OER in Education - User contributions [en]

Video/Africa Colloquium March 2014

2014-05-19T10:46:21Z

Hsn29:

{{video
|realtitle=Africa Colloquium
|src=fP8OWjxQYok
|title=Introduction to the OER4Schools Programme
|duration=12:49
|name=Africa Colloquium
|series=Talks
|youtubeaccount=oer4schools
<noinclude>|semantics=yes</noinclude>
}}
<noinclude>
More talks from the colloquium http://sms.cam.ac.uk/media/1681317.
</noinclude>

OER4Schools

2014-05-19T10:41:12Z

Hsn29: /* Introduction */

{{OER4S
|title=OER4Schools
|session=0}}__NOTOC__ __NUMBEREDHEADINGS__{{DISPLAYTITLE:The OER4Schools Professional Learning Resource}}
= Introduction=

[[Image:Eness IMG 0785 square.jpg|link=OER4Schools|266px]]
[[Image:CCElogo.jpg|link=CCE|150px|The Centre for Commonwealth Education|thumb]]
[[Image:CETlogo.png|link=http://www.commonwealtheducationtrust.org/|150px|The Commonwealth Education Trust|thumb]]
This is the professional learning resource of the OER4Schools project at the [[CCE|Centre for Commonwealth Education]]. For more information about this project, visit [http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/oer4schools/ the OER4Schools project page]. To learn more about the aims and content of the resource, see [[OER4Schools/Overview|Overview]]. If you are planning to use this resource, then do contact us to see whether we can collaborate in some way.

The resource was collaboratively authored, primarily by [http://www.educ.cam.ac.uk/people/staff/hennessy/ Sara Hennessy], [http://www.bjohas.de Bjoern Hassler], Nitu Duggal, Wei Shin Leong, and Janet Blair of the University of Cambridge Faculty of Education, and Abel Makonga and Agness Tembo of Chalimbana Basic School (Chalimbana, Zambia). Other contributors to specific pages are acknowledged there. A number of aspects of the OER4Schools programme at Chalimbana Basic School have been supported by http://www.aptivate.org.

= A quick overview =

The video below gives an overview of what the resource has to offer and how it has been used and developed:

{{: Video/Africa Colloquium March 2014 }}

{{: Video/Introduction to Chalimbana Basic School.m4v }}

= Overview of the resource =

Through our research in Zambia we developed a practical professional development (PD) programme for school-based
teacher education, supporting teachers to embed interactive
methods of teaching and learning into classroom practice through
the exploitation of mobile technologies. It moves beyond technology and skills-focused initiatives
by highlighting the crucial role of teacher support in promoting innovation and experimentation
with teaching styles. Our overall goal is to focus on learning, meeting the challenge of moving
away from superficial repetition of facts towards deeper learning and understanding. We aim to
develop teachers’ capability to use tablets, netbooks, e-book readers, Open Educational
Resources (OER) and Open Source software effectively to support students’ learning in
mathematics and science through active participation, dialogue and collaborative enquiry. Our
participatory approach especially values the ‘voices’ of everybody involved. The research is
founded on principles of effective pedagogy in teacher education and classroom teaching in sub-
Saharan Africa. The professional learning programme is suitable for low-resourced primary
schools and colleges (combined with teaching practice), and freely available as an OER. The
resource consists of 25 two-hour sessions, organised in five units, covering interactive teaching
principles, group work, questioning, dialogue, Assessment for Learning, and enquiry-based
learning. Each session is clearly structured and includes unique, professionally filmed video
exemplars of interactive practices in Zambian and South African classrooms, accompanying texts
co-authored with teachers, and facilitator notes. It builds on an established, sustained teacher-led
process for sharing and trialling new practices and digital resources; peer observation; discussion
and joint reflection.

= Units in the professional learning resource =
[[OER4Schools/Overview|Overview of the resource]]:
{{: OER4Schools/Contents }}

See the [[OER4Schools/Detailed outline|detailed outline]] for more information.

The content is developed collaboratively between our facilitators Abel Makonga and Agness Tembo at Chalimbana Basic School and our team at the Centre for Commonwealth Education. We currently only have English language versions. However, you can use Google Translate to view
[http://translate.google.com/translate?hl=en&sl=auto&tl=fr&u=http%3A%2F%2Forbit.educ.cam.ac.uk%2Fwiki%2FOER4Schools French], [http://translate.google.com/translate?hl=en&sl=auto&tl=pt&u=http%3A%2F%2Forbit.educ.cam.ac.uk%2Fwiki%2FOER4Schools Portuguese], [http://translate.google.com/translate?hl=en&sl=auto&tl=sw&u=http%3A%2F%2Forbit.educ.cam.ac.uk%2Fwiki%2FOER4Schools Swahili] and other language versions.

