Warmer vs Context Setting

Hello!

There have been instances when I have mixed up a warmer with context setting. It was during my TEFL course that I learnt how to use them without confusing the two. I am happy to share whatever little I have gathered.

Let's begin by understanding the differences between the two:

Purpose:

A warmer is done before beginning a class with the objective of helping the students feel relaxed and also to create enthusiasm among them. It's a great tool to get their attention and also activate their pre existing knowledge of a topic. 

A context setting takes place after a warmer. It is the part where a topic is partly revealed and students can bridge the gap from known to unknown. 

 Topic disclosure:

At the warmer stage, a child does not hav e much clue about the topic; however, the activity is related. Whereas, in case of context setting, it is like the trailer of a movie hence it must be perfectly edited in order to arouse excitement among the class and help them arrive at the topic with teacher's help. 

Types of activities:

For a warmer we can do activities which involve Total Physical Response (TPR), gesture games, listening games. The focus mainly is on body movement which will keep them involved in the activity. 

In case of a context setting, some activities could be - a quiz, a slide show, reading and listening activity, building a conversation, look and say activities, answering questions by looking at an aid. Students should get an idea what they are going to learn about and try to arrive at the topic. 

Now let us look at some of the similarities:

• Time duration - 2-3 minutes each in a class of 50-55 minutes.
• Both should be age and topic appropriate.
• Students should be involved completely in both the activities.
• Simplified instructions for both in order to elicit maximum responses.

I hope the following examples helps:

Example 1 - 

Topic - Alliteration

Warmer - a song on alliteration - Four Fat Fish

Teacher plays the song and asks the students to dance along and while the song plays teacher repeats the alliterative words in a very subtle way. (Total Physical Response)

Context Setting - Teacher says a tongue twister 3 times, asks students to listen first then they repeat after the teacher as instructed. (Listening and Speaking)

Example 2 - 

Topic - Verbs

Warmer - playing a game - Simon says - Students participate in the game as instructed by teacher (use of TPR)

Context Setting - Using a slide show to display images and asking the students to identify what is happening. Teacher will elicit responses and stress on the action words.

I would like to add that a novice teacher should try to keep the two separate when planning a lesson; however, with experience they can be gradually clubbed together transiting a warmer into context setting.

Designing Driving Questions

Hello!

I recently came across the idea of using Driving Questions (DQ) in classroom situations and more suitably when planning a PBL (Project based Learning). Before designing driving questions let us look at the main components of PBL. 

PBL is student centered and it can help students to:

• learn by doing 
• apply previous knowledge
• work in groups
• give peer feedback (critical friends)
• think creatively and critically 
• get long lasting knowledge

I have learnt that a great way to start a PBL in your classrooms is by putting forward a driving question in front of your class. However, it has to be designed appropriately in order to achieve the objective of the PBL.  We can do it in smaller groups or as a whole class. 

A driving question:

• creates a 'need to know' approach among students 
• promotes eagerness, curiosity, discussion, justification and possible solutions
• since the questions are open-ended, there is immense scope for creativity and out of the box thinking

Let's look at designing a DQ - 

There are 4 main parts to a Driving question. 

• INCIPIT - The first part of the question which makes students feel involved and provokes curiosity. Examples - 'How can we.......', 'What can we do....', 'How would you...'

• CHALLENGE - The second part of the question poses a situation/challenge/problem. Students analyze the situation and it tells them what they are supposed to do or what kind of product they can prepare. Examples - 'design your own restaurant..', 'plan and prepare a meal...', 'solve the garbage problem', 'ensure people follow traffic rules..'. Key words - plan, prepare, help, solve, create, instruct, design, etc.

• GOAL - Goal should be tangible, specific and clear. It motivates students to accomplish a cause or goal. Examples - 'to feed people..', 'to make the world a better place...', 'to bring/ensure peace...', etc.

• AUDIENCE - The outcomes of PBL are not just for the teacher or the classroom audience but it must have an impact of something or somebody known. Having a audience will the guide the students towards the questions - 'who for' or 'what for'. Examples - 'in our community..', 'in your city..', 'across the globe..', 'your neighbours..' etc.

It is suggested that we design a DQ in the same order as above - Incipit, Challenge, Goal and Audience. However, Goal and Audience can be placed interchangeably.

Let's look at a few examples of DQs- 

1. How can we plan a school carnival that will raise money for our school?

2. What can you do to ensure people follow traffic rules in your city?

3. How would you design your own reading club that will attract young readers in your neighbourhood?

DQs may or may not be related to the subject topics under study. Questions can be based on real life problems or situations to which students can relate and come up with concrete solutions.

The journey of PBL usually begins with a DQ; hence, it is important that they are well thought and designed, much before hand, and aim at creating eagerness among our students and make learning long lasting.