OER in Education - User contributions [en]

OER4Schools/What is interactive teaching

2012-02-15T09:48:18Z

Sch30: /* Examples of interactive teaching in the Zambian classroom */

{{OER4S}}
__TOC__
[[Image:Abel photo 2.jpg|thumb|300px]]

= What is interactive teaching? An introduction to the interactive Zambian classroom =

The aims of Unit 1 are to:
* understand principles of interactive teaching - with and without ICT,
* see illustrations and discuss issues involved in implementing it,
* think about changing one’s own practice, and
* develop ways of working with colleagues to reflect on practice, share ideas and trial new strategies.

== Brainstorm on interactive teaching ==

Consider the following questions:
* What is interactive teaching?
* What interactive techniques do you know?
* How often have you used such techniques?

{{ednote|text=
Whole group brainstorm.

Suggested time<nowiki> …. [</nowiki>we should add suggested times for these sections]

Want to hear from everyone, don’t worry if you’re not sure, have a go at making a suggestion... we will develop our collective understanding as time goes on<nowiki> [</nowiki>what are teachers’ expectations?].

If participants are not very forthcoming, probe them with additional questions, eg what do you think interactive teaching might be? Is it the same as learner-centred teaching?

'''Record the brainstorm. '''The facilitator writes on a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is ok to note make a record.

If you are part of our “facilitators program”, use the tools provided to capture the discussion.
}}

== Examples of interactive teaching in Zambia ==

Many African teachers aspire to be interactive teachers. Yet, interactive teaching is not common in the African classroom. However, it can work in this context!

The following clip shows Eness, a teacher in a community school near Lusaka interacting with a Grade 3 class. Watch the clip of her class discussion about ''Is a bat a bird?''

{{activity|stimulus}} Watch video:

{{video|name=Eness_vertebrates_12.mp4|duration=4:19|src=kY2Ow7PuseI}}

{{ednote|text=
(Clip shows whole class discussion of ‘is a bat a bird?’ + 1 min clip - set unresolved problem as homework)
}}

{{activity|group discussion}}

* What have you noticed?
* How are the learners taught?
* How do you think they will react to the homework task?
* Is this classroom different from yours?
* What is interactive teaching?

{{ednote|text=
'''Issues to discuss'''

noisy but productive - A classroom can be noisy and productive at the same time

'''''interactive = inter-action (with view to sense making<nowiki>; </nowiki>i.e. purpose of inter-action is to make sense)'''''

children making sense of ideas for themselves, developing their own classifications, relating to what they already know...

teacher not telling answer, asking students to investigate for themselves

Facilitator needs to know how to deal with criticisms (such as too noisy, too much chaos, not productive)

The road is long. But it can be done!
}}

{{activity|stimulus}} '''Show '''brainstorm''' clip:

{{video|name=Eness_vertebrates_1.mp4|duration=2:43|src=SQEoWYVAC78}}

This clip from the same Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.

{{ednote|text=
Note that the clip shows the start of a lesson but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions, allowing time to think first, ‘no hands up’ technique too.

Workshop participants continue with the discussion.
}}

{{activity|group discussion}}
* What have you noticed this time?
* At what point(s) in the lesson could this be used?
* What do you think the students are learning from this?
* How are they learning?
* Can brainstorming be used with large classes too, where there isn’t time for everyone to contribute each time? How would you adapt it for this?

{{ednote|text=
The facilitator now summarises the outcomes of the discussion, first elaborating the previous brainstorm record, and then summarising by emphasising the points below and including any key points the participants have made.
}}

'''Summary: '''The key to interactive teaching is ''teachers'' ''shifting “from telling to listening”'' and ''learners shifting from receiving information to making sense ''of it for themselves.

How can we “listen” to learners? What does that mean in practice?

{{ednote|text=
'''Facilitator describes own experience of shifting to interactive teaching''' and how it is different in his/her classroom now…

'''Evidence for impact of interactive teaching (optional)'''

Generally we have experienced that teachers welcome interactive ways of teaching. However, it is possible that teachers may object or have major concerns to the interactive teaching shown in the videos as well as what has emerged from this discussion. For instance, they may say that this just will not work in their classroom, that it may not work with large classes, or perhaps that such styles of teaching would not be welcome by parents or head teachers for various reasons.

At this stage, you could introduce interactive teaching as an international trend. Research evidence from different countries shows that this kind of active learning is both motivating and far more effective for learning than direct instruction (“chalk-and-talk” or lecturing). In particular independent, collaborative or oral work, as well as questioning and whole-class discussion that encourage pupils to grapple with ideas are effective. They lead to long-term and deeper learning rather than memorising facts (resulting in short-term, superficial learning).

The following video clip may help to reinforce the point.
}}

'''One Zambian teacher’s experience'''

{{activity|video}} '''Agness video here (Agness_eLA_contribution.mp4) http://sms.cam.ac.uk/media/1093072

This two minute clip features Agness Tembo, a Grade 2 teacher from Chalimbana Basic School located in a rural area of Zambia. She is presenting at the e-Learning Africa Conference 2010 her own experiences of participating in Phase 1 of the OER4Schools research project. She talks animatedly about the challenges she faced in introducing both ICT and interactive pedagogy into her (mathematics) teaching for the first time, the benefits to students, and the qualities she needed as a teacher to make the shift successful.

{{activity|Think Pair Share}} What does interactive teaching offer you? '''Share your thoughts with the whole group.

{{ednote|text=
''move to 1.3 after a max. of one hour ''
}}

== Planning an activity - “activity template” ==

In this section, we consider strategies to incorporate new interactive elements in your lessons, including things you might say, and things you might do. To help you structure your planning, we provide an activity template. It includes:
* what the activity is (a technique such as a brainstorm, group work, mini blackboard use plus an activity in which it is used, eg “a brainstorm on what animals are found in your environment”),
* the grade,
* the subject & lesson topic,
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X),
* resources to be used (such as blackboard, mini blackboards, paper, objects, etc), and
* how is the activity carried out.

{{activity|Pair activity}} '''Watch the following video sequence and pause after each clip to discuss with a partner: '''What would you record on the template to capture this activity? '''(There is no need to actually write on it.)

{{activity|stimulus}} Eness_vertebrates_clips 2,4,6,8: (1 min. 40, 2 mins. 43, 3 mins. 43, 7 mins. 03 = 15 mins. 09 total)

{{video|name=Eness_vertebrates_2.mp4|duration=1:40|src=Pm3S-VcwhYg}}
{{video|name=Eness_vertebrates_4.mp4|duration=2:43|src=9wDCg4w04JE}}
{{video|name=Eness_vertebrates_6.mp4|duration=3:43|src=9h5vrt-C0V0}}
{{video|name=Eness_vertebrates_8.mp4|duration=7:03|src=RnN3bd1rt3g}}
TOTAL: 15:09

This video sequence contains '''four consecutive clips''' from the same lesson you saw earlier, showing:
*Clip 2: Students hands out blackboards themselves (active)
*Clip 4: Teacher repeats and clarifies instructions; she illustrates them with nonsense classifications so students do not copy hers
*Clip 6: Groupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group
*Clip 8: Group presentation: teacher detects error and asks for input from children to verify (rather than ‘telling’); she corrects error with input from class.

{{activity|Whole Group Discussion}} '''When you have discussed these clips one by one in pairs, continue with '''whole group discussion on content of clips''':
* What '''new techniques''' was Eness using this time?
* How did she ensure that children were '''active'''?
* What role did the '''mini blackboards '''play?
* How can teachers create a good '''relationship with their class''' so that children can learn?
* What kind of '''classroom atmosphere''' supports learning?

'''<nowiki>[</nowiki>Pair activity] In a pair, plan your own activity for a lesson you are teaching imminently. You may want to pair up with a teacher of the same grade if this is possible.'''

Choose one of the two techniques below and discuss with your partner what you are going to do. Record this in an [[OER4S/activity template|activity template]].

Questions to help you complete the template for this specific kind of activity:

1. Brainstorm:
* What do I need to know about students’ knowledge or understanding of the topic? What will I ask them to brainstorm?
* What will I do with the results? How will we build on that in the rest of the lesson?

2. Mini blackboard activity:
* Will individuals or pairs have a blackboard?
* What is the purpose of recording on a blackboard? For example, will all learners hold them up to show me their ideas? Will they discuss with peers? Will they record the results of a learning activity? Will they write or draw on the blackboards?

[[Image:Eness1.jpg|thumb|300px]]

== Practical classroom activities and reflection ==

[[Image:plan-teach-reflect.png]]

Introduce the cycle of '''ongoing reflective practice''' – comprising classroom activity, (discussion) and reflection.

* Part 1: Plan! (You have just done that)
* Part 2: Teach! (Have your lesson plan to hand.)
* Part 3: Reflect on your own and then with buddy and perhaps a wider group
* Revise plan and repeat cycle

Introduce the notion of a reflective journal to support this whole process.

Questions 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 learnt / 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?

'''<nowiki>[</nowiki>Follow-up activity] Record your reflections to be used in the next workshop session. '''

{{ednote|text=
'''How do teachers capture reflections? '''Simplest way is to capture on paper. These can easily be shared. But, teachers can be reluctant, and you may not get anything back. Maybe they just should write some prompts, that will remind them?

For the trial, also use dictaphones. How are the teachers finding that? See more expanded list of questions in the audio diary guidelines.

You need to make concrete plans with the teachers as to when they will be using their activities.
}}

== Next time ==

Don’t forget to bring your activity plans again, and your recorded reflections.

(Use your dictaphone if you have one, or make notes on paper or electronically)

{{ednote|text=
Remind participants to do their activities. They may want to review the notes that have been handed out, as well as read the background text available below.

As the facilitator, you should also do a reflection on how this first workshop went - please see facilitator reflection for Unit 1!
}}

== Activity template ==

The activity template is available on this page for printing: [[OER4Schools/activity template]]:

{{:OER4Schools/activity template}}

OER4Schools/What is interactive teaching

2012-02-15T09:46:47Z

Sch30: /* Brainstorm on what interactive teaching is */

{{OER4S}}
__TOC__
[[Image:Abel photo 2.jpg|thumb|300px]]

= What is interactive teaching? An introduction to the interactive Zambian classroom =

The aims of Unit 1 are to:
* understand principles of interactive teaching - with and without ICT,
* see illustrations and discuss issues involved in implementing it,
* think about changing one’s own practice, and
* develop ways of working with colleagues to reflect on practice, share ideas and trial new strategies.

== Brainstorm on interactive teaching ==

Consider the following questions:
* What is interactive teaching?
* What interactive techniques do you know?
* How often have you used such techniques?

{{ednote|text=
Whole group brainstorm.

Suggested time<nowiki> …. [</nowiki>we should add suggested times for these sections]

Want to hear from everyone, don’t worry if you’re not sure, have a go at making a suggestion... we will develop our collective understanding as time goes on<nowiki> [</nowiki>what are teachers’ expectations?].

If participants are not very forthcoming, probe them with additional questions, eg what do you think interactive teaching might be? Is it the same as learner-centred teaching?

'''Record the brainstorm. '''The facilitator writes on a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is ok to note make a record.

If you are part of our “facilitators program”, use the tools provided to capture the discussion.
}}

== Examples of interactive teaching in the Zambian classroom ==

Many African teachers aspire to be interactive teachers. Yet, interactive teaching is not common in the African classroom. However, it can work in this context!

The following clip shows Eness, a teacher in a community school near Lusaka interacting with a Grade 3 class. Watch the clip of her class discussion about ''Is a bat a bird?''

{{activity|stimulus}} Watch video:

{{video|name=Eness_vertebrates_12.mp4|duration=4:19|src=kY2Ow7PuseI}}

{{ednote|text=
(Clip shows whole class discussion of ‘is a bat a bird?’ + 1 min clip - set unresolved problem as homework)
}}

{{activity|group discussion}}

* What have you noticed?
* How are the learners taught?
* How do you think they will react to the homework task?
* Is this classroom different from yours?
* What is interactive teaching?

{{ednote|text=
'''Issues to discuss'''

noisy but productive - A classroom can be noisy and productive at the same time

'''''interactive = inter-action (with view to sense making<nowiki>; </nowiki>i.e. purpose of inter-action is to make sense)'''''

children making sense of ideas for themselves, developing their own classifications, relating to what they already know...

teacher not telling answer, asking students to investigate for themselves

Facilitator needs to know how to deal with criticisms (such as too noisy, too much chaos, not productive)

The road is long. But it can be done!
}}

{{activity|stimulus}} '''Show '''brainstorm''' clip:

{{video|name=Eness_vertebrates_1.mp4|duration=2:43|src=SQEoWYVAC78}}

This clip from the same Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.

{{ednote|text=
Note that the clip shows the start of a lesson but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions, allowing time to think first, ‘no hands up’ technique too.

Workshop participants continue with the discussion.
}}

{{activity|group discussion}}
* What have you noticed this time?
* At what point(s) in the lesson could this be used?
* What do you think the students are learning from this?
* How are they learning?
* Can brainstorming be used with large classes too, where there isn’t time for everyone to contribute each time? How would you adapt it for this?

{{ednote|text=
The facilitator now summarises the outcomes of the discussion, first elaborating the previous brainstorm record, and then summarising by emphasising the points below and including any key points the participants have made.
}}

'''Summary: '''The key to interactive teaching is ''teachers'' ''shifting “from telling to listening”'' and ''learners shifting from receiving information to making sense ''of it for themselves.

How can we “listen” to learners? What does that mean in practice?

{{ednote|text=
'''Facilitator describes own experience of shifting to interactive teaching''' and how it is different in his/her classroom now…

'''Evidence for impact of interactive teaching (optional)'''

Generally we have experienced that teachers welcome interactive ways of teaching. However, it is possible that teachers may object or have major concerns to the interactive teaching shown in the videos as well as what has emerged from this discussion. For instance, they may say that this just will not work in their classroom, that it may not work with large classes, or perhaps that such styles of teaching would not be welcome by parents or head teachers for various reasons.

At this stage, you could introduce interactive teaching as an international trend. Research evidence from different countries shows that this kind of active learning is both motivating and far more effective for learning than direct instruction (“chalk-and-talk” or lecturing). In particular independent, collaborative or oral work, as well as questioning and whole-class discussion that encourage pupils to grapple with ideas are effective. They lead to long-term and deeper learning rather than memorising facts (resulting in short-term, superficial learning).

The following video clip may help to reinforce the point.
}}

'''One Zambian teacher’s experience'''

{{activity|video}} '''Agness video here (Agness_eLA_contribution.mp4) http://sms.cam.ac.uk/media/1093072

This two minute clip features Agness Tembo, a Grade 2 teacher from Chalimbana Basic School located in a rural area of Zambia. She is presenting at the e-Learning Africa Conference 2010 her own experiences of participating in Phase 1 of the OER4Schools research project. She talks animatedly about the challenges she faced in introducing both ICT and interactive pedagogy into her (mathematics) teaching for the first time, the benefits to students, and the qualities she needed as a teacher to make the shift successful.

{{activity|Think Pair Share}} What does interactive teaching offer you? '''Share your thoughts with the whole group.