You can also join us on facebook: https://www.facebook.com/groups/oer4schools/
{{OER4S_NextSession}}

OER4Schools

2014-05-19T10:40:50Z

Hsn29: /* Introduction */

{{OER4S
|title=OER4Schools
|session=0}}__NOTOC__ __NUMBEREDHEADINGS__{{DISPLAYTITLE:The OER4Schools Professional Learning Resource}}
= Introduction=

[[Image:Eness IMG 0785 square.jpg|link=OER4Schools|266px]]
[[Image:CCElogo.jpg|link=CCE|150px|The Centre for Commonwealth Education|thumb]]
[[Image:CETlogo.png|link=http://www.commonwealtheducationtrust.org/|150px|The Commonwealth Education Trust|thumb]]
This is the professional learning resource, of the OER4Schools project at the [[CCE|Centre for Commonwealth Education]]. For more information about this project, visit [http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/oer4schools/ the OER4Schools project page]. To learn more about the aims and content of the resource, see [[OER4Schools/Overview|Overview]]. If you are planning to use this resource, then do contact us to see whether we can collaborate in some way.

The resource was collaboratively authored, primarily by [http://www.educ.cam.ac.uk/people/staff/hennessy/ Sara Hennessy], [http://www.bjohas.de Bjoern Hassler], Nitu Duggal, Wei Shin Leong, and Janet Blair of the University of Cambridge Faculty of Education, and Abel Makonga and Agness Tembo of Chalimbana Basic School (Chalimbana, Zambia). Other contributors to specific pages are acknowledged there. A number of aspects of the OER4Schools programme at Chalimbana Basic School have been supported by http://www.aptivate.org.

= A quick overview =

The video below gives an overview of what the resource has to offer and how it has been used and developed:

{{: Video/Africa Colloquium March 2014 }}

{{: Video/Introduction to Chalimbana Basic School.m4v }}

= Overview of the resource =

Through our research in Zambia we developed a practical professional development (PD) programme for school-based
teacher education, supporting teachers to embed interactive
methods of teaching and learning into classroom practice through
the exploitation of mobile technologies. It moves beyond technology and skills-focused initiatives
by highlighting the crucial role of teacher support in promoting innovation and experimentation
with teaching styles. Our overall goal is to focus on learning, meeting the challenge of moving
away from superficial repetition of facts towards deeper learning and understanding. We aim to
develop teachers’ capability to use tablets, netbooks, e-book readers, Open Educational
Resources (OER) and Open Source software effectively to support students’ learning in
mathematics and science through active participation, dialogue and collaborative enquiry. Our
participatory approach especially values the ‘voices’ of everybody involved. The research is
founded on principles of effective pedagogy in teacher education and classroom teaching in sub-
Saharan Africa. The professional learning programme is suitable for low-resourced primary
schools and colleges (combined with teaching practice), and freely available as an OER. The
resource consists of 25 two-hour sessions, organised in five units, covering interactive teaching
principles, group work, questioning, dialogue, Assessment for Learning, and enquiry-based
learning. Each session is clearly structured and includes unique, professionally filmed video
exemplars of interactive practices in Zambian and South African classrooms, accompanying texts
co-authored with teachers, and facilitator notes. It builds on an established, sustained teacher-led
process for sharing and trialling new practices and digital resources; peer observation; discussion
and joint reflection.

= Units in the professional learning resource =
[[OER4Schools/Overview|Overview of the resource]]:
{{: OER4Schools/Contents }}

See the [[OER4Schools/Detailed outline|detailed outline]] for more information.

The content is developed collaboratively between our facilitators Abel Makonga and Agness Tembo at Chalimbana Basic School and our team at the Centre for Commonwealth Education. We currently only have English language versions. However, you can use Google Translate to view
[http://translate.google.com/translate?hl=en&sl=auto&tl=fr&u=http%3A%2F%2Forbit.educ.cam.ac.uk%2Fwiki%2FOER4Schools French], [http://translate.google.com/translate?hl=en&sl=auto&tl=pt&u=http%3A%2F%2Forbit.educ.cam.ac.uk%2Fwiki%2FOER4Schools Portuguese], [http://translate.google.com/translate?hl=en&sl=auto&tl=sw&u=http%3A%2F%2Forbit.educ.cam.ac.uk%2Fwiki%2FOER4Schools Swahili] and other language versions.

You can also join us on facebook: https://www.facebook.com/groups/oer4schools/
{{OER4S_NextSession}}

OER4Schools/Introduction to interactive teaching with ICT

2014-05-19T10:36:54Z

Hsn29: /* The cycle of Plan-Teach-Reflect */

{{OER4S
|title=Introduction to interactive teaching with ICT
|session=1.2
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the interactive teaching technique of '''brainstorming''' and how and when to use it in the classroom,
* '''activity templates''' for interactive teaching techniques and how these can be introduced alongside current lesson plans,
* the '''cycle of ongoing reflective practice''' (plan - teach - reflect) and how this can be used to improve planned interactive teaching activities, and
* an activity on how to use a '''netbook''' to open a web browser.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* plan a brainstorm activity that has the potential to generate lots of ideas,
* complete an activity template for the brainstorm activity that has a clear learning objective,
* do this activity in the classroom,
* reflect on this activity (and revise, if necessary) to ensure maximum interaction from students, and
* use a netbook to open a web browser and induct students in the process before the next session.

