = | |||
{{ednote|text= | |||
Cumulative talk is talk in which all participants agree and add to the previous talk (or sentence). | |||
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{{activity|cumulative talk|: Creating a story together|10}} All the participants get up to rearrange the seating. Arrange the group in a {{activitytag|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, 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." {{indinc|A1.1|Everyone is welcomed.}} | |||
{{ednote|text= | |||
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. | |||
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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). | |||
{{activity|stgw| in pairs: Planning cumulative talk in the classroom|10}} 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?{{lfl|2.4}} | |||
{{: OER4Schools/facilitator workshop activity review }} | {{: OER4Schools/facilitator workshop activity review }} | ||
= Reflecting on current questioning practice = | |||
[[Image:Question marks.jpg|thumb|200px]] | |||
{{ednote|text= | |||
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 they are teaching this week (from the curriculum), and display the topics (on blackboard or flipchart). Some examples are: | |||
* the importance of water{{indinc|C1.2}}, | |||
* living together{{indinc|C1.13}}, | |||
* transport{{indinc|C1.5}}, | |||
* types of fertilizers (organic and inorganic) and their advantages or disadvantages{{indinc|C1.1}}, e.g. | |||
* uses of different parts of a plant{{indinc|C1.8}}, and | |||
* health{{indinc|C1.6}}. | |||
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{{activity|stgw| in pairs: Coming up with some questions.|5}} Choose a topic from the board. Write five questions on mini-blackboards or paper that you normally ask/would ask the pupils in class? | |||
{{ednote|text= | |||
Allow only about 3-5 minutes for this activity so that spontaneous questions are recorded. | |||
After 3-5 minutes, explain the types of questions below and ask the other participants to suggest examples from their mini-blackboard that represent these types. Write these examples on the blackboard or flipchart or ask a volunteer participant to do so. Explain one type of question, ask the other participants for examples, record examples on the board and then mention second type. | |||
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{{activity|otr| Facilitator talk on open and close questions.|5}} Briefly state what open and closed questions are. | |||
{{ednote|text= | |||
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 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 a chalk and write OPEN and CLOSED! | |||
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{{activity|Game| on open and closed questions.|5}} Categorise your questions as closed and open questions. For each question, you 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. | |||
{{ednote|text= | |||
Make this activity interesting by asking participants to run to their side (OPEN or CLOSED) at the sound of clap and ask the participant who gets there first to clap for the second question, and so on. | |||
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{{activity|wcd|: Reflecting on current practice.|10}} Where are you standing? Is your current practice of generating questions more open or more closed? | |||
{{: OER4Schools/facilitator workshop activity review }} | {{: OER4Schools/facilitator workshop activity review }} | ||