{{ednote|text=
''move to 1.3 after a max. of one hour ''
}}

== Planning an activity - “activity template” ==

In this section, we consider strategies to incorporate new interactive elements in your lessons, including things you might say, and things you might do. To help you structure your planning, we provide an activity template. It includes:
* what the activity is (a technique such as a brainstorm, group work, mini blackboard use plus an activity in which it is used, eg “a brainstorm on what animals are found in your environment”),
* the grade,
* the subject & lesson topic,
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X),
* resources to be used (such as blackboard, mini blackboards, paper, objects, etc), and
* how is the activity carried out.

{{activity|Pair activity}} '''Watch the following video sequence and pause after each clip to discuss with a partner: '''What would you record on the template to capture this activity? '''(There is no need to actually write on it.)

{{activity|stimulus}} Eness_vertebrates_clips 2,4,6,8: (1 min. 40, 2 mins. 43, 3 mins. 43, 7 mins. 03 = 15 mins. 09 total)

{{video|name=Eness_vertebrates_2.mp4|duration=1:40|src=Pm3S-VcwhYg}}
{{video|name=Eness_vertebrates_4.mp4|duration=2:43|src=9wDCg4w04JE}}
{{video|name=Eness_vertebrates_6.mp4|duration=3:43|src=9h5vrt-C0V0}}
{{video|name=Eness_vertebrates_8.mp4|duration=7:03|src=RnN3bd1rt3g}}
TOTAL: 15:09

This video sequence contains '''four consecutive clips''' from the same lesson you saw earlier, showing:
*Clip 2: Students hands out blackboards themselves (active)
*Clip 4: Teacher repeats and clarifies instructions; she illustrates them with nonsense classifications so students do not copy hers
*Clip 6: Groupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group
*Clip 8: Group presentation: teacher detects error and asks for input from children to verify (rather than ‘telling’); she corrects error with input from class.

{{activity|Whole Group Discussion}} '''When you have discussed these clips one by one in pairs, continue with '''whole group discussion on content of clips''':
* What '''new techniques''' was Eness using this time?
* How did she ensure that children were '''active'''?
* What role did the '''mini blackboards '''play?
* How can teachers create a good '''relationship with their class''' so that children can learn?
* What kind of '''classroom atmosphere''' supports learning?

'''<nowiki>[</nowiki>Pair activity] In a pair, plan your own activity for a lesson you are teaching imminently. You may want to pair up with a teacher of the same grade if this is possible.'''

Choose one of the two techniques below and discuss with your partner what you are going to do. Record this in an [[OER4S/activity template|activity template]].

Questions to help you complete the template for this specific kind of activity:

1. Brainstorm:
* What do I need to know about students’ knowledge or understanding of the topic? What will I ask them to brainstorm?
* What will I do with the results? How will we build on that in the rest of the lesson?

2. Mini blackboard activity:
* Will individuals or pairs have a blackboard?
* What is the purpose of recording on a blackboard? For example, will all learners hold them up to show me their ideas? Will they discuss with peers? Will they record the results of a learning activity? Will they write or draw on the blackboards?

[[Image:Eness1.jpg|thumb|300px]]

== Practical classroom activities and reflection ==

[[Image:plan-teach-reflect.png]]

Introduce the cycle of '''ongoing reflective practice''' – comprising classroom activity, (discussion) and reflection.

* Part 1: Plan! (You have just done that)
* Part 2: Teach! (Have your lesson plan to hand.)
* Part 3: Reflect on your own and then with buddy and perhaps a wider group
* Revise plan and repeat cycle

Introduce the notion of a reflective journal to support this whole process.

Questions 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 learnt / 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?

'''<nowiki>[</nowiki>Follow-up activity] Record your reflections to be used in the next workshop session. '''

{{ednote|text=
'''How do teachers capture reflections? '''Simplest way is to capture on paper. These can easily be shared. But, teachers can be reluctant, and you may not get anything back. Maybe they just should write some prompts, that will remind them?

For the trial, also use dictaphones. How are the teachers finding that? See more expanded list of questions in the audio diary guidelines.

You need to make concrete plans with the teachers as to when they will be using their activities.
}}

== Next time ==

Don’t forget to bring your activity plans again, and your recorded reflections.

(Use your dictaphone if you have one, or make notes on paper or electronically)

{{ednote|text=
Remind participants to do their activities. They may want to review the notes that have been handed out, as well as read the background text available below.

As the facilitator, you should also do a reflection on how this first workshop went - please see facilitator reflection for Unit 1!
}}

== Activity template ==

The activity template is available on this page for printing: [[OER4Schools/activity template]]:

{{:OER4Schools/activity template}}

OER4Schools/Effective use of ICT

2012-02-15T09:44:28Z

Sch30: /* Introduction to an ICT-based collaborative writing activity */

{{OER4S}}
<big>'''Unit 1 - Session 4'''</big>

== Reflection ==

Reflection on your lesson activity.
* How did the netbook familiarisation go? Have you all recorded your audio reflections?
* ICT-based task: Log into your email, etc. Did you manage to do that?

{{ednote|text=
Make sure they have all recorded their audio reflections. (Make sure they can all use the upload script.)
Make sure they have all come into the lab to practise their ICT skills.
Make sure they are able to save whatever resources they have found into the “lesson_resources” folder, and then to transfer the contents onto the server.

}}

== How do you use ICT effectively? ==

Review of found resources.

{{activity|discuss}} Last time you were asked to come to the lab to find resources. Did you manage to find resources for an ICT-based lesson? How did you find them? What did you find? Was it easy? What do you think can be done with them?

{{activity|small group activity}} Last time you were asked to prepare a simple activity using ICT, and to develop a lesson plan around this. Share your lesson plans in your group.

{{ednote|text=
Discuss the use of ICT. Does it support interactive teaching? How?
}}

[[Image:For CCE poster - 11.jpg]]

If you need additional ideas for creating ICT-based lessons, here are some examples, all to do with photos.

Digital technology allows you to create (as well as re-use) images.
A '''Digital Photo Story''' combines different media. It is a story made up of images, accompanied with written text, voice, motions, transitions and music, resulting in a rich product that can be used to express, share, describe, present, … to tell a story. Photo Story Telling can be used to:
* Present: Learners can use a Photo Story to report on a trip, a visit or a meeting, to describe a phenomenon, a person or an event. Students can describe for example a normal day in their life, or the place where they live with a story of pictures and narrated with voice.
* Introduce: Teachers and learners can make an overall introduction of an object or a word by using images.
* Explain: Teachers and learners can use a sequence of pictures to explain a phenomenon or a certain process.
* Tell a story: Teachers and learners can tell the story of a character or an event by pictures.
* Create a learning situation: Teachers can engage learners in a visual story and encourage learners to solve presented problems.

Teachers can use Photo Story Telling at different stages of a lesson:
* To introduce new concepts, ideas and background information, as a warm-up to engage learners in the learning process, to illustrate a problem.
* For learners to attain new knowledge: Learners can be asked to develop a Digital Photo Story to describe what they have learnt, synthesising their knowledge, etc...
* To review and evaluate learning outcomes: The teacher can produce a Digital Photo Story as a visual summary of main concepts of the lesson, to revise and conclude a lesson.

Digital Photo Story Telling can be used in different subjects, for example:
** History: To tell the story of a people in history, achievements or events.
** Geography: To describe local environmental problems, to report on a fieldtrip, to illustrate a study on natural and social phenomena.
** Literature: To describe and summarise a story (characters, context, climax, actions...).
** Civil education: To tell stories of contemporary people in the society.
** Science: To record an experiment; to present the growth process of a tree, report a fieldtrip, create stories about animals under water and on land.

Another way to use photos is to prepare a set of digital photos for classroom use by students on computers, such as for classification tasks, as in the Eness lesson on vertebrates that we watched earlier. You can remind yourself of the video [[/Vertebrate photo use|here]].

{{background|text=
The above material derives from the VVOB ''ICT for Active Teaching and Learning toolkit'' which is available on the server for reading in your own time if you are interested. See pages 57-63 for information on how to create a Photo Story and more detailed examples of use. The VVOB toolkit is also available online:
* PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
* Website: http://www.ict4atl.org
}}

== An ICT-based collaborative writing activity ==

{{ednote|text=
The following activity uses an internet-based application called EtherPad which allows everyone to see - in real time - what others are writing, and to build on that.
}}

{{activity|practical activity}} Choose a topic you each want your class to write about in a forthcoming lesson – it can be a factual topic (eg healthy foods, diseases, hobbies, weddings or buying food in the market) or a creative story. It needs to be fairly broad so children are free to write around the topic without feeling there are right and wrong answers. Devise a title to give them, e.g. “The magic stone” for a story. Discuss the choice with a partner if you like.

{{activity|practical activity}} Now open all the netbooks, take one per workshop participant. Go to EtherPad and try out the collaborative writing task below.

{{oinc|OER4Schools/Collaborative writing with EtherPad}}

'''To help your students type faster, before or after this lesson:''' play games on typing under “Edubuntu Applications > Education”, such as TuxType.

'''Activities you could do with Etherpad later on when your students can type faster:'''
* Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)
* Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)

{{activity|whole group discussion}} Discuss the issues and any pitfalls you anticipate. What are the outcomes you would like – what should the students be writing? '''Change the plan a bit if necessary, to suit your own learners.'''

== Background text ==

{{ednote|text=
This section summarises some principles of interactive teaching. They are here for information and reference for the workshop participants. Ask them to look through the list and see if they have any comments? Print the list and ask them to file it in their folders.
}}

{{background|text=
What is interactive teaching?
{{oinc|OER4Schools/Principles of interactive teaching}}
}}

== Where are we going? ==

=== Overview of the resource topics ===

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Detailed outline}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

=== What is the most significant change? ===

{{ednote|text=
In this section, we introduce participants to the “Most Significant Change technique”. We would like participants to formulate their own goals, and to identify what change(s) they might like to make.
}}

{{background|text=
The most significant change (MSC) technique

MSC is a form of participatory monitoring and evaluation. It is participatory because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole.

Essentially, the process involves ‘searching’ for project impact through:
*collection of significant change (SC) stories emanating from the field level
*systematic selection of the most significant of these stories by panels of designated stakeholders or staff
*collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes

When the technique is implemented successfully, whole teams of people begin to focus their attention on programme impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
}}

We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area!

{{activity|brainstorm}} Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.

{{activity|whole group discussion}} Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?

{{ednote|text=
Do the participants agree on how things might be different as a result of the programme?
How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on.

'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
}}

== Homework ==

=== Teacher lab activity ===

#Come to the teacher lab at least once this week to learn more ICT skills.
#Familiarise yourself with “EtherPad” on the netbooks.

=== Classroom activity ===

Do the collaborative writing activity - the classroom activity sheet is available below. Please print it, and use it during the lesson

=== Homework ===

Read the principles of interactive teaching - do you have any questions or comments?

OER4Schools/Effective use of ICT

2012-02-14T15:26:39Z

Sch30: /* Introduction to an ICT-based collaborative writing activity */

{{OER4S}}
<big>'''Unit 1 - Session 4'''</big>

== Reflection ==

Reflection on your lesson activity.
* How did the netbook familiarisation go? Have you all recorded your audio reflections?
* ICT-based task: Log into your email, etc. Did you manage to do that?

{{ednote|text=
Make sure they have all recorded their audio reflections. (Make sure they can all use the upload script.)
Make sure they have all come into the lab to practise their ICT skills.
Make sure they are able to save whatever resources they have found into the “lesson_resources” folder, and then to transfer the contents onto the server.

}}

== How do you use ICT effectively? ==

Review of found resources.

{{activity|discuss}} Last time you were asked to come to the lab to find resources. Did you manage to find resources for an ICT-based lesson? How did you find them? What did you find? Was it easy? What do you think can be done with them?

{{activity|small group activity}} Last time you were asked to prepare a simple activity using ICT, and to develop a lesson plan around this. Share your lesson plans in your group.

{{ednote|text=
Discuss the use of ICT. Does it support interactive teaching? How?
}}

[[Image:For CCE poster - 11.jpg]]

If you need additional ideas for creating ICT-based lessons, here are some examples, all to do with photos.

Digital technology allows you to create (as well as re-use) images.
A '''Digital Photo Story''' combines different media. It is a story made up of images, accompanied with written text, voice, motions, transitions and music, resulting in a rich product that can be used to express, share, describe, present, … to tell a story. Photo Story Telling can be used to:
* Present: Learners can use a Photo Story to report on a trip, a visit or a meeting, to describe a phenomenon, a person or an event. Students can describe for example a normal day in their life, or the place where they live with a story of pictures and narrated with voice.
* Introduce: Teachers and learners can make an overall introduction of an object or a word by using images.
* Explain: Teachers and learners can use a sequence of pictures to explain a phenomenon or a certain process.
* Tell a story: Teachers and learners can tell the story of a character or an event by pictures.
* Create a learning situation: Teachers can engage learners in a visual story and encourage learners to solve presented problems.

Teachers can use Photo Story Telling at different stages of a lesson:
* To introduce new concepts, ideas and background information, as a warm-up to engage learners in the learning process, to illustrate a problem.
* For learners to attain new knowledge: Learners can be asked to develop a Digital Photo Story to describe what they have learnt, synthesising their knowledge, etc...
* To review and evaluate learning outcomes: The teacher can produce a Digital Photo Story as a visual summary of main concepts of the lesson, to revise and conclude a lesson.

Digital Photo Story Telling can be used in different subjects, for example:
** History: To tell the story of a people in history, achievements or events.
** Geography: To describe local environmental problems, to report on a fieldtrip, to illustrate a study on natural and social phenomena.
** Literature: To describe and summarise a story (characters, context, climax, actions...).
** Civil education: To tell stories of contemporary people in the society.
** Science: To record an experiment; to present the growth process of a tree, report a fieldtrip, create stories about animals under water and on land.

Another way to use photos is to prepare a set of digital photos for classroom use by students on computers, such as for classification tasks, as in the Eness lesson on vertebrates that we watched earlier. You can remind yourself of the video [[/Vertebrate photo use|here]].

{{background|text=
The above material derives from the VVOB ''ICT for Active Teaching and Learning toolkit'' which is available on the server for reading in your own time if you are interested. See pages 57-63 for information on how to create a Photo Story and more detailed examples of use. The VVOB toolkit is also available online:
* PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
* Website: http://www.ict4atl.org
}}

== Introduction to an ICT-based collaborative writing activity ==

{{ednote|text=
The following activity uses an internet-based application called EtherPad which allows everyone to see - in real time - what others are writing, and to build on that.
}}

{{activity|practical activity}} Choose a topic you each want your class to write about in a forthcoming lesson – it can be a factual topic (eg healthy foods, diseases, hobbies, weddings or buying food in the market) or a creative story. It needs to be fairly broad so children are free to write around the topic without feeling there are right and wrong answers. Devise a title to give them, e.g. “The magic stone” for a story. Discuss the choice with a partner if you like.

{{activity|practical activity}} Now open all the netbooks, take one per workshop participant. Go to EtherPad and try out the collaborative writing task below.

{{oinc|OER4Schools/Collaborative writing with EtherPad}}

'''To help your students type faster, before or after this lesson:''' play games on typing under “Edubuntu Applications > Education”, such as TuxType.