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* ''Netbook familiarisation'': Switching on, logging in, opening a web browser.
{{ OER4SchoolsWSInfo/ICT intro students}}
* You will try the same activity in the classroom, introducing your students to the netbooks.
}}

= {{name for review of follow up}} =

{{review of follow up}}

= The cycle of Plan-Teach-Reflect =

{{ednote|text=
In this section, we introduce a key tool for this programme, which we call “The cycle of plan - teach - reflect” ({{activitytag|ptr}}). What this means is that in our professional learning, we progress by planning (e.g.) an activity. We then do this activity in the classroom, and then reflect on the activity (either on our own, with a colleague, or in a group). You can read more about the idea of "{{activitytag|ptr}}".

Sometimes we capture these reflections. The simplest way to capture reflections is on paper. These can easily be shared. Because this involves extra work (e.g. done after a lesson), teachers can be reluctant to do so, and if you ask them to make notes, you may not actually get anything back. It can be helpful to give teachers some prompts, that will remind them to reflect.

It is important to make very concrete plans with the teachers as to when they will be using their activities, and we would strongly recommend that teachers decide on a particular day / lesson / class, when they will trial an activity.

Also arrange with the teachers when they will reflect, for instance agree that the teachers will reflect immediately after the lesson. It is a common pattern for teachers to set the class quiet work. While we do not necessarily encourage this as a good use of lesson time, it is an opportunity for a teacher to quickly write down some reflections. So if a series of interactive activities is followed by some individual work, the teacher could use that time to make some notes using the reflective questions provided.

The participants will plan an activity in pairs. Explore whether it is possible for these two teachers to observe each other doing the brainstorm with their class. That is to say, is it possible for one teacher to set their class some work, to be able to observe the other teacher. In principle, this should only take about 15 minutes, so do explore whether this can be done. We will come back to this in the next session.

As a facilitator, discuss these ideas with the participants, and make concrete plans for when the activities take place (together with peer observation), and when the associated reflection takes place.

We suggest that rather than reading the text below to (or with) the participants, you just draw attention to the diagram, and explain the contents to the participants. Make sure that they understand the reflective questions provided. How do you know, whether they have understood these questions? For instance, you could check whether participants can give concrete examples.
}}
[[Image:plan-teach-reflect.png|thumb|300px]]
[[Image:test.png|thumb|300px]]

{{activity|Introduction| to the cycle of ongoing reflective practice.|10}} Here we introduce the cycle of '''ongoing reflective practice''' in the context of doing a brainstorm activity. By following this cycle you will gradually refine your classroom activities, so that over time they become more interactive activities, providing better opportunities for students to learn more deeply.

* Part 1: Plan an interactive activity such as brainstorming
* Part 2: Teach using the activity, bearing in mind the learning objective
* Part 3: Reflect on how the activity went, first on your own and then with a colleague and perhaps a wider group
* Revise plan and repeat cycle

For reflecting on an activity, it is useful to have questions to guide the reflection. For example, the following questions could be used to guide reflection:
* What did the children get out of the activity? How can you tell?
* How did you (as the teacher) find out what the children learned / thought about the activities / got out of them?
* What did you (as the teacher) get out of it?
* Did you find it difficult?
* What would you do differently next time?
* Did the activity allow students to meet the learning objective that it was designed to address?

We will use this cycle in the following section to refine a brainstorm activity.

= Classroom assistants =

{{ednote|text=
The notion of classroom assistants needs to be discussed at school level, and you may encounter resistance. However, especially if the programme has already been running in a previous year (in some grades, but not the whole school, and some students are thus familiar with netbooks), it will be very beneficial to the smooth running of activities if some arrangement with classroom assistants can be made.

If this is the first year that you are running the programme, you may want to consider running a computer club, which helps some students to learn about netbooks quickly, with a view to them helping out in lessons.
}}
{{: OER4Schools/Classroom assistants }}

= ICT practice: Netbook familiarisation =
{{:OER4Schools/ICT/include}}

= Netbook use at Chalimbana =

{{activity|wcd|: On netbook use at Chalimbana.|10}} Discuss issues of using the netbooks in class. You should also discuss a procedure for using the netbooks, such given below. Discuss: Why do we get students to collect the netbooks? What is the role of the hand washing station?

Please remember to get about 8 students to collect:
* the netbooks (18)
* the box of mice
* the hand washing station
* the watering cans

Note:
* The chargers are to remain in the lab, and the netbooks should be used on battery.
* The students who return the equipment at the end of the day should put the netbooks on charge. It should always be the same students who return the equipment, so that it is handled properly.
* Strictly no use of the student netbooks outside these times.

