Story follow up activities

If you go to this playlist on youtube you’ll find lots of ideas for things that can be done in online sessions with the young people that we serve. But there aren’t so many examples there of whole 45 minute or one hour sessions (apart from this brilliant example by Alex and Sahar)

Our new volunteers understandably have lots of questions about what a whole session might look like?

-What kinds of activities might happen during a 45 minute period?
-How can we link activities together in a session?
-How can we involve everyone in the class in activities?
-How does an online session fit with what has happened before in previous sessions, or with their regular classes?
-What is the role of the classroom teacher in the process?
-How do the students generally respond to what we do?

In the video below you can see a sequence of activities that I did a few days ago with a small group of around 15 girls from Beach Elementary Co-Ed UNRWA school in Gaza. In the previous week’s session I’d told them the story of Juha and the Meat. It’s certainly not a model lesson by any means but I think it does provide some possible answers to the questions above. Above all I think it shows how nice the kids are to work with!

Please feel free to ask questions or post comments below..


4 thoughts on “Story follow up activities

  1. One of the great things about using Zoom for these sessions is that everything can be easily recorded and this makes it much easier for us to reflect on what the students are doing, as well as what we’re doing as remote volunteers. Watching this video last night I noticed something that I could have done a lot better – that is challenging the students to process language before ‘translating’ things into gestures.

    An example is when I ask them the question, “How many people are pointing at the cat?” I mimed ‘pointing’ straight away as I said the words because I suspected that lots of them wouldn’t know what that word meant.

    However, if I’d said the word without the mime initially I would have challenged them more to process the word and possibly predict what it might mean?

    What do you think?


  2. Thank you Nick for sharing the video!
    Yes, I think using miming , body language and gestures help the students in a way or.another in guessing the context .
    How about using ICQs when doing activities through online sessions? I mean asking the students questions about the instructions you have already given .I myself use this in my classromm and it works very well .
    Bravo, girls .Keep up grear work.


    1. Thanks for your comment Haneen. But I think sometimes that we can overuse mime as teachers (I think I do anyway) – and this means that students don’t process the words that they are hearing so much.

      Great idea about using Instruction Checking Questions (ICQ’s) with the students in remote sessions. As you noted, I think there are lots of places where I could have used these effectively as a piece of direct communication with the learners – especially at the point where I was telling the students at the front to tell the others what to do. Thanks very much for noticing that. I’ll try to incorporate it into future sessions that I do.


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