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OER4Schools/Talking points and effective group work: Difference between revisions
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OER4Schools/Talking points and effective group work (view source)
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We now listen to a clip that was recorded after the teacher (Agness) had taken part in a previous version of this session. She is reflecting on the talking points and recording her own thoughts as a result of having taken part in a discussion like the one you took part in at the beginning of this session. In a subsequent recording for her portfolio, Agness elaborates and reflects further on her own personal use of talking points in the classroom. | We now listen to a clip that was recorded after the teacher (Agness) had taken part in a previous version of this session. She is reflecting on the talking points and recording her own thoughts as a result of having taken part in a discussion like the one you took part in at the beginning of this session. In a subsequent recording for her portfolio, Agness elaborates and reflects further on her own personal use of talking points in the classroom. | ||
<blockquote> | <blockquote> | ||
''“Using of talking | ''“Using of talking points in the lesson, it is so encouraging to both teacher and learners. This is so because it enables a lot of interactivity to the learners because they are able to discuss, argue and agree as a group. ‘Talking points’ also make learners not to lose track when they are discussing as a group because every learner is very attentive to hear what their friend is saying in a group.”'' | ||
</blockquote> | </blockquote> | ||
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Listen to this short excerpt from Agness' portfolio audio recording. | Listen to this short excerpt from Agness' portfolio audio recording. | ||
'''Agness portfolio recording - talking points''': | '''Agness portfolio recording - talking points''': | ||
{{: Video/Agness portfolio recording - talking points.mp3}} | {{: Video/Agness portfolio recording - talking points.mp3}} | ||
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Draw out the idea that an example is useful to illustrate a point also the idea of the Plan-Teach-Reflect cycle. How was it the first time you used talking points? What could you change so that they worked better next time? Where your statements pitched at the right level for all students to access? | Draw out the idea that an example is useful to illustrate a point also the idea of the Plan-Teach-Reflect cycle. How was it the first time you used talking points? What could you change so that they worked better next time? Where your statements pitched at the right level for all students to access? | ||
}} | }} | ||
