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= Sample activities =
== Examples of interactive teaching in Zambia ==
{{ednote|text=
'''Sample activities'''
Do a range of sample activities (in the sections below), that illustrate how the workshop progresses.
Workshop participants take turns in facilitating the activity, and after each activity there is a reflection on how this went. You may not need to do all of the following activities or all parts of the activities, but only do those which participants find most challenging.
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Many African teachers aspire to be interactive teachers. Yet, interactive teaching is not common in the African classroom. However, it can work in this context!
The following 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?''
{{activity|otr|: Watch a video of a whole class discussion.|5}}
Watch video:
{{: Video/Eness_vertebrates_12.mp4 }}
{{ednote|text=
(Clip shows whole class discussion of ‘is a bat a bird?', set unresolved problem as homework)
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{{activity|wcd|: Whole group discussion on the whole class discussion video.|10}}
* What have you noticed?
* How are the learners taught?
* How do you think they will react to the homework task?
* Is this classroom different from yours?
* What is interactive teaching?
{{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!
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{{: OER4Schools/facilitator workshop activity review }}
{{activity|Whole Group}} In this activity called “PMI” - “Positives, Minuses, Interesting” there are no correct answers.The PMI involves considering the positive, negative and interesting points related to a specific scenario. It was originally developed by Edward de Bono, father of the “thinking skills” movement. It encourages learners to look at both sides of a situation and also to be creative when considering the interesting possibilities.
{{ednote|text=
Possible responses:
* P (positives): the plant could move to where there is more light or water
* M (minusses): the plant would waste energy by moving
* I (interesting): We have to be sensitive and aware of plants walking on the roads and in our houses.
For further examples, navigate to:
http://www.azteachscience.co.uk/resources/continuing-professional-development/bright-ideas-in-primary-science.aspx
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{{todo|clarify PMI - what does it refer to? }}
==  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 }}
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