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OER4Schools/AVU2014: Difference between revisions
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{{OER4S | |||
|title=Faculty of Education Workshop May 2014 | |||
|session=8.6 | |||
}}{{OER4SchoolsWSInfo | |||
|description=This is a trial session for our OER4Schools programme. We are doing a few activities together (such as cumulative talk, questioning, project-based learning) which are drawn from our programme.<br> | |||
|intention=The learning intention is for participants to get a good practical overview of the OER4Schools programme, and to evaluate whether the programme could be useful for their sessions. | |||
<br> | |||
|success criteria=Success criteria are: | |||
* Participants are able to select one or more activities and sessions that are useful for them. | |||
* Participants are able to evaluate how the programme fits into their own education planning. | |||
|ict=Participants have been asked to bring laptops and tablets (where available) so that they are able to browse the resource during the session. | |||
|resources=Overhead projector, paper, pens. | |||
}} | |||
AVU workshop, November 2014 | AVU workshop, November 2014 | ||
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= Creating a supportive environment for learning = | = Creating a supportive environment for learning = | ||
=== Introducing cumulative talk - creating a story together === | |||
{{ednote|text= | |||
Cumulative talk is talk in which all participants agree and add to the previous talk (or sentence). | |||
}} | |||
{{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: | |||
* 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 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 | |||
* 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 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= | |||
Story building introduces the notion of cumulative talk but moving to talk about curriculum topics is the next step and of most relevance across subject areas. | |||
Facilitator can explain that during classroom discussion about a curriculum topic, the teacher can introduce the notion of Talk Rules, if needed. Some examples are: | |||
* “everybody listens when one person talks” because they have to add to what has previously been said | |||
* “respect others’ ideas” by adding to their idea, rather than changing it | |||
* “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 properly to each other) | |||
You may want to ask participants to generate their own examples of Talk Rules. | |||
}} | |||
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 – which involves more reasoning and argumentation). | |||
=== Introduction to the lesson (for context) === | === Introduction to the lesson (for context) === | ||
