The standard view of this forum does not always work well with assistive technology. We also provide a simpler view, which still contains all features. Switch to simple view.
Picture of Kris Stutchbury

Kris Stutchbury Post 1

10 Jul 2020, 17:44

Activity 2.4 Analysing teaching

Use this thread to describe a classroom activity in your subject that could be used to teach thinking skills. You can describe a sequencing exercise as in the case study, or provide another example. 

Course Instructor

Ndidi Ofole Post 2 in reply to 1

13 Jul 2020, 19:32

I used e case study to teach my course on gender inequality.

Sequence

  • Distribution of . hard  copy of the case to the learners
  • Sharing of links, resources and websites for the topic
  • On the lesson day, the learners were asked to reflect on any gender based inequality have seen or witnessed
  • The students learning outcome was projected
  • The e-case was projected 
  • The students were given given some minutes to jot down  some points
  • The learners were grouped into three using the names of popular fruits
  • Group A was asked to play the role of community members who are the custodian of culture
  • Group B to play the role of Human rights advocates
  • Group C to play the role of the government ad gate keeper
  • Each group was given 10 minutes to brainstorm while secretary jots down points as directed by the chairman
  • Each  group presented for ten  minutes
  • The learners provided feedback
  • I concluded and wrapped the session linking gender inequality to gender based violence



Picture of MARTHA Kabate

MARTHA Kabate Post 6 in reply to 2

17 Jul 2020, 10:30

hi Ndidi,

it is a good sequence exercise

Course Instructor

Ndidi Ofole Post 7 in reply to 6

17 Jul 2020, 11:32

Thank you very much Martha. I am optimistic that very soon, Africans will get it right in the teaching and learning field

Picture of SAMUEL Iroye

SAMUEL Iroye Post 3 in reply to 1

15 Jul 2020, 20:29
Teaching analysis can be carried out using a lot of methods and one of them which I am used  to is Charts and diagram and this has been highly effective
Picture of Michele Deane

Michele Deane Post 10 in reply to 3

20 Jul 2020, 20:26

Hello, Samuel. I would love to be able to visualise how this works. Could you possibly  provide us with a few practical details on how the lesson would enfold?

Picture of Adeyinka Adeboyejo

Adeyinka Adeboyejo Post 4 in reply to 1

15 Jul 2020, 21:16

A familiar model in which I was a student is one in which learners are expected to read self explanatory and learner friendly course materials, after which they come together in well organized study groups. Each group determine when, where and how they meet, subject to the availability of an assigned facilitator.

The meeting is usually for the purpose of sharing what each learner has read, with emphasis on shady/complex areas.

Our facilitator played the role of a moderator, adviser and a stimulant for the discussion of relevant subject matter.

Picture of MARTHA Kabate

MARTHA Kabate Post 5 in reply to 1

17 Jul 2020, 10:29
on a sequence exercise, 
i teach grade three on Tanzanian currency  specifically on identification of Tanzanian  shillings banknotes.
- Learners will be told a day before while at home to identify the Tanzanians shillings  banknotes from their parents  , guardians
- the following day in  actual  classroom , a teacher groups the class into 5 groups,
-  Each group will have to discuss by mentioning  and list the Tanzanian shillings  banknotes  they found at home and the answers to be noted  for later presentation
- Each group will present their answers, and get comment from the teacher
- for more teaching a teacher then will provide  to each group a  banknote,  group one will have 500;  group two 1000; group three 2,000; group four 5,000 and group five 10,000. 
- Each group will have to discuss again , at this time the discussion will be on the identification of the banknote and their characteristics including the color and symbols  found and the amount.
- again each group will have to share their answers to other fellows through presentation  for teacher's comment whether they are right  or wrong and for correction 


Picture of Angore Mbitha

Angore Mbitha Post 8 in reply to 1

17 Jul 2020, 21:58

Preparation for clearing soiled plates:

1.     Keep good eye contact with the table and prepare to clear the soiled plates.

2.     Only proceed when all the guests have finished their course, all plates, cutlery and side dishes related to the dish must be removed.

3.     For removing equipment from the table, the same service rules apply as for serving the items.

4.     If the item is served from the right, it must be removed the right.

5.     Of course, if the guest is not easily reachable from that side, one shall collect the items from the other side.

6.     The guests on the table have finished eating.

7.     The cutlery is placed together on the plate.

8.     There is nothing left on the plate.

In the steps above the students will develop their thinking skills by identifying the exact activities to be done.
Mil

Bashiru Saliu Post 9 in reply to 1

18 Jul 2020, 23:00
I will give links to what to read, and explain what to look out for

I will bring a hard copy to class in case of failure

I will demonstrate to the student 

I will ask student to do similar task

I will evaluate them

Picture of Michele Deane

Michele Deane Post 11 in reply to 1

20 Jul 2020, 20:32

Some really great examples! 

I feel all examples have the potential of being bored and adapted to our own circumstances. Some of them need to be expanded a little and made more practical.

The ones that I feel work best are the ones where we can actually picture what happens in the classroom.

Thanks you for sharing your practice!