'''Activities you could do with Etherpad later on when your students can type faster:'''
* Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)
* Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)

{{activity|whole group discussion}} Discuss the issues and any pitfalls you anticipate. What are the outcomes you would like – what should the students be writing? '''Change the plan a bit if necessary, to suit your own learners.'''

== Background text ==

{{ednote|text=
This section summarises some principles of interactive teaching. They are here for information and reference for the workshop participants. Ask them to look through the list and see if they have any comments? Print the list and ask them to file it in their folders.
}}

{{background|text=
What is interactive teaching?
{{oinc|OER4Schools/Principles of interactive teaching}}
}}

== Where are we going? ==

=== Overview of the resource topics ===

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Detailed outline}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

=== What is the most significant change? ===

{{ednote|text=
In this section, we introduce participants to the “Most Significant Change technique”. We would like participants to formulate their own goals, and to identify what change(s) they might like to make.
}}

{{background|text=
The most significant change (MSC) technique

MSC is a form of participatory monitoring and evaluation. It is participatory because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole.

Essentially, the process involves ‘searching’ for project impact through:
*collection of significant change (SC) stories emanating from the field level
*systematic selection of the most significant of these stories by panels of designated stakeholders or staff
*collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes

When the technique is implemented successfully, whole teams of people begin to focus their attention on programme impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
}}

We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area!

{{activity|brainstorm}} Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.

{{activity|whole group discussion}} Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?

{{ednote|text=
Do the participants agree on how things might be different as a result of the programme?
How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on.

'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
}}

== Homework ==

=== Teacher lab activity ===

#Come to the teacher lab at least once this week to learn more ICT skills.
#Familiarise yourself with “EtherPad” on the netbooks.

=== Classroom activity ===

Do the collaborative writing activity - the classroom activity sheet is available below. Please print it, and use it during the lesson

=== Homework ===

Read the principles of interactive teaching - do you have any questions or comments?

OER4Schools/Collaborative writing with EtherPad

2012-02-14T15:22:46Z

Sch30:

Download pdf: [[File:Collaborative_writing_with_EtherPad.pdf]]

Classroom activity: '''Collaborative writing with EtherPad'''

1. Share out all the netbooks – make equal sized groups (or pairs if there are enough machines). '''Groups needs to have mixed reading and writing ability.'''

2. Learners open them and go to EtherPad. Each group makes up a group name and types it in in capitals, eg WHALES. Teacher writes the name of the topic on the board, eg. “what foods are healthiest for children to eat” or “a story about a magic stone”.

3. Each child then types their own name underneath the group name (not capitals, eg “Melvin”) so they all get a chance to practise typing, and so who the group members are is clear to others.

4. Each group '''brainstorms''' words related to the topic that they might want to use in a story or piece of writing. They type the words straight into the Etherpad under their group names (leave a blank line under the names), sharing and '''rotating the netbook''' so again everyone generates and types at least one word.

Encourage them to be imaginative! If they don’t have many ideas, ask a few open-ended questions to start them off (e.g. “What hobbies do people you know have?” “What could a magic stone be used for? What problems might arise if it could really do anything its owner wanted?”)

5. When you judge that they have written enough (a few words per group is fine), ask them to '''look at the other groups’ words''' (but not before, so they don’t copy). Show them how to scroll if necessary. Discuss with them how many words are the same across groups. Are there any particularly interesting or novel words? If so, point them out and ask the author to explain how their word fits the theme, but don’t spend too long on this. If there are spelling mistakes, ask other children to correct them.

6. Each child '''writes a short story or factual paragraph''' in their books, drawing on the words generated by the class; they should try to include as many as they can, forming proper sentences with them, and adding in any other words they want to. Ask them to try not to repeat words but to make the sentences as varied as they can, and to make sure they '''include some ideas from other groups''' as well as their own.

Learners should pay the usual attention to punctuation, grammar etc, as appropriate for their age. '''Teacher circulates''' to see how they’re doing and illustrates / reminds them of what they need to do if necessary, but lets them make their own choices about what words to use.

'''Differentiation:''' Some learners will be faster than others; allow the slower ones to write less in the time available, but encourage the faster ones to write longer pieces using more of the shared words, and to proofread carefully what they have written.

'''Alternative:''' You might want the group to write the story or paragraph together instead? So only one child writes while all of them make up sentences. Only one book will contain the writing of course, but the group may benefit from having collaborated. Or they can work together anyway and each write the same sentences down, helping each other with spelling and punctuation.

'''Alternative:''' If you found a group was particularly adept at using the computer earlier, they can try typing their story into Etherpad, working together on a single story. But if they are very slow at typing, they should write by hand instead.

OER4Schools/Effective use of ICT

2012-02-14T12:55:21Z

Sch30: /* What is the most significant change? */

{{OER4S}}
<big>'''Unit 1 - Session 4'''</big>

== Reflection ==

Reflection on your lesson activity.
* How did the netbook familiarisation go? Have you all recorded your audio reflections?
* ICT-based task: Log into your email, etc. Did you manage to do that?

{{ednote|text=
Make sure they have all recorded their audio reflections. (Make sure they can all use the upload script.)
Make sure they have all come into the lab to practise their ICT skills.
Make sure they are able to save whatever resources they have found into the “lesson_resources” folder, and then to transfer the contents onto the server.

}}

== How do you use ICT effectively? ==

Review of found resources.

{{activity|discuss}} Last time you were asked to come to the lab to find resources. Did you manage to find resources for an ICT-based lesson? How did you find them? What did you find? Was it easy? What do you think can be done with them?

{{activity|small group activity}} Last time you were asked to prepare a simple activity using ICT, and to develop a lesson plan around this. Share your lesson plans in your group.

{{ednote|text=
Discuss the use of ICT. Does it support interactive teaching? How?
}}

[[Image:For CCE poster - 11.jpg]]

If you need additional ideas for creating ICT-based lessons, here are some examples, all to do with photos.

Digital technology allows you to create (as well as re-use) images.
A '''Digital Photo Story''' combines different media. It is a story made up of images, accompanied with written text, voice, motions, transitions and music, resulting in a rich product that can be used to express, share, describe, present, … to tell a story. Photo Story Telling can be used to:
* Present: Learners can use a Photo Story to report on a trip, a visit or a meeting, to describe a phenomenon, a person or an event. Students can describe for example a normal day in their life, or the place where they live with a story of pictures and narrated with voice.
* Introduce: Teachers and learners can make an overall introduction of an object or a word by using images.
* Explain: Teachers and learners can use a sequence of pictures to explain a phenomenon or a certain process.
* Tell a story: Teachers and learners can tell the story of a character or an event by pictures.
* Create a learning situation: Teachers can engage learners in a visual story and encourage learners to solve presented problems.

Teachers can use Photo Story Telling at different stages of a lesson:
* To introduce new concepts, ideas and background information, as a warm-up to engage learners in the learning process, to illustrate a problem.
* For learners to attain new knowledge: Learners can be asked to develop a Digital Photo Story to describe what they have learnt, synthesising their knowledge, etc...
* To review and evaluate learning outcomes: The teacher can produce a Digital Photo Story as a visual summary of main concepts of the lesson, to revise and conclude a lesson.

Digital Photo Story Telling can be used in different subjects, for example:
** History: To tell the story of a people in history, achievements or events.
** Geography: To describe local environmental problems, to report on a fieldtrip, to illustrate a study on natural and social phenomena.
** Literature: To describe and summarise a story (characters, context, climax, actions...).
** Civil education: To tell stories of contemporary people in the society.
** Science: To record an experiment; to present the growth process of a tree, report a fieldtrip, create stories about animals under water and on land.

Another way to use photos is to prepare a set of digital photos for classroom use by students on computers, such as for classification tasks, as in the Eness lesson on vertebrates that we watched earlier. You can remind yourself of the video [[/Vertebrate photo use|here]].

{{background|text=
The above material derives from the VVOB ''ICT for Active Teaching and Learning toolkit'' which is available on the server for reading in your own time if you are interested. See pages 57-63 for information on how to create a Photo Story and more detailed examples of use. The VVOB toolkit is also available online:
* PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
* Website: http://www.ict4atl.org
}}

== Introduction to an ICT-based collaborative writing activity ==

{{ednote|text=
The following activity uses an internet-based application called EtherPad which allows everyone to see - in real time - what others are writing, and to build on that.
}}

{{activity|practical activity}} Choose a topic you each want your class to write about in a forthcoming lesson – it can be a factual topic (eg diseases or hobbies or weddings or buying food in the market) or a creative story. It needs to be fairly broad so children are free to write around the topic without feeling there are right and wrong answers. Discuss it with a partner if you like.

{{activity|practical activity}} Now open all the netbooks, take one per workshop participant. Go to EtherPad and try out the collaborative writing task below.

{{oinc|OER4Schools/Collaborative writing with EtherPad}}

'''To help your students type faster, before or after this lesson:''' play games on typing under “Edubuntu Applications > Education”, such as TuxType.

'''Activities you could do with Etherpad later on when your students can type faster:'''
* Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)
* Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)

{{activity|whole group discussion}} Discuss the issues and any pitfalls you anticipate. What are the outcomes you would like – what should the students be writing? '''Change the plan a bit if necessary, to suit your own learners.'''

== Background text ==

{{ednote|text=
This section summarises some principles of interactive teaching. They are here for information and reference for the workshop participants. Ask them to look through the list and see if they have any comments? Print the list and ask them to file it in their folders.
}}

{{background|text=
What is interactive teaching?
{{oinc|OER4Schools/Principles of interactive teaching}}
}}

== Where are we going? ==

=== Overview of the resource topics ===

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Detailed outline}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

=== What is the most significant change? ===

{{ednote|text=
In this section, we introduce participants to the “Most Significant Change technique”. We would like participants to formulate their own goals, and to identify what change(s) they might like to make.
}}

{{background|text=
The most significant change (MSC) technique

MSC is a form of participatory monitoring and evaluation. It is participatory because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole.

Essentially, the process involves ‘searching’ for project impact through:
*collection of significant change (SC) stories emanating from the field level
*systematic selection of the most significant of these stories by panels of designated stakeholders or staff
*collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes

When the technique is implemented successfully, whole teams of people begin to focus their attention on programme impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
}}

We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area!

{{activity|brainstorm}} Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.

{{activity|whole group discussion}} Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?

{{ednote|text=
Do the participants agree on how things might be different as a result of the programme?
How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on.

'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
}}

== Homework ==

=== Teacher lab activity ===

#Come to the teacher lab at least once this week to learn more ICT skills.
#Familiarise yourself with “EtherPad” on the netbooks.

=== Classroom activity ===

Do the collaborative writing activity - the classroom activity sheet is available below. Please print it, and use it during the lesson

=== Homework ===

Read the principles of interactive teaching - do you have any questions or comments?

OER4Schools/Effective use of ICT

2012-02-14T12:40:55Z

Sch30: /* How do you use ICT effectively? */

{{OER4S}}
<big>'''Unit 1 - Session 4'''</big>

== Reflection ==

Reflection on your lesson activity.
* How did the netbook familiarisation go? Have you all recorded your audio reflections?
* ICT-based task: Log into your email, etc. Did you manage to do that?

{{ednote|text=
Make sure they have all recorded their audio reflections. (Make sure they can all use the upload script.)
Make sure they have all come into the lab to practise their ICT skills.
Make sure they are able to save whatever resources they have found into the “lesson_resources” folder, and then to transfer the contents onto the server.

}}

== How do you use ICT effectively? ==

Review of found resources.

{{activity|discuss}} Last time you were asked to come to the lab to find resources. Did you manage to find resources for an ICT-based lesson? How did you find them? What did you find? Was it easy? What do you think can be done with them?

{{activity|small group activity}} Last time you were asked to prepare a simple activity using ICT, and to develop a lesson plan around this. Share your lesson plans in your group.

{{ednote|text=
Discuss the use of ICT. Does it support interactive teaching? How?
}}

[[Image:For CCE poster - 11.jpg]]

If you need additional ideas for creating ICT-based lessons, here are some examples, all to do with photos.

Digital technology allows you to create (as well as re-use) images.
A '''Digital Photo Story''' combines different media. It is a story made up of images, accompanied with written text, voice, motions, transitions and music, resulting in a rich product that can be used to express, share, describe, present, … to tell a story. Photo Story Telling can be used to:
* Present: Learners can use a Photo Story to report on a trip, a visit or a meeting, to describe a phenomenon, a person or an event. Students can describe for example a normal day in their life, or the place where they live with a story of pictures and narrated with voice.
* Introduce: Teachers and learners can make an overall introduction of an object or a word by using images.
* Explain: Teachers and learners can use a sequence of pictures to explain a phenomenon or a certain process.
* Tell a story: Teachers and learners can tell the story of a character or an event by pictures.
* Create a learning situation: Teachers can engage learners in a visual story and encourage learners to solve presented problems.

Teachers can use Photo Story Telling at different stages of a lesson:
* To introduce new concepts, ideas and background information, as a warm-up to engage learners in the learning process, to illustrate a problem.
* For learners to attain new knowledge: Learners can be asked to develop a Digital Photo Story to describe what they have learnt, synthesising their knowledge, etc...
* To review and evaluate learning outcomes: The teacher can produce a Digital Photo Story as a visual summary of main concepts of the lesson, to revise and conclude a lesson.

Digital Photo Story Telling can be used in different subjects, for example:
** History: To tell the story of a people in history, achievements or events.
** Geography: To describe local environmental problems, to report on a fieldtrip, to illustrate a study on natural and social phenomena.
** Literature: To describe and summarise a story (characters, context, climax, actions...).
** Civil education: To tell stories of contemporary people in the society.
** Science: To record an experiment; to present the growth process of a tree, report a fieldtrip, create stories about animals under water and on land.

Another way to use photos is to prepare a set of digital photos for classroom use by students on computers, such as for classification tasks, as in the Eness lesson on vertebrates that we watched earlier. You can remind yourself of the video [[/Vertebrate photo use|here]].

{{background|text=
The above material derives from the VVOB ''ICT for Active Teaching and Learning toolkit'' which is available on the server for reading in your own time if you are interested. See pages 57-63 for information on how to create a Photo Story and more detailed examples of use. The VVOB toolkit is also available online:
* PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
* Website: http://www.ict4atl.org
}}

== Introduction to an ICT-based collaborative writing activity ==

{{ednote|text=
The following activity uses an internet-based application called EtherPad which allows everyone to see - in real time - what others are writing, and to build on that.
}}

{{activity|practical activity}} Choose a topic you each want your class to write about in a forthcoming lesson – it can be a factual topic (eg diseases or hobbies or weddings or buying food in the market) or a creative story. It needs to be fairly broad so children are free to write around the topic without feeling there are right and wrong answers. Discuss it with a partner if you like.

{{activity|practical activity}} Now open all the netbooks, take one per workshop participant. Go to EtherPad and try out the collaborative writing task below.

{{oinc|OER4Schools/Collaborative writing with EtherPad}}

'''To help your students type faster, before or after this lesson:''' play games on typing under “Edubuntu Applications > Education”, such as TuxType.

'''Activities you could do with Etherpad later on when your students can type faster:'''
* Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)
* Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)

{{activity|whole group discussion}} Discuss the issues and any pitfalls you anticipate. What are the outcomes you would like – what should the students be writing? '''Change the plan a bit if necessary, to suit your own learners.'''

