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OER4Schools/eLA2014: Difference between revisions
From OER in Education
→Introducing cumulative talk - creating a story together
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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|horseshoe 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. | {{activity|cumulative talk|: Creating a story together|10}} All the participants get up to rearrange the seating. Arrange the group in a {{activitytag|horseshoe 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: | A good story would: | ||
* be contextually appropriate: for example, use common names of characters and a setting familiar to participants. | * 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 | * have a theme relevant for participants such as education (girl-child receiving schooling later supports family), importance of forests and wildlife (saving a snake later becomes useful for the 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 | * be short and have few characters, and | ||
* have a problem which is collectively resolved in the end. | * 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 | For instance, you could create a story about welcoming a new child to the school, perhaps a child with an impairment of some kind. The 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= | {{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. | 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 way of moving towards whole class dialogue). | The activity we just did is an example of “cumulative talk”, where participants build on what the previous person has said (“cumulative talk” is one way of moving towards whole class dialogue). | ||
= Creating a supportive environments for learning = | = Creating a supportive environments for learning = | ||
