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OER4Schools/AVU2014: Difference between revisions
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= Creating a supportive environment for learning = | |||
=== 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, just to introduce Eness' lesson, let's watch these two videos: | |||
{{: Video/Eness vertebrates 4.mp4 }} | |||
{{: Video/Eness vertebrates 5.mp4 }} | |||
=== Whole class discussion: Creating a supportive environment === | |||
{{activity|otr|: Video on classification of vertebrates.|10}} Video clips Eness vertebrates 10 ("Is a boy a mammal?") and 11 ("Is a whale a fish or a mammal?"); lively class discussion about classifying these animals, deliberately chosen to create controversy and to challenge the pupils''' | |||
{{: Video/19 Eness 3 vertebrates 10.mp4 }} | |||
{{: Video/19 Eness 3 vertebrates 11.mp4 }} | |||
{{activity|wcd|: on the learning environment and classroom management.|10}} | |||
* Was there a supportive environment for pupil participation and dialogue in this lesson?{{lfl|2}} If so, how did the teacher achieve this? | |||
* How did she help students to work out whether the boy and the whale were mammals? Did this discussion move their thinking forward?{{lfl|1}} | |||
* What did you think about teacher control and pupil learning in these video clips? How would a horseshoe seating arrangement have impacted on this? | |||
* How would you manage something similar in your classroom? How would you encourage pupil talk without losing too much control? | |||
{{ednote|text= | |||
Did participants notice the “wait time” after asking a question before the teacher made a further contribution or question? Increasing wait time a little increases thinking time, and in turn leads to an improvement in the quality of students' responses. | |||
}} | |||
=== Reflection on what we have learned === | |||
{{activity|wcd|: Reflecting on what you have learnt.|10}} Reflection on what you have learned from this session about: | |||
* Body language for encouraging dialogue | |||
* Cumulative talk | |||
* Encouraging most pupils to talk | |||
* Withholding feedback sometimes to motivate pupils without fear of “wrong” answers: not evaluating pupil responses, just accepting them | |||
* Forming rules for dialogue | |||
* 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}} | |||
You can use the [[OER4Schools/activity_template|activity template]] if you like. | |||
= Brainstorm = | = Brainstorm = | ||
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}} | }} | ||
= Brainstorming in the classroom = | = Enquiry Ideas: Investigating my body and how it works = | ||
Children are naturally curious about how their bodies work so this is a rich area to draw on for enquiry ideas. A simple and straight forward enquiry into pulse rate and how it varies with exercise requires minimal equipment, just a stopwatch (or a clock with a second hand) and some accurate counting. Students can come up with different types of exercise such as running on the spot/sprinting/going up and down stairs and see how these affect their pulse rate. They could also look at whether or not their pulse rate is different when they are lying down. | |||
Here is a short videos of a Zambian teacher working on an enquiry topic centred around how our bodies work: | |||
* lung capacity and how it varies with height/sex/pulse rate/chest circumference | |||
{{: Video/Aggie lung capacity.m4v }} | |||
{{Related resources|text= | |||
As well as providing an additional context for enquiry work, this substantial '''TESSA''' resource ''Investigating Distance'' will help you to develop ways of teaching in a more pupil-centred way and contains useful ideas on how to improve your ability to organise, support and assess practical investigations. | |||
Reading through the case studies will be useful when you are developing your own enquiry ideas, especially case study 3 which emphasises the importance of assessing students' prior understanding and ensuring that they have the necessary skills before embarking on an independent enquiry. | |||
[[File: Investigating_distance.pdf]] | |||
}} | |||
== Brainstorming in the classroom == | |||
{{ednote|text= | {{ednote|text= | ||
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http://www.zedupad.com/zambian_school_lessons.php | http://www.zedupad.com/zambian_school_lessons.php | ||
}} | }} | ||