== Background text ==

{{ednote|text=
This section summarises some principles of interactive teaching. They are here for information and reference for the workshop participants. Ask them to look through the list and see if they have any comments? Print the list and ask them to file it in their folders.
}}

{{background|text=
What is interactive teaching?
{{oinc|OER4Schools/Principles of interactive teaching}}
}}

== Where are we going? ==

=== Overview of the resource topics ===

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Detailed outline}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

=== What is the most significant change? ===

{{ednote|text=
In this section, we introduce the workshop participants to the “Most Significant Change technique”. We would like participants to formulate the goals of the workshops, and to find out what change they would like to make.
}}

{{background|text=
The most significant change (MSC) technique

MSC is a form of participatory monitoring and evaluation. It is participatory because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole.

Essentially, the process involves ‘searching’ for project impact through:
*collection of significant change (SC) stories emanating from the field level
*systematic selection of the most significant of these stories by panels of designated stakeholders or staff
*collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes

When the technique is implemented successfully, whole teams of people begin to focus their attention on program impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
}}

We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area!

{{activity|brainstorm}} Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.

{{activity|whole group discussion}} Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?

{{ednote|text=
Do the participants agree on how things might be different as a result of the programme?
How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on.

'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
}}

== Homework ==

=== Teacher lab activity ===

#Come to the teacher lab at least once this week to learn more ICT skills.
#Familiarise yourself with “EtherPad” on the netbooks.

=== Classroom activity ===

Do the collaborative writing activity - the classroom activity sheet is available below. Please print it, and use it during the lesson

=== Homework ===

Read the principles of interactive teaching - do you have any questions or comments?

OER4Schools/Effective use of ICT

2012-02-14T12:38:42Z

Sch30: /* How do you use ICT effectively? */

{{OER4S}}
<big>'''Unit 1 - Session 4'''</big>

== Reflection ==

Reflection on your lesson activity.
* How did the netbook familiarisation go? Have you all recorded your audio reflections?
* ICT-based task: Log into your email, etc. Did you manage to do that?

{{ednote|text=
Make sure they have all recorded their audio reflections. (Make sure they can all use the upload script.)
Make sure they have all come into the lab to practise their ICT skills.
Make sure they are able to save whatever resources they have found into the “lesson_resources” folder, and then to transfer the contents onto the server.

}}

== How do you use ICT effectively? ==

Review of found resources.

{{activity|discuss}} Last time you were asked to come to the lab to find resources. Did you manage to find resources for an ICT-based lesson? How did you find them? What did you find? Was it easy? What do you think can be done with them?

{{activity|small group activity}} Last time you were asked to prepare a simple activity using ICT, and to develop a lesson plan around this. Share your lesson plans in your group.

{{ednote|text=
Discuss the use of ICT. Does it support interactive teaching? How?
}}

[[Image:For CCE poster - 11.jpg]]

If you need additional ideas for creating ICT-based lessons, here are some examples, all to do with photos.

Digital technology allows you to create (as well as re-use) images.
A '''Digital Photo Story''' combines different media. It is a story made up of images, accompanied with written text, voice, motions, transitions and music, resulting in a rich product that can be used to express, share, describe, present, … to tell a story. Photo Story Telling can be used to:
* Present: Learners can use a Photo Story to report on a trip, a visit or a meeting, to describe a phenomenon, a person or an event. Students can describe for example a normal day in their life, or the place where they live with a story of pictures and narrated with voice.
* Introduce: Teachers and learners can make an overall introduction of an object or a word by using images.
* Explain: Teachers and learners can use a sequence of pictures to explain a phenomenon or a certain process.
* Tell a story: Teachers and learners can tell the story of a character or an event by pictures.
* Create a learning situation: Teachers can engage learners in a visual story and encourage learners to solve presented problems.

Teachers can use Photo Story Telling at different stages of a lesson:
* To introduce new concepts, ideas and background information, as a warm-up to engage learners in the learning process, to illustrate a problem.
* For learners to attain new knowledge: Learners can be asked to develop a Digital Photo Story to describe what they have learnt, synthesising their knowledge, etc...
* To review and evaluate learning outcomes: The teacher can produce a Digital Photo Story as a visual summary of main concepts of the lesson, to revise and conclude a lesson.

Some inspiration for use of Digital Photo Story Telling in different subjects can be found in the VVOB toolkit:
** History: To tell the story of a people in history, achievements or events.
** Geography: To describe local environmental problems, to report on a fieldtrip, to illustrate a study on natural and social phenomena.
** Literature: To describe and summarise a story (characters, context, climax, actions...).
** Civil education: To tell stories of contemporary people in the society.
** Science: To record an experiment; to present the growth process of a tree, report a fieldtrip, create stories about animals under water and on land.

Another way to use photos is to prepare a set of digital photos for classroom use by students on computers, such as for classification tasks, as in the Eness lesson on vertebrates that we watched earlier. You can remind yourself of the video [[/Vertebrate photo use|here]].

{{background|text=
The above material derives from the VVOB ''ICT for Active Teaching and Learning toolkit'' which is available on the server for reading in your own time if you are interested. See pages 57-63 for information on how to create a Photo Story and more detailed examples of use. The VVOB toolkit is also available online:
* PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
* Website: http://www.ict4atl.org
}}

== Introduction to an ICT-based collaborative writing activity ==

{{ednote|text=
The following activity uses an internet-based application called EtherPad which allows everyone to see - in real time - what others are writing, and to build on that.
}}

{{activity|practical activity}} Choose a topic you each want your class to write about in a forthcoming lesson – it can be a factual topic (eg diseases or hobbies or weddings or buying food in the market) or a creative story. It needs to be fairly broad so children are free to write around the topic without feeling there are right and wrong answers. Discuss it with a partner if you like.

{{activity|practical activity}} Now open all the netbooks, take one per workshop participant. Go to EtherPad and try out the collaborative writing task below.

{{oinc|OER4Schools/Collaborative writing with EtherPad}}

'''To help your students type faster, before or after this lesson:''' play games on typing under “Edubuntu Applications > Education”, such as TuxType.

'''Activities you could do with Etherpad later on when your students can type faster:'''
* Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)
* Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)

{{activity|whole group discussion}} Discuss the issues and any pitfalls you anticipate. What are the outcomes you would like – what should the students be writing? '''Change the plan a bit if necessary, to suit your own learners.'''

== Background text ==

{{ednote|text=
This section summarises some principles of interactive teaching. They are here for information and reference for the workshop participants. Ask them to look through the list and see if they have any comments? Print the list and ask them to file it in their folders.
}}

{{background|text=
What is interactive teaching?
{{oinc|OER4Schools/Principles of interactive teaching}}
}}

== Where are we going? ==

=== Overview of the resource topics ===

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Detailed outline}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

=== What is the most significant change? ===

{{ednote|text=
In this section, we introduce the workshop participants to the “Most Significant Change technique”. We would like participants to formulate the goals of the workshops, and to find out what change they would like to make.
}}

{{background|text=
The most significant change (MSC) technique

MSC is a form of participatory monitoring and evaluation. It is participatory because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole.

Essentially, the process involves ‘searching’ for project impact through:
*collection of significant change (SC) stories emanating from the field level
*systematic selection of the most significant of these stories by panels of designated stakeholders or staff
*collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes

When the technique is implemented successfully, whole teams of people begin to focus their attention on program impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
}}

We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area!

{{activity|brainstorm}} Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.

{{activity|whole group discussion}} Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?

{{ednote|text=
Do the participants agree on how things might be different as a result of the programme?
How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on.

'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
}}

== Homework ==

=== Teacher lab activity ===

#Come to the teacher lab at least once this week to learn more ICT skills.
#Familiarise yourself with “EtherPad” on the netbooks.

=== Classroom activity ===

Do the collaborative writing activity - the classroom activity sheet is available below. Please print it, and use it during the lesson

=== Homework ===

Read the principles of interactive teaching - do you have any questions or comments?

OER4Schools/Effective use of ICT

2012-02-14T12:37:05Z

Sch30: /* How do you use ICT effectively? */

{{OER4S}}
<big>'''Unit 1 - Session 4'''</big>

== Reflection ==

Reflection on your lesson activity.
* How did the netbook familiarisation go? Have you all recorded your audio reflections?
* ICT-based task: Log into your email, etc. Did you manage to do that?

{{ednote|text=
Make sure they have all recorded their audio reflections. (Make sure they can all use the upload script.)
Make sure they have all come into the lab to practise their ICT skills.
Make sure they are able to save whatever resources they have found into the “lesson_resources” folder, and then to transfer the contents onto the server.

}}

== How do you use ICT effectively? ==

Review of found resources.

{{activity|discuss}} Last time you were asked to come to the lab to find resources. Did you manage to find resources for an ICT-based lesson? How did you find them? What did you find? Was it easy? What do you think can be done with them?

{{activity|small group activity}} Last time you were asked to prepare a simple activity using ICT, and to develop a lesson plan around this. Share your lesson plans in your group.

{{ednote|text=
Discuss the use of ICT. Does it support interactive teaching? How?
}}

[[Image:For CCE poster - 11.jpg]]

If you need additional ideas for creating ICT-based lessons, here are some examples, all to do with photos.

* Digital technology allows you to create (as well as re-use) images.
* A '''Digital Photo Story''' combines different media. It is a story made up of images, accompanied with written text, voice, motions, transitions and music, resulting in a rich product that can be used to express, share, describe, present, … to tell a story. Photo Story Telling can be used to:
* Present: Learners can use a Photo Story to report on a trip, a visit or a meeting, to describe a phenomenon, a person or an event. Students can describe for example a normal day in their life, or the place where they live with a story of pictures and narrated with voice.
* Introduce: Teachers and learners can make an overall introduction of an object or a word by using images.
* Explain: Teachers and learners can use a sequence of pictures to explain a phenomenon or a certain process.
* Tell a story: Teachers and learners can tell the story of a character or an event by pictures.
* Create a learning situation: Teachers can engage learners in a visual story and encourage learners to solve presented problems.

Teachers can use Photo Story Telling at different stages of a lesson:
* To introduce new concepts, ideas and background information, as a warm-up to engage learners in the learning process, to illustrate a problem.
* For learners to attain new knowledge: Learners can be asked to develop a Digital Photo Story to describe what they have learnt, synthesising their knowledge, etc...
* To review and evaluate learning outcomes: The teacher can produce a Digital Photo Story as a visual summary of main concepts of the lesson, to revise and conclude a lesson.

Some inspiration for use of Digital Photo Story Telling in different subjects can be found in the VVOB toolkit:
** History: To tell the story of a people in history, achievements or events.
** Geography: To describe local environmental problems, to report on a fieldtrip, to illustrate a study on natural and social phenomena.
** Literature: To describe and summarise a story (characters, context, climax, actions...).
** Civil education: To tell stories of contemporary people in the society.
** Science: To record an experiment; to present the growth process of a tree, report a fieldtrip, create stories about animals under water and on land.

* Another way to use photos is to prepare a set of digital photos for classroom use by students on computers, such as for classification tasks, as in the Eness lesson on vertebrates that we watched earlier. You can remind yourself of the video [[/Vertebrate photo use|here]].

{{background|text=
The above material derives from the VVOB ''ICT for Active Teaching and Learning toolkit'' which is available on the server for reading in your own time if you are interested. See pages 57-63 for information on how to create a Photo Story and more detailed examples of use. The VVOB toolkit is also available online:
* PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
* Website: http://www.ict4atl.org
}}

== Introduction to an ICT-based collaborative writing activity ==

{{ednote|text=
The following activity uses an internet-based application called EtherPad which allows everyone to see - in real time - what others are writing, and to build on that.
}}

{{activity|practical activity}} Choose a topic you each want your class to write about in a forthcoming lesson – it can be a factual topic (eg diseases or hobbies or weddings or buying food in the market) or a creative story. It needs to be fairly broad so children are free to write around the topic without feeling there are right and wrong answers. Discuss it with a partner if you like.

{{activity|practical activity}} Now open all the netbooks, take one per workshop participant. Go to EtherPad and try out the collaborative writing task below.

{{oinc|OER4Schools/Collaborative writing with EtherPad}}

'''To help your students type faster, before or after this lesson:''' play games on typing under “Edubuntu Applications > Education”, such as TuxType.

'''Activities you could do with Etherpad later on when your students can type faster:'''
* Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)
* Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)

{{activity|whole group discussion}} Discuss the issues and any pitfalls you anticipate. What are the outcomes you would like – what should the students be writing? '''Change the plan a bit if necessary, to suit your own learners.'''

== Background text ==

{{ednote|text=
This section summarises some principles of interactive teaching. They are here for information and reference for the workshop participants. Ask them to look through the list and see if they have any comments? Print the list and ask them to file it in their folders.
}}

{{background|text=
What is interactive teaching?
{{oinc|OER4Schools/Principles of interactive teaching}}
}}

== Where are we going? ==

=== Overview of the resource topics ===

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Detailed outline}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

=== What is the most significant change? ===

{{ednote|text=
In this section, we introduce the workshop participants to the “Most Significant Change technique”. We would like participants to formulate the goals of the workshops, and to find out what change they would like to make.
}}

{{background|text=
The most significant change (MSC) technique

MSC is a form of participatory monitoring and evaluation. It is participatory because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole.

Essentially, the process involves ‘searching’ for project impact through:
*collection of significant change (SC) stories emanating from the field level
*systematic selection of the most significant of these stories by panels of designated stakeholders or staff
*collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes

When the technique is implemented successfully, whole teams of people begin to focus their attention on program impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
}}

We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area!

{{activity|brainstorm}} Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.

{{activity|whole group discussion}} Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?

{{ednote|text=
Do the participants agree on how things might be different as a result of the programme?
How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on.

'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
}}

== Homework ==

=== Teacher lab activity ===

#Come to the teacher lab at least once this week to learn more ICT skills.
#Familiarise yourself with “EtherPad” on the netbooks.

=== Classroom activity ===

Do the collaborative writing activity - the classroom activity sheet is available below. Please print it, and use it during the lesson

=== Homework ===

Read the principles of interactive teaching - do you have any questions or comments?

OER4Schools/Effective use of ICT

2012-02-14T12:17:41Z

Sch30: /* How do you use ICT effectively? */

{{OER4S}}
<big>'''Unit 1 - Session 4'''</big>

== Reflection ==

Reflection on your lesson activity.
* How did the netbook familiarisation go? Have you all recorded your audio reflections?
* ICT-based task: Log into your email, etc. Did you manage to do that?

{{ednote|text=
Make sure they have all recorded their audio reflections. (Make sure they can all use the upload script.)
Make sure they have all come into the lab to practise their ICT skills.
Make sure they are able to save whatever resources they have found into the “lesson_resources” folder, and then to transfer the contents onto the server.

}}

== How do you use ICT effectively? ==

Review of found resources.

{{activity|discuss}} Last time you were asked to come to the lab to find resources. Did you manage to find resources for an ICT-based lesson? How did you find them? What did you find? Was it easy? What do you think can be done with them?

{{activity|small group activity}} Last time you were asked to prepare a simple activity using ICT, and to develop a lesson plan around this. Share your lesson plans in your group.