= ICT-use agreement =

{{activity|wcd|: On ICT-use agreement.|30}} Discuss and develop a fair use policy.
{{ednote|text=
A example for teacher lab notices is available [[OER4Schools/Example Teacher Lab notices|here]].
You do not have to arrive at exactly the same agreement - but your own agreement might contain some of the same items.
}}

= Follow-up activities =

{{activity|Agreeing follow up activities|5}}

{{fup|A}} ''Netbook familiarisation.'' '''Introduce the class to the netbooks during one of your lessons.''' Netbooks should be run on battery. The activity is described in a separate classroom worksheet at the end of the unit, that you should have in front of you when you run the activity.

{{fup|B}} '''Classroom assistants.''' In another lesson this week, we would like you to try to recruit two or more “classroom assistants” to help the younger children with a specific activity, either ICT-based or not. Reflect (using your dictaphone) on whether/how that was useful from your perspective and what the students’ own reactions were?

{{setting of follow up}}

{{activity summary}}

{{OER4S NextSession}}

OER4Schools/Introduction to interactive teaching with ICT

2014-05-19T10:35:11Z

Hsn29: /* The cycle of Plan-Teach-Reflect */

{{OER4S
|title=Introduction to interactive teaching with ICT
|session=1.2
}}{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}
* the interactive teaching technique of '''brainstorming''' and how and when to use it in the classroom,
* '''activity templates''' for interactive teaching techniques and how these can be introduced alongside current lesson plans,
* the '''cycle of ongoing reflective practice''' (plan - teach - reflect) and how this can be used to improve planned interactive teaching activities, and
* an activity on how to use a '''netbook''' to open a web browser.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* plan a brainstorm activity that has the potential to generate lots of ideas,
* complete an activity template for the brainstorm activity that has a clear learning objective,
* do this activity in the classroom,
* reflect on this activity (and revise, if necessary) to ensure maximum interaction from students, and
* use a netbook to open a web browser and induct students in the process before the next session.

|ict={{ OER4SchoolsWSInfo/ICT intro}}
* ''Netbook familiarisation'': Switching on, logging in, opening a web browser.
{{ OER4SchoolsWSInfo/ICT intro students}}
* You will try the same activity in the classroom, introducing your students to the netbooks.
}}

= {{name for review of follow up}} =

{{review of follow up}}

= The cycle of Plan-Teach-Reflect =

{{ednote|text=
In this section, we introduce a key tool for this programme, which we call “The cycle of plan - teach - reflect” ({{activitytag|ptr}}). What this means is that in our professional learning, we progress by planning (e.g.) an activity. We then do this activity in the classroom, and then reflect on the activity (either on our own, with a colleague, or in a group). You can read more about the idea of "{{activitytag|ptr}}".

Sometimes we capture these reflections. The simplest way to capture reflections is on paper. These can easily be shared. Because this involves extra work (e.g. done after a lesson), teachers can be reluctant to do so, and if you ask them to make notes, you may not actually get anything back. It can be helpful to give teachers some prompts, that will remind them to reflect.

It is important to make very concrete plans with the teachers as to when they will be using their activities, and we would strongly recommend that teachers decide on a particular day / lesson / class, when they will trial an activity.

Also arrange with the teachers when they will reflect, for instance agree that the teachers will reflect immediately after the lesson. It is a common pattern for teachers to set the class quiet work. While we do not necessarily encourage this as a good use of lesson time, it is an opportunity for a teacher to quickly write down some reflections. So if a series of interactive activities is followed by some individual work, the teacher could use that time to make some notes using the reflective questions provided.

The participants will plan an activity in pairs. Explore whether it is possible for these two teachers to observe each other doing the brainstorm with their class. That is to say, is it possible for one teacher to set their class some work, to be able to observe the other teacher. In principle, this should only take about 15 minutes, so do explore whether this can be done. We will come back to this in the next session.

As a facilitator, discuss these ideas with the participants, and make concrete plans for when the activities take place (together with peer observation), and when the associated reflection takes place.

We suggest that rather than reading the text below to (or with) the participants, you just draw attention to the diagram, and explain the contents to the participants. Make sure that they understand the reflective questions provided. How do you know, whether they have understood these questions? For instance, you could check whether participants can give concrete examples.
}}
[[File:Example.jpg]]
[[Image:plan-teach-reflect.png|thumb|300px]]

{{activity|Introduction| to the cycle of ongoing reflective practice.|10}} Here we introduce the cycle of '''ongoing reflective practice''' in the context of doing a brainstorm activity. By following this cycle you will gradually refine your classroom activities, so that over time they become more interactive activities, providing better opportunities for students to learn more deeply.

