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Active Questioning Active Learning Science

This document provides an overview of an international series on approaches to learning and teaching science. [The series aims to provide practical teaching resources for teachers worldwide and put learning theories into classroom context. It will include titles on various science subjects as well as other topics like literature, history, and primary education.] The core chapters of the series focus on active learning, assessment for learning, metacognition, language awareness, inclusive education, teaching with digital technologies, and global thinking.

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33 views22 pages

Active Questioning Active Learning Science

This document provides an overview of an international series on approaches to learning and teaching science. [The series aims to provide practical teaching resources for teachers worldwide and put learning theories into classroom context. It will include titles on various science subjects as well as other topics like literature, history, and primary education.] The core chapters of the series focus on active learning, assessment for learning, metacognition, language awareness, inclusive education, teaching with digital technologies, and global thinking.

Uploaded by

Z Jazz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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International Approaches to Learning

and Teaching: Science


Active talk: Active learning
Mark Winterbottom
Author: International Approaches to Learning and Teaching: Science
21st September 2017
Approaches to learning and teaching
A toolkit for international teachers

Launching this year

Plus 5 more titles next year!

Literature in English
History
Art & Design
MFL
Primary

cambridge.org/education
 On your own…
 Take a piece of paper, and tear it into 6 pieces. Write down a
short phrase on each piece, which describes what you want
from a book about teaching and learning.

 Put the pieces of paper together on your table, and arrange


them into clusters if they match up. Write down the name of
each cluster next to each pile of papers.
‘Approaches to Learning and Teaching’ Series
Purpose of the series

 To update the ‘Teaching and


Assessing Skills’ series published in
2003
 To offer practical resources for
teachers worldwide
 To put theory into context – ‘know how
and know why’
 To provide a companion to teaching
and to enhance teacher CPD
 To support Cambridge International
Examinations’ “enrichment” workshops
which aim to transform classroom
practice
‘Approaches to Learning and Teaching’ Series
Objectives of the series

 To support teachers in their


professional development
 To offer a shared vision of professional
learning in schools
 To present a clear construct of what
we believe to be the key principles and
practices of teaching and learning
 To provide practical ideas backed by
research evidence
 To explore different techniques and
provide tips for how to use them
‘Approaches to Learning and Teaching’ Series
Core chapters:

 Active Learning
 Assessment for Learning
 Metacognition
 Language Awareness
 Inclusive Education
 Teaching with Digital Technologies
 Global Thinking
Questioning and talk

‘This is the teacher’s great skill: to bring all


students in a class into a question and answer
exchange… adjusting the level of questioning to
the student in a subtle way’

‘Children, we now know, need to experience a


rich diet of spoken language in order to think
and to learn’
Types of questions
Who, what, when, why, where, how?

Take four minutes as a group to write down as


many questions as you can about the object below,
using the question words above.
Photocopier

 Work in groups of four

 Identify runner 1, runner 2, the drawer, and the holder

 When I say, runner number 1 should run to look at the


picture, run back and describe it to the drawer. The drawer
may not ask questions, but must draw what they are told.

 After a few minutes, I will ask runner number 2 to look at the


picture, run back and tell the drawer how to improve the
drawing. The drawer may ask questions.
What happened to the quality of the
drawing after runner 2?

Choosing the appropriate language is


important in your teaching.

Enabling children to ask questions is


important in their learning.
Build a tower

 In groups, you have 10 minutes


to build a structure out of paper.

 The structure must be as tall as


possible.
 After 5 minutes (I will tell you
when), you must send an envoy
to the next table.

 The envoy must tell the next


table the the best design feature
in your structure.

 The envoy will also return with


the next group’s ‘best feature’
 When I say, tour the structures,
and decide which you think is
the best. The best one is not
necessarily the tallest one.

 Return to your table, and explain


which you think is best to the
rest of the group and why.
 On separate sheets of paper,
write down all the criteria which
the group members used to
judge the structures.

 Together put the criteria in rank


order according to the order of
importance.
Let’s discuss the chapters

Go and find a new table (don’t sit with


anyone you were with before).

Look at the list of chapters on the board

As a group, think about how the process


and outcome of what you have done
aligns with putting into practice the
priorities of those chapters.
Plenary

‘Approaches to Learning and Teaching’ Series


Core chapters:

 Assessment for Learning


 Active Learning
 Metacognition
 Language Awareness
 Inclusive Education
 Teaching with Digital Technologies
 Global Thinking

How do the activities we have done today link to the core chapter
titles?
Dialogic Teaching
Dialogic teaching harnesses the power of talk to engage children,
stimulate and extend their thinking, and advance their learning and
understanding.
Dialogic teaching is:
 Collective: teachers and children address learning tasks together,
whether as a group or as a whole class
 Reciprocal: teachers and children listen to each other, share ideas and
consider alternative viewpoints
 Supportive: children articulate their ideas freely, without fear of
embarrassment over ‘wrong’ answers; and they help each other to re
ach common understandings
 Cumulative; teachers and children build on their own and each others’
ideas and chain them into coherent lines of thinking and enquiry
 Purposeful: teachers plan and steer classroom talk with specific
educational goals in view
Your favourite activity

 Take any of the chapters, and Assessment for Learning


write down one learning activity Active Learning
which you think could be included
Metacognition
in that chapter.
Language Awareness
Inclusive Education
 Tour the tables, and look at each
other’s activities. Teaching with Digital Technologies
Global Thinking

 Decide which is your favourite


and why.
Any questions?
THANK YOU
What do
What do you think is
you think
happening in this
is
picture?
happenin
g in this
What questions does
picture?
this picture make you
ask?

How could you use


this picture in an
English lesson?

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