{{ednote|text=
Discuss the use of ICT. Does it support interactive teaching? How?
}}

[[Image:For CCE poster - 11.jpg]]

If you need additional ideas for creating ICT-based lessons, here are some examples, all to do with photos:
* Digital technology allows you to create (as well as re-use images). Some inspiration for use of Digital Photo Story Telling in different subjects can be found in the VVOB toolkit (see below):
** History: To tell the story of a people in history, achievements or events.
** Geography: To describe local environmental problems, to report on a fieldtrip, to illustrate a study on natural and social phenomena.
** Literature: To describe and summarise a story (characters, context, climax, actions...).
** Civil education: To tell stories of contemporary people in the society.
** Biology: To present the growth process of a tree, a fieldtrip, stories about animals under water and on land.
* Another way to use photos is to prepare a set of photos for classroom use, such as for classification tasks, as in the Eness lesson on vertebrates that we watched earlier. You can remind yourself of the video [[/Vertebrate photo use|here]].

{{background|text=
The VVOB toolkit is available on the server for reading in your own time if you are interested. The VVOB toolkit is also available online:
* PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
* Website: http://www.ict4atl.org
}}

== Introduction to an ICT-based collaborative writing activity ==

{{ednote|text=
The following activity uses an internet-based application called EtherPad which allows everyone to see - in real time - what others are writing, and to build on that.
}}

{{activity|practical activity}} Choose a topic you each want your class to write about in a forthcoming lesson – it can be a factual topic (eg diseases or hobbies or weddings or buying food in the market) or a creative story. It needs to be fairly broad so children are free to write around the topic without feeling there are right and wrong answers. Discuss it with a partner if you like.

{{activity|practical activity}} Now open all the netbooks, take one per workshop participant. Go to EtherPad and try out the collaborative writing task below.

{{oinc|OER4Schools/Collaborative writing with EtherPad}}

'''To help your students type faster, before or after this lesson:''' play games on typing under “Edubuntu Applications > Education”, such as TuxType.

'''Activities you could do with Etherpad later on when your students can type faster:'''
* Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)
* Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)

{{activity|whole group discussion}} Discuss the issues and any pitfalls you anticipate. What are the outcomes you would like – what should the students be writing? '''Change the plan a bit if necessary, to suit your own learners.'''

== Background text ==

{{ednote|text=
This section summarises some principles of interactive teaching. They are here for information and reference for the workshop participants. Ask them to look through the list and see if they have any comments? Print the list and ask them to file it in their folders.
}}

{{background|text=
What is interactive teaching?
{{oinc|OER4Schools/Principles of interactive teaching}}
}}

== Where are we going? ==

=== Overview of the resource topics ===

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Detailed outline}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

=== What is the most significant change? ===

{{ednote|text=
In this section, we introduce the workshop participants to the “Most Significant Change technique”. We would like participants to formulate the goals of the workshops, and to find out what change they would like to make.
}}

{{background|text=
The most significant change (MSC) technique

MSC is a form of participatory monitoring and evaluation. It is participatory because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole.

Essentially, the process involves ‘searching’ for project impact through:
*collection of significant change (SC) stories emanating from the field level
*systematic selection of the most significant of these stories by panels of designated stakeholders or staff
*collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes

When the technique is implemented successfully, whole teams of people begin to focus their attention on program impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
}}

We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area!

{{activity|brainstorm}} Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.

{{activity|whole group discussion}} Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?

{{ednote|text=
Do the participants agree on how things might be different as a result of the programme?
How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on.

'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
}}

== Homework ==

=== Teacher lab activity ===

#Come to the teacher lab at least once this week to learn more ICT skills.
#Familiarise yourself with “EtherPad” on the netbooks.

=== Classroom activity ===

Do the collaborative writing activity - the classroom activity sheet is available below. Please print it, and use it during the lesson

=== Homework ===

Read the principles of interactive teaching - do you have any questions or comments?

OER4Schools/Effective use of ICT

2012-02-14T12:17:07Z

Sch30: /* How do you use ICT effectively? */

{{OER4S}}
<big>'''Unit 1 - Session 4'''</big>

== Reflection ==

Reflection on your lesson activity.
* How did the netbook familiarisation go? Have you all recorded your audio reflections?
* ICT-based task: Log into your email, etc. Did you manage to do that?

{{ednote|text=
Make sure they have all recorded their audio reflections. (Make sure they can all use the upload script.)
Make sure they have all come into the lab to practise their ICT skills.
Make sure they are able to save whatever resources they have found into the “lesson_resources” folder, and then to transfer the contents onto the server.

}}

== How do you use ICT effectively? ==

Review of found resources.

{{activity|discuss}} Last time you were asked to come to the lab to find resources. Did you manage to find resources for an ICT-based lesson? How did you find them? What did you find? Was it easy? What do you think can be done with them?

{{activity|small group activity}} Last time you were asked to prepare a simple activity using ICT, and to develop a lesson plan around this. Share your lesson plans in your group.

{{ednote|text=
Discuss the use of ICT. Does it support interactive teaching? How?
}}

[[Image:For CCE poster-11.jpg]]

If you need additional ideas for creating ICT-based lessons, here are some examples, all to do with photos:
* Digital technology allows you to create (as well as re-use images). Some inspiration for use of Digital Photo Story Telling in different subjects can be found in the VVOB toolkit (see below):
** History: To tell the story of a people in history, achievements or events.
** Geography: To describe local environmental problems, to report on a fieldtrip, to illustrate a study on natural and social phenomena.
** Literature: To describe and summarise a story (characters, context, climax, actions...).
** Civil education: To tell stories of contemporary people in the society.
** Biology: To present the growth process of a tree, a fieldtrip, stories about animals under water and on land.
* Another way to use photos is to prepare a set of photos for classroom use, such as for classification tasks, as in the Eness lesson on vertebrates that we watched earlier. You can remind yourself of the video [[/Vertebrate photo use|here]].

{{background|text=
The VVOB toolkit is available on the server for reading in your own time if you are interested. The VVOB toolkit is also available online:
* PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
* Website: http://www.ict4atl.org
}}

== Introduction to an ICT-based collaborative writing activity ==

{{ednote|text=
The following activity uses an internet-based application called EtherPad which allows everyone to see - in real time - what others are writing, and to build on that.
}}

{{activity|practical activity}} Choose a topic you each want your class to write about in a forthcoming lesson – it can be a factual topic (eg diseases or hobbies or weddings or buying food in the market) or a creative story. It needs to be fairly broad so children are free to write around the topic without feeling there are right and wrong answers. Discuss it with a partner if you like.

{{activity|practical activity}} Now open all the netbooks, take one per workshop participant. Go to EtherPad and try out the collaborative writing task below.

{{oinc|OER4Schools/Collaborative writing with EtherPad}}

'''To help your students type faster, before or after this lesson:''' play games on typing under “Edubuntu Applications > Education”, such as TuxType.

'''Activities you could do with Etherpad later on when your students can type faster:'''
* Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)
* Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)

{{activity|whole group discussion}} Discuss the issues and any pitfalls you anticipate. What are the outcomes you would like – what should the students be writing? '''Change the plan a bit if necessary, to suit your own learners.'''

== Background text ==

{{ednote|text=
This section summarises some principles of interactive teaching. They are here for information and reference for the workshop participants. Ask them to look through the list and see if they have any comments? Print the list and ask them to file it in their folders.
}}

{{background|text=
What is interactive teaching?
{{oinc|OER4Schools/Principles of interactive teaching}}
}}

== Where are we going? ==

=== Overview of the resource topics ===

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Detailed outline}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

=== What is the most significant change? ===

{{ednote|text=
In this section, we introduce the workshop participants to the “Most Significant Change technique”. We would like participants to formulate the goals of the workshops, and to find out what change they would like to make.
}}

{{background|text=
The most significant change (MSC) technique

MSC is a form of participatory monitoring and evaluation. It is participatory because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole.

Essentially, the process involves ‘searching’ for project impact through:
*collection of significant change (SC) stories emanating from the field level
*systematic selection of the most significant of these stories by panels of designated stakeholders or staff
*collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes

When the technique is implemented successfully, whole teams of people begin to focus their attention on program impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
}}

We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area!

{{activity|brainstorm}} Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.

{{activity|whole group discussion}} Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?

{{ednote|text=
Do the participants agree on how things might be different as a result of the programme?
How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on.

'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
}}

== Homework ==

=== Teacher lab activity ===

#Come to the teacher lab at least once this week to learn more ICT skills.
#Familiarise yourself with “EtherPad” on the netbooks.

=== Classroom activity ===

Do the collaborative writing activity - the classroom activity sheet is available below. Please print it, and use it during the lesson

=== Homework ===

Read the principles of interactive teaching - do you have any questions or comments?

OER4Schools/Effective use of ICT

2012-02-14T12:12:07Z

Sch30: /* How do you use ICT effectively? */

{{OER4S}}
<big>'''Unit 1 - Session 4'''</big>

== Reflection ==

Reflection on your lesson activity.
* How did the netbook familiarisation go? Have you all recorded your audio reflections?
* ICT-based task: Log into your email, etc. Did you manage to do that?

{{ednote|text=
Make sure they have all recorded their audio reflections. (Make sure they can all use the upload script.)
Make sure they have all come into the lab to practise their ICT skills.
Make sure they are able to save whatever resources they have found into the “lesson_resources” folder, and then to transfer the contents onto the server.

}}

== How do you use ICT effectively? ==

Review of found resources.

{{activity|discuss}} Last time you were asked to come to the lab to find resources. Did you manage to find resources for an ICT-based lesson? How did you find them? What did you find? Was it easy? What do you think can be done with them?

{{activity|small group activity}} Last time you were asked to prepare a simple activity using ICT, and to develop a lesson plan around this. Share your lesson plans in your group.

{{ednote|text=
Discuss the use of ICT. Does it support interactive teaching? How?
}}

[[Image:For CCE poster - 11.jpg]]

If you need additional ideas for creating ICT-based lessons, here are some examples, all to do with photos:
* Digital technology allows you to create (as well as re-use images). Some inspiration for use of Digital Photo Story Telling in different subjects can be found in the VVOB toolkit (see below):
** History: To tell the story of a people in history, achievements or events.
** Geography: To describe local environmental problems, to report on a fieldtrip, to illustrate a study on natural and social phenomena.
** Literature: To describe and summarise a story (characters, context, climax, actions...).
** Civil education: To tell stories of contemporary people in the society.
** Biology: To present the growth process of a tree, a fieldtrip, stories about animals under water and on land.
* Another way to use photos is to prepare a set of photos for classroom use, such as for classification tasks, as in the Eness lesson on vertebrates that we watched earlier. You can remind yourself of the video [[/Vertebrate photo use|here]].

{{background|text=
The VVOB toolkit is available on the server for reading in your own time if you are interested. The VVOB toolkit is also available online:
* PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
* Website: http://www.ict4atl.org
}}

== Introduction to an ICT-based collaborative writing activity ==

{{ednote|text=
The following activity uses an internet-based application called EtherPad which allows everyone to see - in real time - what others are writing, and to build on that.
}}

{{activity|practical activity}} Choose a topic you each want your class to write about in a forthcoming lesson – it can be a factual topic (eg diseases or hobbies or weddings or buying food in the market) or a creative story. It needs to be fairly broad so children are free to write around the topic without feeling there are right and wrong answers. Discuss it with a partner if you like.

{{activity|practical activity}} Now open all the netbooks, take one per workshop participant. Go to EtherPad and try out the collaborative writing task below.

{{oinc|OER4Schools/Collaborative writing with EtherPad}}

'''To help your students type faster, before or after this lesson:''' play games on typing under “Edubuntu Applications > Education”, such as TuxType.

'''Activities you could do with Etherpad later on when your students can type faster:'''
* Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)
* Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)

{{activity|whole group discussion}} Discuss the issues and any pitfalls you anticipate. What are the outcomes you would like – what should the students be writing? '''Change the plan a bit if necessary, to suit your own learners.'''

== Background text ==

{{ednote|text=
This section summarises some principles of interactive teaching. They are here for information and reference for the workshop participants. Ask them to look through the list and see if they have any comments? Print the list and ask them to file it in their folders.
}}

{{background|text=
What is interactive teaching?
{{oinc|OER4Schools/Principles of interactive teaching}}
}}

== Where are we going? ==

=== Overview of the resource topics ===

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Detailed outline}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

=== What is the most significant change? ===

{{ednote|text=
In this section, we introduce the workshop participants to the “Most Significant Change technique”. We would like participants to formulate the goals of the workshops, and to find out what change they would like to make.
}}

{{background|text=
The most significant change (MSC) technique

MSC is a form of participatory monitoring and evaluation. It is participatory because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole.

Essentially, the process involves ‘searching’ for project impact through:
*collection of significant change (SC) stories emanating from the field level
*systematic selection of the most significant of these stories by panels of designated stakeholders or staff
*collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes

When the technique is implemented successfully, whole teams of people begin to focus their attention on program impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
}}

We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area!

{{activity|brainstorm}} Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.

{{activity|whole group discussion}} Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?

{{ednote|text=
Do the participants agree on how things might be different as a result of the programme?
How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on.

'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
}}

== Homework ==

=== Teacher lab activity ===

#Come to the teacher lab at least once this week to learn more ICT skills.
#Familiarise yourself with “EtherPad” on the netbooks.

=== Classroom activity ===

Do the collaborative writing activity - the classroom activity sheet is available below. Please print it, and use it during the lesson

=== Homework ===

Read the principles of interactive teaching - do you have any questions or comments?

OER4Schools

2012-02-14T12:09:46Z

Sch30: /* The OER4Schools Professional Learning Resource */

{{OER4S}}__NOTOC__

= The OER4Schools Professional Learning Resource =

This is the professional development 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].

[[Image:Eness with group.jpg]]

== Units in the professional learning resource ==

* [[OER4Schools/Overview|Overview of the resource]]
* [[OER4Schools/1 Introduction|Unit 1: Introduction to interactive teaching and the use of ICT]]
* Unit 2: Whole class dialogue & effective questioning
* Unit 3: Effective group work and collaborative learning
* Unit 4: Assessment of learning and lesson pacing
* Unit 5: Enquiry-based learning and supporting co-enquiry
* Unit 6: Sharing the vision

See [[OER4Schools/Detailed outline]] for more information.

The contents of some of these units will be added throughout 2012.

== Lesson and activity templates ==

* [[OER4Schools/lesson plan|OER4Schools lesson plan (blank)]]
* [[OER4Schools/activity template|OER4Schools activity template (blank)]]
* [[OER4Schools/lesson plan|OER4Schools lesson plan for a lesson on vertebrates]]

== Classroom activities ==
* [[OER4Schools/Netbook familiarisation]]
* [[OER4Schools/Collaborative writing with EtherPad]]

== Videos ==

The videos used in our resource are also available from our YouTube site, http://www.youtube.com/user/OER4Schools.

{{video|name=Introduction to Chalimbana Basic School|duration=1:57|src=-dITjCrgqYY}}

OER4Schools

2012-02-14T12:08:45Z

Sch30:

{{OER4S}}__NOTOC__

= The OER4Schools Professional Learning Resource =

This is the professional development 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].