* Part 1: Plan an interactive activity such as brainstorming
* Part 2: Teach using the activity, bearing in mind the learning objective
* Part 3: Reflect on how the activity went, first on your own and then with a colleague and perhaps a wider group
* Revise plan and repeat cycle

For reflecting on an activity, it is useful to have questions to guide the reflection. For example, the following questions could be used to guide reflection:
* What did the children get out of the activity? How can you tell?
* How did you (as the teacher) find out what the children learned / thought about the activities / got out of them?
* What did you (as the teacher) get out of it?
* Did you find it difficult?
* What would you do differently next time?
* Did the activity allow students to meet the learning objective that it was designed to address?

We will use this cycle in the following section to refine a brainstorm activity.

= Classroom assistants =

{{ednote|text=
The notion of classroom assistants needs to be discussed at school level, and you may encounter resistance. However, especially if the programme has already been running in a previous year (in some grades, but not the whole school, and some students are thus familiar with netbooks), it will be very beneficial to the smooth running of activities if some arrangement with classroom assistants can be made.

If this is the first year that you are running the programme, you may want to consider running a computer club, which helps some students to learn about netbooks quickly, with a view to them helping out in lessons.
}}
{{: OER4Schools/Classroom assistants }}

= ICT practice: Netbook familiarisation =
{{:OER4Schools/ICT/include}}

= Netbook use at Chalimbana =

{{activity|wcd|: On netbook use at Chalimbana.|10}} Discuss issues of using the netbooks in class. You should also discuss a procedure for using the netbooks, such given below. Discuss: Why do we get students to collect the netbooks? What is the role of the hand washing station?

Please remember to get about 8 students to collect:
* the netbooks (18)
* the box of mice
* the hand washing station
* the watering cans

Note:
* The chargers are to remain in the lab, and the netbooks should be used on battery.
* The students who return the equipment at the end of the day should put the netbooks on charge. It should always be the same students who return the equipment, so that it is handled properly.
* Strictly no use of the student netbooks outside these times.

= ICT-use agreement =

{{activity|wcd|: On ICT-use agreement.|30}} Discuss and develop a fair use policy.
{{ednote|text=
A example for teacher lab notices is available [[OER4Schools/Example Teacher Lab notices|here]].
You do not have to arrive at exactly the same agreement - but your own agreement might contain some of the same items.
}}

= Follow-up activities =

{{activity|Agreeing follow up activities|5}}

{{fup|A}} ''Netbook familiarisation.'' '''Introduce the class to the netbooks during one of your lessons.''' Netbooks should be run on battery. The activity is described in a separate classroom worksheet at the end of the unit, that you should have in front of you when you run the activity.

{{fup|B}} '''Classroom assistants.''' In another lesson this week, we would like you to try to recruit two or more “classroom assistants” to help the younger children with a specific activity, either ICT-based or not. Reflect (using your dictaphone) on whether/how that was useful from your perspective and what the students’ own reactions were?

{{setting of follow up}}

{{activity summary}}

{{OER4S NextSession}}

Video/Pedpack2-01.m4v

2014-05-19T10:32:01Z

Hsn29:

{{video
|name=Pedpack2-01.m4v
|src=E9HyMvtQ7WQ
|realtitle= Pedpack 2
|title=Guided Learning: guided writing
|series=Pedpack2
|episode=01
|duration=10:22
|acknowledgement={{:Video/Pedpack2}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack2-01.m4v

2014-05-19T10:31:37Z

Hsn29:

{{video
|name=Pedpack2-01.m4v
|src=E9HyMvtQ7WQ
|title=Guided Learning: guided writing
|series=Pedpack2
|episode=01
|duration=10:22
|acknowledgement={{:Video/Pedpack2}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}
|realtitle= Pedpack 2

Video/Pedpack1-31.m4v

2014-05-07T11:48:01Z

Hsn29:

{{video
|name=Pedpack1-31.m4v
|src=GZhydbO1nIk
|title=DfES Resource - music lesson
|realtitle=Explaining 1
|series=Pedpack1
|episode=31
|duration=11:01
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-32.m4v

2014-05-07T11:47:43Z

Hsn29:

{{video
|name=Pedpack1-32.m4v
|src=FDsGUY51SI0
|title=DfES resource - supporting pupils’ explanations
|realtitle=Explaining 2
|series=Pedpack1
|episode=32
|duration=03:41
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-31.m4v

2014-05-07T11:46:56Z

Hsn29:

{{video
|name=Pedpack1-31.m4v
|src=GZhydbO1nIk
|title=DfES Resource - music lesson
|realtitle=Explaining
|series=Pedpack1
|episode=31
|duration=11:01
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-30.m4v

2014-05-07T11:45:02Z

Hsn29:

{{video
|name=Pedpack1-30.m4v
|src=l84it7Fh89U
|title=Planning a sequence
|realtitle=Questioning 2
|series=Pedpack1
|episode=30
|duration=13:12
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-29.m4v

2014-05-07T11:44:36Z

Hsn29:

{{video
|name=Pedpack1-29.m4v
|src=Ij_5CNarikc
|title=Whole class questioning
|realtitle=Questioning 1
|series=Pedpack1
|episode=29
|duration=06:55
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-28.m4v

