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OER4Schools/Introduction to whole class dialogue and effective questioning: Difference between revisions
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OER4Schools/Introduction to whole class dialogue and effective questioning (view source)
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{{activity|magic microphone| in the classroom: | {{activity|magic microphone| in the classroom: role-play.|10}} Repeat the above activity, but this time role-playing how you would carry out the activity in the classroom with pupils. Think of your own questions to use in the classroom. Make a note of these questions, so that you can try out the activity in the classroom. As you are planning, consider these questions: | ||
* How easily will the children be able to answer the questions? | * How easily will the children be able to answer the questions? | ||
* Will the microphone get stuck because a child cannot answer? | * Will the microphone get stuck because a child cannot answer? | ||
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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: | ||
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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). | 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). | ||
{{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. | {{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. | * 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). | * 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). | ||
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= Follow-up activities = | = Follow-up activities = | ||
{{activity|Agreeing follow up activities|5}} | {{activity|Agreeing follow up activities.|5}} | ||
{{fup|A}} Try out the ‘magic microphone’ technique with an easy question for pupils to answer (e.g. “what’s your favourite food?”); every child should say something, but keep the pace rapid so it doesn’t take too long – if someone isn’t ready, come back to them. | {{fup|A}} Try out the ‘magic microphone’ technique with an easy question for pupils to answer (e.g. “what’s your favourite food?”); every child should say something, but keep the pace rapid so it doesn’t take too long – if someone isn’t ready, come back to them. | ||