[[Image:ImageName.jpg]]

== Units in the professional learning resource ==

* [[OER4Schools/Overview|Overview of the resource]]
* [[OER4Schools/1 Introduction|Unit 1: Introduction to interactive teaching and the use of ICT]]
* Unit 2: Whole class dialogue & effective questioning
* Unit 3: Effective group work and collaborative learning
* Unit 4: Assessment of learning and lesson pacing
* Unit 5: Enquiry-based learning and supporting co-enquiry
* Unit 6: Sharing the vision

See [[OER4Schools/Detailed outline]] for more information.

The contents of some of these units will be added throughout 2012.

== Lesson and activity templates ==

* [[OER4Schools/lesson plan|OER4Schools lesson plan (blank)]]
* [[OER4Schools/activity template|OER4Schools activity template (blank)]]
* [[OER4Schools/lesson plan|OER4Schools lesson plan for a lesson on vertebrates]]

== Classroom activities ==
* [[OER4Schools/Netbook familiarisation]]
* [[OER4Schools/Collaborative writing with EtherPad]]

== Videos ==

The videos used in our resource are also available from our YouTube site, http://www.youtube.com/user/OER4Schools.

{{video|name=Introduction to Chalimbana Basic School|duration=1:57|src=-dITjCrgqYY}}

OER4Schools/Designing interactive lesson plans

2012-02-14T11:45:13Z

Sch30: /* Session 2 of Unit 1 */

{{OER4S}}

<big>'''Unit 1 - Session 2'''</big>

[[Image:Eness3.jpg|thumb|300px]]

Welcome, any administrative issues

== Reflections from your own trial ==
Sharing your reflections through:

SNOWBALL: pairs talk then join another pair.
* What was the objective of the new activity/lesson?
* How have activities/lessons been interactive?
* What lesson plans have you been creating?
* How do you think the lesson went? In particular, how did learners respond?
* What would you change if you taught this again?

{{ednote|text=
Encourage peer observation if possible, and teachers to suggest changes for themselves.
}}

'''<nowiki>[</nowiki>SKIP THE NEXT ACTIVITY if you feel participants already have a good grasp of what interactive teaching is like]'''

'''Moving towards interactive teaching'''

{{activity|Small group activity}}

We mentioned last time that interactive teaching involves moving from “telling” to “listening.” Discuss in a small group what other words you feel might describe the difference between traditional approaches and interactive teaching? What are the two kinds of classroom like? Can everyone come up and write a word or phrase for each approach?

{{ednote|text=
Some contrasts people might make (let them suggest their own terms):
* passive - active
* quiet - noisy
* individual - collaborative
Note: these are not value judgments - they can be positive or negative in different circumstances!
}}

== Lesson planning ==

In Section 2 you planned an ''activity''<nowiki>; now we will focus on planning a whole interactive </nowiki>''lesson'' – a series of activities together.

How do you currently plan your lessons?

{{ednote|text=
Check variation, discuss value of recording lesson plans.
}}

== An interactive lesson plan in action ==

Look at the lesson plan template and the example of a completed one: this shows the plan for the lesson you have seen the clips from – Eness’s lesson on vertebrates.

Watch the following 4 clips to see how the activities in that lesson are sequenced. (A couple of these you have already seen, the other two are new).

{{video|name=Eness_vertebrates_1.mp4|duration=2:43|src=SQEoWYVAC78}}
{{video|name=Eness_vertebrates_3.mp4|duration=1:17|src=cXyibsmbS3M}}
{{video|name=Eness_vertebrates_5.mp4|duration=4:04|src=Q2jnT6w2ub0}}
{{video|name=Eness_vertebrates_12.mp4|duration=4:19|src=kY2Ow7PuseI}}

{{ednote|text=
The clips are from Eness' lesson on vertebrates, clips 1 (part), 3, 5, 12 .mp4. They demonstrate:
* 1 = start of lesson: brain storm with unique contributions, time to think first, no hands up technique too
* 3 = Instructions to set up the task and initiate group work<nowiki>; </nowiki>group enjoying themselves
* 5 = T gives detailed help to group: shows ICT use
* 12 = whole class discussion of ‘is a bat a bird?’ + T sets unresolved problem as homework
}}

Discuss these clips at the end; how did the teacher build up the sequence of activities? Look at her lesson plan again if you need to.

Notice how the teacher gave the children time to think before the brainstorm; she was very patient! This is called “wait time” and can be used any time when learners are asked a question or given a challenging task. Rather than jumping in to tell them an answer, it allows uncertainty and encourages deeper thinking.

{{ednote|text=
The lesson builds from (a) brainstorm to (b) groupwork using ICT and developing children’s own classifications, to (c) group presentations to the class, interspersed with (d) whole class discussion and follow-up homework.
}}

== Developing lesson plans using lesson plan "templates" ==
{{activity|Small group activity}} '''Working in small groups, each participant should complete a whole lesson plan for a lesson they will teach shortly. Spend quite a lot of time on this.

Think about incorporating interactive elements in your lesson plans. Discuss ideas with your group. Plan the lesson in detail, so every activity is described in enough detail that someone else could teach from your plan.

However, allow for some flexibility according to learners’ responses. Remember at the end of Eness’s lesson (Clip 12), she set the learners a research task for homework because they had not come to a consensus view about whether a bat was a bird or not.

'''Including all learners. '''How can you ensure that everyone is participating actively?

For example, you saw how Eness (Clip 1) required every child to think of their own example of an animal. Are there other techniques you can use, especially if you have a large class where that might be too time consuming?

Are there any learners that may have difficulty with the tasks?

'''Differentiation'''. Think too about how you will cater for slower and faster learners – can the faster learners get further or get more work done than the slower ones? Do you need to have additional, more challenging work ready for them to do if they finish an activity before their peers?

Choose one or more new ideas to add to the one you already tried last time, e.g.
* Brainstorm
* Mini-blackboard use, with or without student presentations
* A question-and-answer session with students as to what they might want to learn. (You would need to then take those requests seriously!)
* Think of a general question, that has many answers (e.g. name mammals) rather than a single answer. Ask children to come to the board one-by-one, and write (e.g. a mammal) on the board.
* A practical or outdoors activity

== Homework ==
Teach the lesson you have planned. Then '''REFLECT''' on it as you did before when you trialled a new activity. Use your dictaphone to record your reflections. You may want to write down a few brief notes too, so you can remember the issues arising when you come to the next workshop session, as you will be asked to share your reflections with others then (focusing on how the lesson went, how learners responded, and what you would change if you taught it again).

OER4Schools/ICTs in interactive teaching

2012-02-14T11:44:25Z

Sch30:

{{OER4S}}
<big>'''Unit 1 - Session 3'''</big>

== Reflections from your own trial ==
{{activity|small group}} Share your reflections:

* What was the objective of the new lesson?
* How was the lesson interactive?
* How do you think the lesson went? In particular, how did learners respond?
* What would you change if you taught this again?

== Using ICT to support interactive teaching ==
[[Image:Eness2.jpg|thumb|200px]]

{{activity|Discuss}} What is the role of ICT in the kinds of teaching this resource has been introducing?

'''See illustrations of ICT use:'''

First, remind yourself of Eness clip 5 – you may want to watch it again, this time looking at the ICT use.

Watch further videos:
{{video|name=Eness_vertebrates_5.mp4|duration=|src=Q2jnT6w2ub0}}
{{video|name=Abel clip 4.m4v|duration=|src=JeCjZW370CQ}}
{{video|name=12 13 Abel 2 4 rectangles|duration=|src=ahH6SGVe--o}}
{{video|name=12 13 Abel 2 4 rectangles|duration=|src=v8itDWlhRdw}}
{{ednote|text=

* 19_Eness_vertebrates 5
* Abel clip 4.m4v (teacher introduces task, followed by some small groupwork –group is confused about area vs.perimeter so Abel asks older boys to help)
* 12 13 Abel 2 4 rectangles (group working on GeoGebra on their own; teacher interacts at end)
* Abel_student_presentation. Groups come up to the board to explain what they found and what they learned; this brief clip shows 2 girls presenting
}}

Look at photographs from other lessons to see more examples of interactive teaching and ICT use.

{{activity|Discuss}}
* '''When is it appropriate to use ICT?'''
* '''What uses can you think of that promote and enhance interactive teaching and learning?'''

{{ednote|text=
Discussion around appropriate use and purpose: ICT engages learners but may have novelty value. How can we keep its use motivating over time?
}}

== Resources ==
'''What resources are needed for interactive teaching – in general'''? Where do they come from?

ICTs are one resource but non-digital tools can be powerful too. Examples of resources include:
* mini-blackboards
* measuring tapes or sticks
* counters or stones
* calculators
* digital camera
* digital learning resources: using these requires searching for appropriate resources, saving them for re-use with students
* class set of netbooks (there are logistical issues to be resolved here including charging, security, rota for use etc.)
* e-book readers (Kindle, Wikireader)
* etc.

{{activity|SMALL GROUP}} Think about some of the resources you might like to use in your forthcoming lessons and discuss them – with teachers of the same grade if possible – or with a small group of other participants. Think about how you would use them?

== Homework ==
=== Homework in class ===
'''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.

=== Homework outside teaching ===
'''Plan a simple activity using digital resources''' in some way to support learning in a lesson you will be teaching after one week’s time; you can either plan to use the netbooks with the pupils, or just use one connected to the projector.

Don’t actually carry out the activity, just plan it using a lesson template. Use the teacher lab to search for resources before you come to the next workshop. Bring with you the lesson plan and the link to the resource(s) you have chosen.

=== ICT task ===
In addition to the lesson planning, all teachers should do an ICT task, to advance their ICT knowledge. This week you should:
* Log into your email and send an email to the mailing list. You can just say hi, and how you are finding the workshop, or post any question that you have.
* Make sure that you are able to transfer your audio recordings.
* Save a page into the “lessons_resources”

{{ednote|text=
Make sure that the participants know the email address of the mailing list you are using! For the OER4Schools programme, we are using a mailing list at google groups:
oer4schools (at) googlegroups.com.
}}

== Final reflection ==
Talk to the person next to you and/or collectively brainstorm - what can these interactive methods contribute to your teaching, especially over the next few weeks?

{{ednote|text=

Remember to '''reflect yourself''' on how this workshop went, and to audio record:

* How did the workshop go?

* Which parts did participants respond to best? Why?

* Were there any parts of the material that didn’t work very well? Why?

* Did you deviate from the plan at any point? How?

*How long did the workshop take?

* Were there any logistical issues? (eg latecomers/absentees, technical difficulties, etc)

}}

= Classroom worksheet for teachers =

{{:OER4Schools/Netbook familiarisation}}

(You can print this sheet separately here: [[OER4Schools/Netbook familiarisation]].)

OER4Schools/ICTs in interactive teaching

2012-02-14T11:42:38Z

Sch30: /* Unit 1 - Session 3 */

{{OER4S}}

= Session 3 of Unit 1 =
== Reflections from your own trial ==
{{activity|small group}} Share your reflections:

* What was the objective of the new lesson?
* How was the lesson interactive?
* How do you think the lesson went? In particular, how did learners respond?
* What would you change if you taught this again?

== Using ICT to support interactive teaching ==
[[Image:Eness2.jpg|thumb|200px]]

{{activity|Discuss}} What is the role of ICT in the kinds of teaching this resource has been introducing?

'''See illustrations of ICT use:'''

First, remind yourself of Eness clip 5 – you may want to watch it again, this time looking at the ICT use.

Watch further videos:
{{video|name=Eness_vertebrates_5.mp4|duration=|src=Q2jnT6w2ub0}}
{{video|name=Abel clip 4.m4v|duration=|src=JeCjZW370CQ}}
{{video|name=12 13 Abel 2 4 rectangles|duration=|src=ahH6SGVe--o}}
{{video|name=12 13 Abel 2 4 rectangles|duration=|src=v8itDWlhRdw}}
{{ednote|text=

* 19_Eness_vertebrates 5
* Abel clip 4.m4v (teacher introduces task, followed by some small groupwork –group is confused about area vs.perimeter so Abel asks older boys to help)
* 12 13 Abel 2 4 rectangles (group working on GeoGebra on their own; teacher interacts at end)
* Abel_student_presentation. Groups come up to the board to explain what they found and what they learned; this brief clip shows 2 girls presenting
}}

Look at photographs from other lessons to see more examples of interactive teaching and ICT use.

{{activity|Discuss}}
* '''When is it appropriate to use ICT?'''
* '''What uses can you think of that promote and enhance interactive teaching and learning?'''

{{ednote|text=
Discussion around appropriate use and purpose: ICT engages learners but may have novelty value. How can we keep its use motivating over time?
}}

== Resources ==
'''What resources are needed for interactive teaching – in general'''? Where do they come from?

ICTs are one resource but non-digital tools can be powerful too. Examples of resources include:
* mini-blackboards
* measuring tapes or sticks
* counters or stones
* calculators
* digital camera
* digital learning resources: using these requires searching for appropriate resources, saving them for re-use with students
* class set of netbooks (there are logistical issues to be resolved here including charging, security, rota for use etc.)
* e-book readers (Kindle, Wikireader)
* etc.

{{activity|SMALL GROUP}} Think about some of the resources you might like to use in your forthcoming lessons and discuss them – with teachers of the same grade if possible – or with a small group of other participants. Think about how you would use them?

== Homework ==
=== Homework in class ===
'''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.

=== Homework outside teaching ===
'''Plan a simple activity using digital resources''' in some way to support learning in a lesson you will be teaching after one week’s time; you can either plan to use the netbooks with the pupils, or just use one connected to the projector.

Don’t actually carry out the activity, just plan it using a lesson template. Use the teacher lab to search for resources before you come to the next workshop. Bring with you the lesson plan and the link to the resource(s) you have chosen.

=== ICT task ===
In addition to the lesson planning, all teachers should do an ICT task, to advance their ICT knowledge. This week you should:
* Log into your email and send an email to the mailing list. You can just say hi, and how you are finding the workshop, or post any question that you have.
* Make sure that you are able to transfer your audio recordings.
* Save a page into the “lessons_resources”

{{ednote|text=
Make sure that the participants know the email address of the mailing list you are using! For the OER4Schools programme, we are using a mailing list at google groups:
oer4schools (at) googlegroups.com.
}}

== Final reflection ==
Talk to the person next to you and/or collectively brainstorm - what can these interactive methods contribute to your teaching, especially over the next few weeks?

{{ednote|text=

Remember to '''reflect yourself''' on how this workshop went, and to audio record:

* How did the workshop go?

* Which parts did participants respond to best? Why?

* Were there any parts of the material that didn’t work very well? Why?

* Did you deviate from the plan at any point? How?

*How long did the workshop take?

* Were there any logistical issues? (eg latecomers/absentees, technical difficulties, etc)

}}

= Classroom worksheet for teachers =

{{:OER4Schools/Netbook familiarisation}}

(You can print this sheet separately here: [[OER4Schools/Netbook familiarisation]].)

OER4Schools/Designing interactive lesson plans

2012-02-14T11:41:27Z

Sch30: /* Unit 1 - Session 2 */

{{OER4S}}

= Session 2 of Unit 1 =
[[Image:Eness3.jpg|thumb|300px]]

Welcome, any administrative issues

== Reflections from your own trial ==
Sharing your reflections through:

SNOWBALL: pairs talk then join another pair.
* What was the objective of the new activity/lesson?
* How have activities/lessons been interactive?
* What lesson plans have you been creating?
* How do you think the lesson went? In particular, how did learners respond?
* What would you change if you taught this again?