Picture of Andrew Ibrahim

Andrew Ibrahim Post 12 in reply to 1

22 Jul 2020, 23:17

Grouping large classes

Preparing adequately

Removing extra furnitures

Moving around the class

Knowing students by their names and

assessing questions related to students experience

Picture of Kris Stutchbury

Kris Stutchbury Post 15 in reply to 12

31 Jul 2020, 09:09

Andrew - I am glad that you highlight using students' names as important! I agree. It is very challenging in a large class, but you can pick up on clues, such as looking at the names on their books, or you can even ask them to make a name label.

Picture of Paul Idris

Paul Idris Post 13 in reply to 1

23 Jul 2020, 06:56

* the learners can  a be ask to plant two seeds, one a living and the other dead, provided by the teacher. (plant A $ B)

*  the learners can be group if the class is a large one.

*  the learners can be asked to give equal treatment to both the planted seeds for a given time(days)

* of course one of the plant will germinate while the other will not.

* then the learners will be asks to think-out what could have make Seed A  to germinate and Seed B  not. If the learners did not know that seed B is a dead one, they may explore all others factors that might caused a seed B  not germinate including the issue of the dead seed, and what could have make seed A also to germinate.


Picture of Linet Njagi

Linet Njagi Post 14 in reply to 1

24 Jul 2020, 10:03
give them homework of our next topic, tell them what is required of them and direct them where to read ,the following day during that lesson i will allow the students to tell me what they found out before i start lesson
MY PASSPORT PHOTO

Gladys Rotich Post 16 in reply to 14

31 Jul 2020, 13:32

Coincidentally i used a case study last week to my student teachers as we did online learning.

the topic was PSYCHO-SOCIAL EFFECTS OF DISABILITY.

Was the first time for students to use online learning and since we discussed the effects to parents and to the individual with disability.

" John is 25 yrs of age and is the only child to a local politician.As he drove his dad's car, he got and accident and he is to remain on a wheelchair the rest of his life. What is t-he psycho-social effect of disability to both John and his dad?"

I finally gave them a case study and next week they are to give  feedback and i intend to randomly give them a chance to share their views.

Am yet to learn how to group them online....

 

Picture of Sandra Amos

Sandra Amos Post 17 in reply to 16

1 Aug 2020, 09:50

I think case studies are an important tool. Why do you favour using case studies John? What do they provide?

Picture of Nila Oduori

Nila Oduori Post 18 in reply to 14

3 Aug 2020, 14:21

This is a good approach, i use it all the time and i discovered that if sometimes you do not pinpoint at individual students to share, no one will

Picture of Jacqueline Korir

Jacqueline Korir Post 19 in reply to 1

7 Aug 2020, 11:23

In event management course, I can use a case study by presenting a scenario of a crisis that occurs in a live event and ask students to think of possible ways of solving the situation.

Picture of Felix Olakulehin

Felix Olakulehin Post 20 in reply to 1

8 Aug 2020, 00:34

I use a lot of classroom discussion in my class and I often set out two competing views of the same idea and I like to record the points raised by supporters of each view. But my major interest is not just the point being raised, but why they think so. One topic I have asked often is Free Education: Should Education be free? Who would pay for it if its free? Its usually an emotion filled session when this topic is being addressed. With each side advancing views that everyone in class is sure to recall at a later date when they are dealing with a similar question in their examination. 

Picture of Michele Deane

Michele Deane Post 21 in reply to 20

9 Aug 2020, 13:38

Great idea! Setting up a debate on such topics would also provoke interesting outcomes, possibly encouraging participants into considering a wider range of possibilities.

For more about debates, see

A lot of food for thought, thanks Felix!

Picture of Felicia Oamen

Felicia Oamen Post 22 in reply to 1

11 Aug 2020, 12:53

I have adopted the following teaching activity in the past for teaching narrative writing. I grouped learners into five teams and encouraged them to find folk tales which could be found in  their local communities. During the lesson, a representative of each group is given 5 minutes to narrate their stories. Then, i used the stories as a basis for teaching narrative essay writing

Picture of Michele Deane

Michele Deane Post 23 in reply to 22

11 Aug 2020, 13:41

I love the idea of sourcing the folk tales in the local community. I would be really interested to read how you tackled the teaching of narrative essay writing. How did you support your learners breech the big gap between reading and understanding folk tales and creating their own narratives? 

Picture of Chimdiebere Joseph

Chimdiebere Joseph Post 24 in reply to 1

8 Sep 2020, 06:24

- Flexible use of whole - class, group and pair work where students discuss a shared appropriate task.

- Frequent and relevant use of learning materials, beyond the textbook.

- Open and closed questioning , expanding responses, encouraging student questioning.

- Letting the students to demonstrate and explain their work.

Toluwase Olanipekun

Toluwase Olanipekun Post 25 in reply to 1

14 Sep 2020, 15:23

I can teach my students on 'Human Cell' by giving them group activities to discuss the function of each organelle in the human cell. They can be asked to draw the diagram of each organelle. They can also cross match the organelle to their functions. 

Discussion tags: activity 2.4, analysing teaching, teaching thinking skills