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OER4Schools/eLA2013: Difference between revisions
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{{OER4S | {{OER4S | ||
|title=OER4Schools Taster Session - eLA 2013 | |title=OER4Schools Taster Session - eLA 2013 | ||
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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). | 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). | ||
= Introduction to the lesson (for context) = | |||
{{activity|otr|Video on classification of vertebrates.|10}} | |||
In the ongoing OER4Schools sessions, the teachers would already be familiar with Eness' lesson. However, here, just to introduce Eness' lesson itself, let's watch these two videos: | |||
{{: Video/Eness vertebrates 4.mp4 }} | {{: Video/Eness vertebrates 4.mp4 }} | ||
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* Forming rules for dialogue | * Forming rules for dialogue | ||
* Managing the tension between control and learners’ freedom to contribute | * Managing the tension between control and learners’ freedom to contribute | ||
= Cumulative talk in the classroom = | |||
{{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}} | |||
= Follow-up activities = | = Follow-up activities = | ||
{{activity|Agreeing follow up activities|5}} | {{activity|Agreeing follow up activities|5}} | ||
{{fup|A | {{fup|A}} Try out cumulative talk by asking pupils to create a class story, contributing one line each whenever they are handed the magic microphone by their peers. Use some of the techniques discussed in this session to create a supportive environment, for example: positive body language, enthusiastic tone, listening to each other before speaking and building on what the previous person has said. Encourage any shy children to have a go, and repeat the activity with another topic on other occasion so they get more used to public speaking. | ||
{{setting of follow up}} | {{setting of follow up}} | ||
= Next session = | = Next session = | ||
= {{name for review of follow up}} = | |||
In the last session, we asked you to try out cumulative talk in the classroom? How did that go? | |||
= Introduction to questioning = | |||
= Introduction = | |||
Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine | Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine | ||
* what learners understand, | * what learners understand, | ||
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{{activity|otr| Facilitator talk on open and close questions.|5}} | {{activity|otr| Facilitator talk on open and close questions.|5}} | ||
{{activity|Game| on open and closed questions.|5}} The facilitator will ask you to categorise the questions on your list, one at a time, as open or closed and to move to the corresponding side of the room. Work through your questions one at a time and categorise them as closed or open when asked to do so. For each question, move to the side of the room marked OPEN if that question is open or to the side marked CLOSED if that question is closed. Be prepared to explain your rationale to the rest of the group. | {{activity|Game| on open and closed questions.|5}} The facilitator will ask you to categorise the questions on your list, one at a time, as open or closed and to move to the corresponding side of the room. Work through your questions one at a time and categorise them as closed or open when asked to do so. For each question, move to the side of the room marked OPEN if that question is open or to the side marked CLOSED if that question is closed. Be prepared to explain your rationale to the rest of the group. | ||
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}} | }} | ||
= Handouts = | = Handouts = | ||