{{ednote|text=
Encourage peer observation if possible, and teachers to suggest changes for themselves.
}}

'''<nowiki>[</nowiki>SKIP THE NEXT ACTIVITY if you feel participants already have a good grasp of what interactive teaching is like]'''

'''Moving towards interactive teaching'''

{{activity|Small group activity}}

We mentioned last time that interactive teaching involves moving from “telling” to “listening.” Discuss in a small group what other words you feel might describe the difference between traditional approaches and interactive teaching? What are the two kinds of classroom like? Can everyone come up and write a word or phrase for each approach?

{{ednote|text=
Some contrasts people might make (let them suggest their own terms):
* passive - active
* quiet - noisy
* individual - collaborative
Note: these are not value judgments - they can be positive or negative in different circumstances!
}}

== Lesson planning ==

In Section 2 you planned an ''activity''<nowiki>; now we will focus on planning a whole interactive </nowiki>''lesson'' – a series of activities together.

How do you currently plan your lessons?

{{ednote|text=
Check variation, discuss value of recording lesson plans.
}}

== An interactive lesson plan in action ==

Look at the lesson plan template and the example of a completed one: this shows the plan for the lesson you have seen the clips from – Eness’s lesson on vertebrates.

Watch the following 4 clips to see how the activities in that lesson are sequenced. (A couple of these you have already seen, the other two are new).

{{video|name=Eness_vertebrates_1.mp4|duration=2:43|src=SQEoWYVAC78}}
{{video|name=Eness_vertebrates_3.mp4|duration=1:17|src=cXyibsmbS3M}}
{{video|name=Eness_vertebrates_5.mp4|duration=4:04|src=Q2jnT6w2ub0}}
{{video|name=Eness_vertebrates_12.mp4|duration=4:19|src=kY2Ow7PuseI}}

{{ednote|text=
The clips are from Eness' lesson on vertebrates, clips 1 (part), 3, 5, 12 .mp4. They demonstrate:
* 1 = start of lesson: brain storm with unique contributions, time to think first, no hands up technique too
* 3 = Instructions to set up the task and initiate group work<nowiki>; </nowiki>group enjoying themselves
* 5 = T gives detailed help to group: shows ICT use
* 12 = whole class discussion of ‘is a bat a bird?’ + T sets unresolved problem as homework
}}

Discuss these clips at the end; how did the teacher build up the sequence of activities? Look at her lesson plan again if you need to.

Notice how the teacher gave the children time to think before the brainstorm; she was very patient! This is called “wait time” and can be used any time when learners are asked a question or given a challenging task. Rather than jumping in to tell them an answer, it allows uncertainty and encourages deeper thinking.

{{ednote|text=
The lesson builds from (a) brainstorm to (b) groupwork using ICT and developing children’s own classifications, to (c) group presentations to the class, interspersed with (d) whole class discussion and follow-up homework.
}}

== Developing lesson plans using lesson plan "templates" ==
{{activity|Small group activity}} '''Working in small groups, each participant should complete a whole lesson plan for a lesson they will teach shortly. Spend quite a lot of time on this.

Think about incorporating interactive elements in your lesson plans. Discuss ideas with your group. Plan the lesson in detail, so every activity is described in enough detail that someone else could teach from your plan.

However, allow for some flexibility according to learners’ responses. Remember at the end of Eness’s lesson (Clip 12), she set the learners a research task for homework because they had not come to a consensus view about whether a bat was a bird or not.

'''Including all learners. '''How can you ensure that everyone is participating actively?

For example, you saw how Eness (Clip 1) required every child to think of their own example of an animal. Are there other techniques you can use, especially if you have a large class where that might be too time consuming?

Are there any learners that may have difficulty with the tasks?

'''Differentiation'''. Think too about how you will cater for slower and faster learners – can the faster learners get further or get more work done than the slower ones? Do you need to have additional, more challenging work ready for them to do if they finish an activity before their peers?

Choose one or more new ideas to add to the one you already tried last time, e.g.
* Brainstorm
* Mini-blackboard use, with or without student presentations
* A question-and-answer session with students as to what they might want to learn. (You would need to then take those requests seriously!)
* Think of a general question, that has many answers (e.g. name mammals) rather than a single answer. Ask children to come to the board one-by-one, and write (e.g. a mammal) on the board.
* A practical or outdoors activity

== Homework ==
Teach the lesson you have planned. Then '''REFLECT''' on it as you did before when you trialled a new activity. Use your dictaphone to record your reflections. You may want to write down a few brief notes too, so you can remember the issues arising when you come to the next workshop session, as you will be asked to share your reflections with others then (focusing on how the lesson went, how learners responded, and what you would change if you taught it again).

OER4Schools/Effective use of ICT

2012-02-14T10:42:13Z

Sch30: /* How do you use ICT effectively? */

{{OER4S}}
<big>'''Unit 1 - Session 4'''</big>

== Reflection ==

Reflection on your lesson activity.
* How did the netbook familiarisation go? Have you all recorded your audio reflections?
* ICT-based task: Log into your email, etc. Did you manage to do that?

{{ednote|text=
Make sure they have all recorded their audio reflections. (Make sure they can all use the upload script.)
Make sure they have all come into the lab to practise their ICT skills.
Make sure they are able to save whatever resources they have found into the “lesson_resources” folder, and then to transfer the contents onto the server.

}}

== How do you use ICT effectively? ==

Review of found resources.

{{activity|discuss}} Last time you were asked to come to the lab to find resources. Did you manage to find resources for an ICT-based lesson? How did you find them? What did you find? Was it easy? What do you think can be done with them?

{{activity|small group activity}} Last time you were asked to prepare a simple activity using ICT, and to develop a lesson plan around this. Share your lesson plans in your group.

{{ednote|text=
Discuss the use of ICT. Does it support interactive teaching? How?
}}

If you need additional ideas for creating ICT-based lessons, here are some examples, all to do with photos:
* Digital technology allows you to create (as well as re-use images). Some inspiration for use of Digital Photo Story Telling in different subjects can be found in the VVOB toolkit (see below):
** History: To tell the story of a people in history, achievements or events.
** Geography: To describe local environmental problems, to report on a fieldtrip, to illustrate a study on natural and social phenomena.
** Literature: To describe and summarise a story (characters, context, climax, actions...).
** Civil education: To tell stories of contemporary people in the society.
** Biology: To present the growth process of a tree, a fieldtrip, stories about animals under water and on land.
* Another way to use photos is to prepare a set of photos for classroom use, such as for classification tasks, as in the Eness lesson on vertebrates that we watched earlier. You can remind yourself of the video [[/Vertebrate photo use|here]].

{{background|text=
The VVOB toolkit is available on the server for reading in your own time if you are interested. The VVOB toolkit is also available online:
* PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
* Website: http://www.ict4atl.org
}}

== Introduction to an ICT-based collaborative writing activity ==

{{ednote|text=
The following activity uses an internet-based application called EtherPad which allows everyone to see - in real time - what others are writing, and to build on that.
}}

{{activity|practical activity}} Choose a topic you each want your class to write about in a forthcoming lesson – it can be a factual topic (eg diseases or hobbies or weddings or buying food in the market) or a creative story. It needs to be fairly broad so children are free to write around the topic without feeling there are right and wrong answers. Discuss it with a partner if you like.

{{activity|practical activity}} Now open all the netbooks, take one per workshop participant. Go to EtherPad and try out the collaborative writing task below.

{{oinc|OER4Schools/Collaborative writing with EtherPad}}

'''To help your students type faster, before or after this lesson:''' play games on typing under “Edubuntu Applications > Education”, such as TuxType.

'''Activities you could do with Etherpad later on when your students can type faster:'''
* Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)
* Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)

{{activity|whole group discussion}} Discuss the issues and any pitfalls you anticipate. What are the outcomes you would like – what should the students be writing? '''Change the plan a bit if necessary, to suit your own learners.'''

== Background text ==

{{ednote|text=
This section summarises some principles of interactive teaching. They are here for information and reference for the workshop participants. Ask them to look through the list and see if they have any comments? Print the list and ask them to file it in their folders.
}}

{{background|text=
What is interactive teaching?
{{oinc|OER4Schools/Principles of interactive teaching}}
}}

== Where are we going? ==

=== Overview of the resource topics ===

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Detailed outline}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

=== What is the most significant change? ===

{{ednote|text=
In this section, we introduce the workshop participants to the “Most Significant Change technique”. We would like participants to formulate the goals of the workshops, and to find out what change they would like to make.
}}

{{background|text=
The most significant change (MSC) technique

MSC is a form of participatory monitoring and evaluation. It is participatory because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole.

Essentially, the process involves ‘searching’ for project impact through:
*collection of significant change (SC) stories emanating from the field level
*systematic selection of the most significant of these stories by panels of designated stakeholders or staff
*collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes

When the technique is implemented successfully, whole teams of people begin to focus their attention on program impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
}}

We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area!

{{activity|brainstorm}} Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.

{{activity|whole group discussion}} Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?

{{ednote|text=
Do the participants agree on how things might be different as a result of the programme?
How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on.

'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
}}

== Homework ==

=== Teacher lab activity ===

#Come to the teacher lab at least once this week to learn more ICT skills.
#Familiarise yourself with “EtherPad” on the netbooks.

=== Classroom activity ===

Do the collaborative writing activity - the classroom activity sheet is available below. Please print it, and use it during the lesson

=== Homework ===

Read the principles of interactive teaching - do you have any questions or comments?

OER4Schools/Effective use of ICT

2012-02-14T10:38:47Z

Sch30: /* Introduction to an ICT-based collaborative writing activity */

{{OER4S}}
<big>'''Unit 1 - Session 4'''</big>

== Reflection ==

Reflection on your lesson activity.
* How did the netbook familiarisation go? Have you all recorded your audio reflections?
* ICT-based task: Log into your email, etc. Did you manage to do that?

{{ednote|text=
Make sure they have all recorded their audio reflections. (Make sure they can all use the upload script.)
Make sure they have all come into the lab to practise their ICT skills.
Make sure they are able to save whatever resources they have found into the “lesson_resources” folder, and then to transfer the contents onto the server.

}}

== How do you use ICT effectively? ==

Review of found resources.

{{activity|discuss}} Last time you were asked to come to the lab to find resources. Did you manage to find resources for an ICT-based lesson? How did you find them? What did you find? Was it easy? What do you think can be done with it?

{{activity|small group activity}} Last time you were asked to prepare a simple activity using ICT, and to develop a lesson plan around this. Share your lesson plans in your group.

{{ednote|text=
Discuss the use of ICT. Does it support interactive teaching? How?
}}

If you need additional ideas for creating ICT-based lessons, here are some examples, all to do with photos:
* Digital technology allows you to create (as well as re-use images). Some inspiration for use of Digital Photo Story Telling in different subjects can be found in the VVOB toolkit (see below):
** History: To tell the story of a people in history, achievements or events.
** Geography: To describe local environmental problems, to report on a fieldtrip, to illustrate a study on natural and social phenomena.
** Literature: To describe and summarise a story (characters, context, climax, actions...).
** Civil education: To tell stories of contemporary people in the society.
** Biology: To present the growth process of a tree, a fieldtrip, stories about animals under water and on land.
* Another way to use photos is to prepare a set of photos for classroom use, such as for classification tasks, as in the Eness lesson on vertebrates that we watched earlier. You can remind yourself of the video [[/Vertebrate photo use|here]].

{{background|text=
The VVOB toolkit is available on the server for reading in your own time if you are interested. The VVOB toolkit is also available online:
* PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
* Website: http://www.ict4atl.org
}}

== Introduction to an ICT-based collaborative writing activity ==

{{ednote|text=
The following activity uses an internet-based application called EtherPad which allows everyone to see - in real time - what others are writing, and to build on that.
}}

{{activity|practical activity}} Choose a topic you each want your class to write about in a forthcoming lesson – it can be a factual topic (eg diseases or hobbies or weddings or buying food in the market) or a creative story. It needs to be fairly broad so children are free to write around the topic without feeling there are right and wrong answers. Discuss it with a partner if you like.

{{activity|practical activity}} Now open all the netbooks, take one per workshop participant. Go to EtherPad and try out the collaborative writing task below.

{{oinc|OER4Schools/Collaborative writing with EtherPad}}

'''To help your students type faster, before or after this lesson:''' play games on typing under “Edubuntu Applications > Education”, such as TuxType.

'''Activities you could do with Etherpad later on when your students can type faster:'''
* Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)
* Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)

{{activity|whole group discussion}} Discuss the issues and any pitfalls you anticipate. What are the outcomes you would like – what should the students be writing? '''Change the plan a bit if necessary, to suit your own learners.'''

== Background text ==

{{ednote|text=
This section summarises some principles of interactive teaching. They are here for information and reference for the workshop participants. Ask them to look through the list and see if they have any comments? Print the list and ask them to file it in their folders.
}}

{{background|text=
What is interactive teaching?
{{oinc|OER4Schools/Principles of interactive teaching}}
}}

== Where are we going? ==

=== Overview of the resource topics ===

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Detailed outline}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

=== What is the most significant change? ===

{{ednote|text=
In this section, we introduce the workshop participants to the “Most Significant Change technique”. We would like participants to formulate the goals of the workshops, and to find out what change they would like to make.
}}

{{background|text=
The most significant change (MSC) technique

MSC is a form of participatory monitoring and evaluation. It is participatory because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole.

Essentially, the process involves ‘searching’ for project impact through:
*collection of significant change (SC) stories emanating from the field level
*systematic selection of the most significant of these stories by panels of designated stakeholders or staff
*collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes

When the technique is implemented successfully, whole teams of people begin to focus their attention on program impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
}}

We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area!

{{activity|brainstorm}} Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.

{{activity|whole group discussion}} Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?

{{ednote|text=
Do the participants agree on how things might be different as a result of the programme?
How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on.

'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
}}

== Homework ==

=== Teacher lab activity ===

#Come to the teacher lab at least once this week to learn more ICT skills.
#Familiarise yourself with “EtherPad” on the netbooks.

=== Classroom activity ===

Do the collaborative writing activity - the classroom activity sheet is available below. Please print it, and use it during the lesson

=== Homework ===

Read the principles of interactive teaching - do you have any questions or comments?

OER4Schools/Effective use of ICT

2012-02-14T09:37:52Z

Sch30: /* How do you use ICT effectively? */

{{OER4S}}
<big>'''Unit 1 - Session 4'''</big>

== Reflection ==

Reflection on your lesson activity.
* How did the netbook familiarisation go? Have you all recorded your audio reflections?
* ICT-based task: Log into your email, etc. Did you manage to do that?

{{ednote|text=
Make sure they have all recorded their audio reflections. (Make sure they can all use the upload script.)
Make sure they have all come into the lab to practise their ICT skills.
Make sure they are able to save whatever resources they have found into the “lesson_resources” folder, and then to transfer the contents onto the server.

}}

== How do you use ICT effectively? ==

Review of found resources.

{{activity|discuss}} Last time you were asked to come to the lab to find resources. Did you manage to find resources for an ICT-based lesson? How did you find them? What did you find? Was it easy? What do you think can be done with it?