2014-05-07T11:44:00Z

Hsn29:

{{video
|name=Pedpack1-28.m4v
|src=xgzpx1JmpSk
|title=Modelling a design brief
|realtitle=Modelling 4
|series=Pedpack1
|episode=28
|duration=09:47
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-27.m4v

2014-05-07T11:43:25Z

Hsn29:

{{video
|name=Pedpack1-27.m4v
|src=Ysxg3CWv9Qw
|title=Modelling writing
|realtitle=Modelling 3
|series=Pedpack1
|episode=27
|duration=02:48
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-26.m4v

2014-05-07T11:42:54Z

Hsn29:

{{video
|name=Pedpack1-26.m4v
|src=QoWhYGZWt1o
|title=Modelling talk
|realtitle=Modelling 2
|series=Pedpack1
|episode=26
|duration=12:07
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-25.m4v

2014-05-07T11:42:08Z

Hsn29:

{{video
|name=Pedpack1-25.m4v
|src=jx6KDFaZAbI
|title=Modelling analysis
|realtitle=Modelling 1
|series=Pedpack1
|episode=25
|duration=06:47
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-24.m4v

2014-05-07T11:41:24Z

Hsn29:

{{video
|name=Pedpack1-24.m4v
|src=Y5kiUSb34Uw
|title=DfES Resource
|realtitle=Plenary 4.4
|series=Pedpack1
|episode=24
|duration=09:11
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-23.m4v

2014-05-07T11:40:47Z

Hsn29:

{{video
|name=Pedpack1-23.m4v
|src=GQfzNFit9Ng
|title=DfES Resource
|realtitle=Plenary 4.3
|series=Pedpack1
|episode=23
|duration= 06:26
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-22.m4v

2014-05-07T11:40:22Z

Hsn29:

{{video
|name=Pedpack1-22.m4v
|src=BR1ddDk8OWs
|title=DfES Resource
|reatitle=Plenary 4.2
|series=Pedpack1
|episode=22
|duration=05:33
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-21.m4v

2014-05-07T11:39:53Z

Hsn29:

{{video
|name=Pedpack1-21.m4v
|src=V62KVwgdiiA
|title=DfES resource
|realtitle=Plenary 4.1
|series=Pedpack1
|episode=21
|duration: 04:12
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-20.m4v

2014-05-07T11:33:44Z

Hsn29:

{{video
|name=Pedpack1-20.m4v
|src=TLPOEOC9IHY
|title=Starter 5
|realtitle=Starters and plenaries 5
|series=Pedpack1
|episode=20
|duration=6:44
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-19.m4v

2014-05-07T11:33:22Z

Hsn29:

{{video
|name=Pedpack1-19.m4v
|src=9nw5t426UFg
|title=Starter 4
|title=Starters and plenaries 4
|series=Pedpack1
|episode=19
|duration=03:43
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-18.m4v

2014-05-07T11:32:57Z

Hsn29:

{{video
|name=Pedpack1-18.m4v
|src=n6gkvSUQ3kI
|title=Starter 3
|realtitle=Starters and plenaries 3
|series=Pedpack1
|episode=18
|duration=04:25
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-17.m4v

2014-05-07T11:32:34Z

Hsn29:

{{video
|name=Pedpack1-17.m4v
|src=8DeKMaSAAfc
|title=Starter 2
|realtitle=Starters and plenaries 2
|series=Pedpack1
|episode=17
|duration=01:07
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-16.m4v

2014-05-07T11:32:06Z

Hsn29:

{{video
|name=Pedpack1-16.m4v
|src=RDs3wgumWbU
|title=Starter 1
|real title=Starters and plenaries 1
|series=Pedpack1
|episode=16
|duration=02:40
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-15.m4v

2014-05-07T11:26:45Z

Hsn29:

{{video
|name=Pedpack1-15.m4v
|src=148oiOxbh34
|title=Lesson Design for Inclusion: teaching for inclusion
|realtitle=Lesson Design 2
|series=Pedpack1
|episode=15
|duration=05:26
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-14.m4v

2014-05-07T11:26:24Z

Hsn29:

{{video
|name=Pedpack1-14.m4v
|src=v4x8CC19a0c
|title=Lesson Design for Inclusion: boys' learning
|realtitle=Lesson Design 1
|series=Pedpack1
|episode=14
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-13.m4v

2014-05-07T11:25:34Z

Hsn29:

{{video
|name=Pedpack1-13.m4v
|src=36Ix0vQp7Mc
|title=Peer-assessment in ICT
|realtitle=Peer-assessment 3
|series=Pedpack1
|episode=13
|duration=06:28
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-12.m4v

2014-05-07T11:25:06Z

Hsn29:

{{video
|name=Pedpack1-12.m4v
|src=hcOGoZBmeqk
|title=Peer-assessment in Science
|realtitle=Peer-assessment 2
|series=Pedpack1
|episode=12
|duration=03:12
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-11.m4v

