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OER4Schools/mlw2014: Difference between revisions
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}}[[Category:Dialogue]][[Category:Questioning]] | }}[[Category:Dialogue]][[Category:Questioning]] | ||
Note that to keep heading numbers simple, we are going to continue with top level headings, rather than creating sub-sections of section 3. | |||
= Welcome to the workshop = | |||
Let's go round and hear from each other. What is our background, and what are we interested in? What do we want to get out of this workshop? Let's appoint two scribes, and take notes. Let's share contact details. | Let's go round and hear from each other. What is our background, and what are we interested in? What do we want to get out of this workshop? Let's appoint two scribes, and take notes. Let's share contact details. | ||
= Introducing cumulative talk - creating a story together = | |||
{{ednote|text= | {{ednote|text= | ||
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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). | ||
= Creating a supportive environments for learning = | |||
=== Introduction to the lesson (for context) === | === Introduction to the lesson (for context) === | ||
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You can use the [[OER4Schools/activity_template|activity template]] if you like. | You can use the [[OER4Schools/activity_template|activity template]] if you like. | ||
= Introduction to questioning = | |||
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|wcd|: Reflecting on current practice.|5}} Where do you stand? Is your current practice of generating questions more open or more closed? | {{activity|wcd|: Reflecting on current practice.|5}} Where do you stand? Is your current practice of generating questions more open or more closed? | ||
== Reading about open and closed questions == | === Reading about open and closed questions === | ||
{{activity|otr|: Reading about open and closed questions.|5}} | {{activity|otr|: Reading about open and closed questions.|5}} | ||
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= More browsing: OER4Schools, ASKAIDS, ORBIT, ... = | = More browsing: OER4Schools, ASKAIDS, ORBIT, ... = | ||
http://oer.educ.cam.ac.uk | {{activity|stgw|Browsing the OER4Schools resource.|30}} Now browse the wiki again (http://oer.educ.cam.ac.uk), either exploring further parts of the OER4Schools resource, or exploring the ASKAIDS resource, or the ORBIT projects. Is there anything that takes your interest? As above, as you are browsing make a note of what you find, and consider: | ||
* PMI: What do you think is a plus, what is a minus, what do you find interesting? Why? | |||
* How would you be able to use this resource for your own purposes? | |||
{{activity|wcd|What did you find?|30}} We now discuss what you found. | |||
= Making a plan for the use of the resource = | = Making a plan for the use of the resource = | ||
{{activity|wcd|How much you use the resource?|30}} We should now have a good overview of the OER4Schools resource. The OER4Schools programme is a complete programme, but you could also use parts of it. Is there overlap with your own activities? How might you be able to use OER4Schools? Or perhaps there is something that you can contribute? | |||
= Follow-up activities = | = Follow-up activities = | ||
{{activity|afua| | {{activity|afua|30}} What activities are we envisaging following up from this workshop? When are we doing them? How do we feed back? Let's agree a few activities that we might be able to do. | ||
{{fup|1}} Activity 1. | {{fup|1}} Activity 1. | ||
