1 Core Competencies for Primary School Teachers in Crisis Contexts

Day 3 Pedagogy Session 1: Active and Engaging Instruction 2

Objectives Explain why it is important to use a range of active teaching strategies. Use a range of active teaching strategies in your own classrooms. 3 By the end of this session you will be able to:

Visioning Activity Draw this chart on your paper. Leave enough room for your responses. QuestionTeacher Actions Student Actions Classroom Environment Feeling

Bowline knot Take a length of rope and put it around a table/chair leg. Hold the rope so that the longer end is in your left hand and the shorter end in your right hand. Make a loop with the piece in your left hand. Hold the place where the rope crosses at the loop between your thumb and forefinger. Hold the loop flat. Take the piece in your right hand and pass it up through the loop. Now pass it under the straight piece next to the loop and then down through the loop. Hold both pieces in one hand and slide the knot towards the top of the chair/table leg. You have now successfully tied a bowline knot. 5

Teaching Strategies… Lecture Visual Demonstration Individual Problem Solving Group Work Which did you prefer? Why? Why do you think good teachers use a range of teaching styles? 6

7

Day 3 Pedagogy Session 2: Questioning Strategies 8

Objectives By the end of this session you will be able to: Describe different types of questions. Use different types of questions to engage students in critical thinking. Use questions in an active and engaging way. 9

2 Types of questions Closed Questions Open Questions 1.What are the strengths of using open questions? 2.Why might only using closed questions be a problem? 10

11

Do / Do Not 12 DODo Not

Do / Do Not 13 Give students positive feedback and encouragement Ask questions of only certain children. Use open questions Ask questions in a threatening way (such as shouting). Ignore children’s answers. Build on students’ answers with responses such as ‘Why do you think that is true?’ or ‘Can you give me an example of that?’ Give students time to think about their answers and ideas. Embarrass students if they get the answer wrong. Always ask the same types of questions (such as ‘closed’ ones). Ask questions to many different students.

Practice Teacher: What is the definition of an Island? What do you think? Student: An Island is like Cypress. Correct Answer: An island is a piece of land surrounded by water. How should the teacher respond? 14

15

Day 3 Pedagogy Session 3: Inclusion and Differentiation 16

Objectives ●Describe obstacles that vulnerable student populations face. ●Identify strategies to create an inclusive classroom. ●Use differentiation strategies. 17 By the end of this session you will be able to:

Inclusion 18 Have you ever felt excluded or noticed someone else being excluded? How does it feel? In our classrooms, who might need extra help to feel included?

Connect the Dots 19 1.Draw the following picture on your own piece of paper. 1.Connect each of the 9 dots using only 5 lines. Try 4 lines!

Differentiation How can we identify our students need and abilities? How can we differentiate lessons without damaging student confidence and self esteem? 20

Differentiation ❖ By support ❖ By grouping ❖ By task ❖ By questioning 21

22