2014-05-07T11:24:31Z

Hsn29:

{{video
|name=Pedpack1-11.m4v
|src=xLX39guAtTs
|title=Peer-assessment in English
|realtitle=Peer-assessment 1
|series=Pedpack1
|episode=11
|duration=11:02
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-10.m4v

2014-05-07T11:23:58Z

Hsn29:

{{video
|name=Pedpack1-10.m4v
|src=MNQow5ns7Jo
|title=Supporting Numeracy
|realtitle=Numeracy
|series=Pedpack1
|episode=10
|duration=06:28
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-09.m4v

2014-05-07T11:23:12Z

Hsn29:

{{video
|name=Pedpack1-09.m4v
|src=8WijWSVESqc
|title=Lesson Design for Lower Attainers 2
|realtitle=Supporting literacy
|series=Pedpack1
|episode=09
|duration=02:44
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-08.m4v

2014-05-07T11:22:28Z

Hsn29:

{{video
|name=Pedpack1-08.m4v
|src=fuonpBnzFTQ
|title=What helps pupils learn?
|realtitle=Lesson Design for Lower Attainers 1
|series=Pedpack1
|episode=08
|duration=11:28
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-07.m4v

2014-05-07T11:18:26Z

Hsn29:

{{video
|name=Pedpack1-07.m4v
|src=ia3wH3dhBmk
|title=Inductive teaching
|realtitle=Teaching Models
|series=Pedpack1
|episode=07
|duration=08:34
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Priscillah speaking about students' attitudes to enquiry-based learning.mp3

2014-05-02T11:54:30Z

Hsn29:

{{video
|src=Priscillah speaking about students' attitudes to enquiry-based learning.mp3
|name=Priscillah speaking about students' attitudes to enquiry-based learning.mp3
|type=mp3
|realtitle= Practical enquiry-based activities
|title= Priscillah tells us about her students' willingness to be involved in practical enquiry-based activities undertaken as part of the OER4Schools programme.
|duration=01:04
|series=OER4Schools audio
|project=OER4Schools
|episode=01
|acknowledgement=
<noinclude>|semantics=yes</noinclude>
}}

OER4Schools/LfL

2014-04-23T11:42:49Z

Hsn29:

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.''''' 

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

= Materials =

There are a number of Leadership for Learning materials available:
* [[/Introduction]] - an introductory session on LfL
* [[OER4Schools]] - Unit 6 of the [[OER4Schools]] programme draws heavily on LfL.
* [http://www.educ.cam.ac.uk/centres/lfl/about/ Leadership for Learning: the Cambridge Network]
[[Image: LFL logo.jpg | 150px | link=http://www.educ.cam.ac.uk/centres/lfl/about/]]

There are various materials used in Unit 6 available as separate pages:
* [[/5 principles]]
* [[/5 principles expanded]]
* [[/5 principles with questions]]

OER4Schools/LfL

2014-04-23T11:41:58Z

Hsn29:

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.''''' 

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

= Materials =

There are a number of Leadership for Learning materials available:
* [[/Introduction]] - an introductory session on LfL
* [[OER4Schools]] - Unit 6 of the [[OER4Schools]] programme draws heavily on LfL.
* [http://www.educ.cam.ac.uk/centres/lfl/about/ Leadership for Learning: the Cambridge Network]
[[Image: LFL logo.jpg | 150px | href=www.educ.cam.ac.uk/centres/lfl/about/]]

There are various materials used in Unit 6 available as separate pages:
* [[/5 principles]]
* [[/5 principles expanded]]
* [[/5 principles with questions]]

OER4Schools/LfL

2014-04-23T11:41:34Z

Hsn29:

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.''''' 

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

= Materials =

There are a number of Leadership for Learning materials available:
* [[/Introduction]] - an introductory session on LfL
* [[OER4Schools]] - Unit 6 of the [[OER4Schools]] programme draws heavily on LfL.
* [http://www.educ.cam.ac.uk/centres/lfl/about/ Leadership for Learning: the Cambridge Network]
[[Image: LFL logo.jpg | 150px | url=www.educ.cam.ac.uk/centres/lfl/about/]]

There are various materials used in Unit 6 available as separate pages:
* [[/5 principles]]
* [[/5 principles expanded]]
* [[/5 principles with questions]]

OER4Schools/LfL

2014-04-23T11:40:51Z

Hsn29:

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.''''' 

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

= Materials =

There are a number of Leadership for Learning materials available:
* [[/Introduction]] - an introductory session on LfL
* [[OER4Schools]] - Unit 6 of the [[OER4Schools]] programme draws heavily on LfL.
* [http://www.educ.cam.ac.uk/centres/lfl/about/ Leadership for Learning: the Cambridge Network]
[[Image: LFL logo.jpg | 150px | link=www.educ.cam.ac.uk/centres/lfl/about/]]

There are various materials used in Unit 6 available as separate pages:
* [[/5 principles]]
* [[/5 principles expanded]]
* [[/5 principles with questions]]

File:LFL logo.jpg

2014-04-23T11:39:51Z

Hsn29:

OER4Schools/LfL

2014-04-23T11:38:23Z

Hsn29:

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.''''' 

