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OER4Schools/Workshop for school leaders: Difference between revisions
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* How can you encourage students 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}} | * 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 }} | |||
== 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}}. | |||
}} | |||
{{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. | |||
}} | |||
{{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! | |||
}} | |||
{{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. | |||
}} | |||
{{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 }} | ||