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

= Materials =

There are a number of Leadership for Learning materials available:
* [[/Introduction]] - an introductory session on LfL
* [[OER4Schools]] - Unit 6 of the [[OER4Schools]] programme draws heavily on LfL.
* [http://www.educ.cam.ac.uk/centres/lfl/about/ Leadership for Learning: the Cambridge Network]
[[Image: LFL logo.jpg | 150px | link=www.educ.cam.ac.uk/centres/lfl/about/ Leadership for Learning: the Cambridge Network]]

There are various materials used in Unit 6 available as separate pages:
* [[/5 principles]]
* [[/5 principles expanded]]
* [[/5 principles with questions]]

OER4Schools/LfL

2014-04-23T11:37:49Z

Hsn29:

= Leadership for Learning =
{{todo|this has now been used in 1.4}}
'''''Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.''''' 

In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.

Here are the five principles of Leadership for Learning:

{{: OER4Schools/LfL/5_principles }}

= Materials =

There are a number of Leadership for Learning materials available:
* [[/Introduction]] - an introductory session on LfL
* [[OER4Schools]] - Unit 6 of the [[OER4Schools]] programme draws heavily on LfL.
* [http://www.educ.cam.ac.uk/centres/lfl/about/ Leadership for Learning: the Cambridge Network]
[12:37:18] Bjoern Hassler: [[Image: LFL logo.jpg | 150px | link=www.educ.cam.ac.uk/centres/lfl/about/ Leadership for Learning: the Cambridge Network]]

There are various materials used in Unit 6 available as separate pages:
* [[/5 principles]]
* [[/5 principles expanded]]
* [[/5 principles with questions]]

Video/Teachers interview - learning objectives.mp3

2014-04-23T10:25:20Z

Hsn29:

{{video
|src=Teachers interview - learning objectives.mp3
|realtitle=Teachers interview - learning objectives
|title=The audio clip features teachers discussing about 'feeling uncomfortable' when sharing learning objectives with their students.
|name=Teachers interview - learning objectives.mp3
|type=mp3
|project=OER4Schools
|series=OER4Schools audio
|acknowledgement=
<noinclude>|semantics=yes</noinclude>
}}

Video/Teachers interview - learning objectives.mp3

2014-04-23T10:24:40Z

Hsn29:

{{video
|src=Teachers interview - learning objectives.mp3
|realtitle=Teachers interview - learning objectives
|title=
|name=Teachers interview - learning objectives.mp3
|type=mp3
|project=OER4Schools
|series=OER4Schools audio
|acknowledgement=
<noinclude>|semantics=yes</noinclude>
}}

Video/Secondary improvement marking.mp4

2014-04-17T13:52:55Z

Hsn29:

{{video
|realtitle=Secondary improvement
|title=Marking
|name=Secondary_improvement_marking.mp4
|src=LNxU7hn6FqM
|project=OER4Schools
|title=Secondary improvement marking
|series={{v other orgs}}
|acknowledgement=
|duration=01:53
|youtubeaccount=OTHER
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-06.m4v

2014-04-17T13:47:48Z

Hsn29:

{{video
|name=Pedpack1-06.m4v
|src=sX1pm4ZaiPQ
|realtitle=Structured Learning 3
|title=What makes a good lesson
|series=Pedpack1
|episode=06
|duration=03:17
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-05.m4v

2014-04-17T13:46:52Z

Hsn29:

{{video
|name=Pedpack1-05.m4v
|src=B8UN3XRpIkA
|realtitle=Structured learning 2
|title=Sharing objectives continued
|series=Pedpack1
|episode=05
|duration=01:40
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-01.m4v

2014-04-17T13:46:17Z

Hsn29:

{{video
|name=Pedpack1-1.m4v
|src=XRlt0htrW48
|title=Becoming a professional learning community
|realtitle=Leadership Guide 1
|series=Pedpack1
|episode=01
|duration=02:45
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-05.m4v

2014-04-17T13:45:53Z

Hsn29:

{{video
|name=Pedpack1-05.m4v
|src=B8UN3XRpIkA
|title=Structured learning 2
|realtitle=Sharing objectives continued
|series=Pedpack1
|episode=05
|duration=01:40
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}

Video/Pedpack1-04.m4v

2014-04-17T13:45:06Z

Hsn29:

{{video
|name=Pedpack1-04.m4v
|src=XUIy94NP3f4
|realtitle=Structured Learning 1
|title=Sharing objectives
|series=Pedpack1
|episode=04
|duration=02:17
|acknowledgement={{:Video/Pedpack1}}
|project=ORBIT
<noinclude>|semantics=yes</noinclude>
}}