{{activity|small group activity}} Last time you were asked to prepare a simple activity using ICT, and to develop a lesson plan around this. Share your lesson plans in your group.

{{ednote|text=
Discuss the use of ICT. Does it support interactive teaching? How?
}}

If you need additional ideas for creating ICT-based lessons, here are some examples, all to do with photos:
* Digital technology allows you to create (as well as re-use images). Some inspiration for use of Digital Photo Story Telling in different subjects can be found in the VVOB toolkit (see below):
** History: To tell the story of a people in history, achievements or events.
** Geography: To describe local environmental problems, to report on a fieldtrip, to illustrate a study on natural and social phenomena.
** Literature: To describe and summarise a story (characters, context, climax, actions...).
** Civil education: To tell stories of contemporary people in the society.
** Biology: To present the growth process of a tree, a fieldtrip, stories about animals under water and on land.
* Another way to use photos is to prepare a set of photos for classroom use, such as for classification tasks, as in the Eness lesson on vertebrates that we watched earlier. You can remind yourself of the video [[/Vertebrate photo use|here]].

{{background|text=
The VVOB toolkit is available on the server for reading in your own time if you are interested. The VVOB toolkit is also available online:
* PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
* Website: http://www.ict4atl.org
}}

== Introduction to an ICT-based collaborative writing activity ==

{{ednote|text=
The following activity uses an internet-based application called EtherPad which allows everyone to see - in real time - what others are writing, and to build on that.
}}

{{activity|practical activity}} Choose a topic you each want your class to write about in a forthcoming lesson – it can be a factual topic (eg diseases or hobbies or weddings or buying food in the market) or a creative story. It needs to be fairly broad so children are free to write around the topic without feeling there are right and wrong answers. Discuss it with a partner if you like.

{{activity|practical activity}} Now open all the netbooks, take one per workshop participant. Go to EtherPad and try out the collaborative writing task below.

{{oinc|OER4Schools/Collaborative writing with EtherPad}}

'''To help your students type faster, before or after this lesson:''' play games on typing under “Edubuntu Applications > Education”, such as TuxType.

'''Activities you could do with Etherpad when your students can type faster:'''
* Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)
* Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)

{{activity|whole group discussion}} Discuss the issues and any pitfalls you anticipate. What are the outcomes you would like – what should the students be writing? '''Change the plan a bit if necessary, to suit your own learners.'''

== Background text ==

{{ednote|text=
This section summarises some principles of interactive teaching. They are here for information and reference for the workshop participants. Ask them to look through the list and see if they have any comments? Print the list and ask them to file it in their folders.
}}

{{background|text=
What is interactive teaching?
{{oinc|OER4Schools/Principles of interactive teaching}}
}}

== Where are we going? ==

=== Overview of the resource topics ===

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Detailed outline}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

=== What is the most significant change? ===

{{ednote|text=
In this section, we introduce the workshop participants to the “Most Significant Change technique”. We would like participants to formulate the goals of the workshops, and to find out what change they would like to make.
}}

{{background|text=
The most significant change (MSC) technique

MSC is a form of participatory monitoring and evaluation. It is participatory because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole.

Essentially, the process involves ‘searching’ for project impact through:
*collection of significant change (SC) stories emanating from the field level
*systematic selection of the most significant of these stories by panels of designated stakeholders or staff
*collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes

When the technique is implemented successfully, whole teams of people begin to focus their attention on program impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
}}

We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area!

{{activity|brainstorm}} Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.

{{activity|whole group discussion}} Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?

{{ednote|text=
Do the participants agree on how things might be different as a result of the programme?
How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on.

'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
}}

== Homework ==

=== Teacher lab activity ===

#Come to the teacher lab at least once this week to learn more ICT skills.
#Familiarise yourself with “EtherPad” on the netbooks.

=== Classroom activity ===

Do the collaborative writing activity - the classroom activity sheet is available below. Please print it, and use it during the lesson

=== Homework ===

Read the principles of interactive teaching - do you have any questions or comments?

OER4Schools/Effective use of ICT

2012-02-14T09:37:18Z

Sch30: /* How do you use ICT effectively? */

{{OER4S}}
<big>'''Unit 1 - Session 4'''</big>

== Reflection ==

Reflection on your lesson activity.
* How did the netbook familiarisation go? Have you all recorded your audio reflections?
* ICT-based task: Log into your email, etc. Did you manage to do that?

{{ednote|text=
Make sure they have all recorded their audio reflections. (Make sure they can all use the upload script.)
Make sure they have all come into the lab to practise their ICT skills.
Make sure they are able to save whatever resources they have found into the “lesson_resources” folder, and then to transfer the contents onto the server.

}}

== How do you use ICT effectively? ==

Review of found resources.

{{activity|discuss}} Last time you were asked to come to the lab to find resources. Did you manage to find resources for an ICT-based lesson? How did you find them? What did you find? Was it easy? What do you think can be done with it?

{{activity|small group activity}} Last time you were asked to prepare a simple activity using ICT, and to develop a lesson plan around this. Share your lesson plans in your group.

{{ednote|text=
Discuss the use of ICT. Does it support interactive teaching? How?
}}

If you need additional ideas for creating ICT-based lessons, here are some examples, all to do with photos:
* Digital technology allows you to create (as well as re-use images). Some inspiration for use of Digital Photo Story Telling in different subjects can be found in the VVOB toolkit (see below):
** History: To tell the story of a people in history, achievements or events.
** Geography: To describe local environmental problems, to report on a fieldtrip, to illustrate a study on natural and social phenomena.
** Literature: To describe and summarise a story (characters, context, climax, actions...).
** Civil education: To tell stories of contemporary people in the society.
** Biology: To present the growth process of a tree, a fieldtrip, stories about animals under water and on land.
* Another way to use photos is to prepare a set of photos for classroom use, such as for classification tasks, as in the Eness lesson on vertebrates that we watched earlier. You can reminder yourself of the video [[/Vertebrate photo use|here]].

{{background|text=
The VVOB toolkit is available on the server for reading in your own time if you are interested. The VVOB toolkit is also available online:
* PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
* Website: http://www.ict4atl.org
}}

== Introduction to an ICT-based collaborative writing activity ==

{{ednote|text=
The following activity uses an internet-based application called EtherPad which allows everyone to see - in real time - what others are writing, and to build on that.
}}

{{activity|practical activity}} Choose a topic you each want your class to write about in a forthcoming lesson – it can be a factual topic (eg diseases or hobbies or weddings or buying food in the market) or a creative story. It needs to be fairly broad so children are free to write around the topic without feeling there are right and wrong answers. Discuss it with a partner if you like.

{{activity|practical activity}} Now open all the netbooks, take one per workshop participant. Go to EtherPad and try out the collaborative writing task below.

{{oinc|OER4Schools/Collaborative writing with EtherPad}}

'''To help your students type faster, before or after this lesson:''' play games on typing under “Edubuntu Applications > Education”, such as TuxType.

'''Activities you could do with Etherpad when your students can type faster:'''
* Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)
* Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)

{{activity|whole group discussion}} Discuss the issues and any pitfalls you anticipate. What are the outcomes you would like – what should the students be writing? '''Change the plan a bit if necessary, to suit your own learners.'''

== Background text ==

{{ednote|text=
This section summarises some principles of interactive teaching. They are here for information and reference for the workshop participants. Ask them to look through the list and see if they have any comments? Print the list and ask them to file it in their folders.
}}

{{background|text=
What is interactive teaching?
{{oinc|OER4Schools/Principles of interactive teaching}}
}}

== Where are we going? ==

=== Overview of the resource topics ===

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Detailed outline}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

=== What is the most significant change? ===

{{ednote|text=
In this section, we introduce the workshop participants to the “Most Significant Change technique”. We would like participants to formulate the goals of the workshops, and to find out what change they would like to make.
}}

{{background|text=
The most significant change (MSC) technique

MSC is a form of participatory monitoring and evaluation. It is participatory because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole.

Essentially, the process involves ‘searching’ for project impact through:
*collection of significant change (SC) stories emanating from the field level
*systematic selection of the most significant of these stories by panels of designated stakeholders or staff
*collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes

When the technique is implemented successfully, whole teams of people begin to focus their attention on program impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
}}

We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area!

{{activity|brainstorm}} Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.

{{activity|whole group discussion}} Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?

{{ednote|text=
Do the participants agree on how things might be different as a result of the programme?
How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on.

'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
}}

== Homework ==

=== Teacher lab activity ===

#Come to the teacher lab at least once this week to learn more ICT skills.
#Familiarise yourself with “EtherPad” on the netbooks.

=== Classroom activity ===

Do the collaborative writing activity - the classroom activity sheet is available below. Please print it, and use it during the lesson

=== Homework ===

Read the principles of interactive teaching - do you have any questions or comments?

OER4Schools/Effective use of ICT

2012-02-14T09:05:40Z

Sch30: /* How do you use ICT effectively? */

{{OER4S}}
<big>'''Unit 1 - Session 4'''</big>

== Reflection ==

Reflection on your lesson activity.
* How did the netbook familiarisation go? Have you all recorded your audio reflections?
* ICT-based task: Log into your email, etc. Did you manage to do that?

{{ednote|text=
Make sure they have all recorded their audio reflections. (Make sure they can all use the upload script.)
Make sure they have all come into the lab to practise their ICT skills.
Make sure they are able to save whatever resources they have found into the “lesson_resources” folder, and then to transfer the contents onto the server.

}}

== How do you use ICT effectively? ==

Review of found resources.

{{activity|discuss}} Last time you were asked to come to the lab to find resources. Did you manage to find resources for an ICT-based lesson? How did you find them? What did you find? Was it easy? What do you think can be done with it?

{{activity|small group activity}} Last time you were asked to prepare a simple activity using ICT, and to develop a lesson plan around this. Share your lesson plans in your group.

{{ednote|text=
Discuss the use of ICT. Does it support interactive teaching?
}}

If you need additional ideas for creating ICT-based lessons, here are some examples, all to do with photos:
* Digital technology allows you to create (as well as re-use images). Some inspiration for use of Digital Photo Story Telling in different subjects can be found in the VVOB toolkit (see below):
** History: To tell the story of a people in history, achievements or events.
** Geography: To describe local environmental problems, to report on a fieldtrip, to illustrate a study on natural and social phenomena.
** Literature: To describe and summarise a story (characters, context, climax, actions...).
** Civil education: To tell stories of contemporary people in the society.
** Biology: To present the growth process of a tree, a fieldtrip, stories about animals under water and on land.
* Another way to use photos is to prepare a set of photos for classroom use, such as for classification tasks, as in the Eness lesson on vertebrates that we watched earlier. You can reminder yourself of the video [[/Vertebrate photo use|here]].

{{background|text=
The VVOB toolkit is available on the server for reading in your own time if you are interested. The VVOB toolkit is also available online:
* PDF file: http://www.vvob.be/vietnam/?q=toolkit-ict-atl
* Website: http://www.ict4atl.org
}}

== Introduction to an ICT-based collaborative writing activity ==

{{ednote|text=
The following activity uses an internet-based application called EtherPad which allows everyone to see - in real time - what others are writing, and to build on that.
}}

{{activity|practical activity}} Choose a topic you each want your class to write about in a forthcoming lesson – it can be a factual topic (eg diseases or hobbies or weddings or buying food in the market) or a creative story. It needs to be fairly broad so children are free to write around the topic without feeling there are right and wrong answers. Discuss it with a partner if you like.

{{activity|practical activity}} Now open all the netbooks, take one per workshop participant. Go to EtherPad and try out the collaborative writing task below.

{{oinc|OER4Schools/Collaborative writing with EtherPad}}

'''To help your students type faster, before or after this lesson:''' play games on typing under “Edubuntu Applications > Education”, such as TuxType.

'''Activities you could do with Etherpad when your students can type faster:'''
* Writing a story together (each student in each group writes a sentence that follows on from the previous sentence)
* Students type a question they are curious about, and other students respond. (eg “Why is the moon only out at night?”)

{{activity|whole group discussion}} Discuss the issues and any pitfalls you anticipate. What are the outcomes you would like – what should the students be writing? '''Change the plan a bit if necessary, to suit your own learners.'''

== Background text ==

{{ednote|text=
This section summarises some principles of interactive teaching. They are here for information and reference for the workshop participants. Ask them to look through the list and see if they have any comments? Print the list and ask them to file it in their folders.
}}

{{background|text=
What is interactive teaching?
{{oinc|OER4Schools/Principles of interactive teaching}}
}}

== Where are we going? ==

=== Overview of the resource topics ===

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Detailed outline}}

{{ednote|text=
Go through the above text (not spending too much time), making sure that everybody understands.
}}

=== What is the most significant change? ===

{{ednote|text=
In this section, we introduce the workshop participants to the “Most Significant Change technique”. We would like participants to formulate the goals of the workshops, and to find out what change they would like to make.
}}

{{background|text=
The most significant change (MSC) technique

MSC is a form of participatory monitoring and evaluation. It is participatory because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole.

Essentially, the process involves ‘searching’ for project impact through:
*collection of significant change (SC) stories emanating from the field level
*systematic selection of the most significant of these stories by panels of designated stakeholders or staff
*collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes

When the technique is implemented successfully, whole teams of people begin to focus their attention on program impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
}}

We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area!

{{activity|brainstorm}} Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.

{{activity|whole group discussion}} Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?

{{ednote|text=
Do the participants agree on how things might be different as a result of the programme?
How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on.

'''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
}}

== Homework ==

=== Teacher lab activity ===

#Come to the teacher lab at least once this week to learn more ICT skills.
#Familiarise yourself with “EtherPad” on the netbooks.

=== Classroom activity ===

Do the collaborative writing activity - the classroom activity sheet is available below. Please print it, and use it during the lesson

=== Homework ===

Read the principles of interactive teaching - do you have any questions or comments?

OER4Schools/What is interactive teaching

2012-02-12T21:24:49Z

Sch30: /* Examples of interactive teaching in the Zambian classroom */

{{OER4S}}
__TOC__
[[Image:Abel photo 2.jpg|thumb|300px]]

= What is interactive teaching? An introduction to the interactive Zambian classroom =

The aims of Unit 1 are to:
* understand principles of interactive teaching - with and without ICT,
* see illustrations and discuss issues involved in implementing it,
* think about changing one’s own practice, and
* develop ways of working with colleagues to reflect on practice, share ideas and trial new strategies.

== Brainstorm on what interactive teaching is ==

Consider the following questions:
* What is interactive teaching?
* What interactive techniques do you know?
* How often have you used such techniques?

{{ednote|text=
Whole group brainstorm.

Suggested time<nowiki> …. [</nowiki>we should add suggested times for these sections]

Want to hear from everyone, don’t worry if you’re not sure, have a go at making a suggestion... we will develop our collective understanding as time goes on<nowiki> [</nowiki>what are teachers’ expectations?].

If participants are not very forthcoming, probe them with additional questions, eg what do you think interactive teaching might be? Is it the same as learner-centred teaching?

'''Record the brainstorm. '''The facilitator writes on a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is ok to note make a record.

If you are part of our “facilitators program”, use the tools provided to capture the discussion.
}}

== Examples of interactive teaching in the Zambian classroom ==

Many African teachers aspire to be interactive teachers. Yet, interactive teaching is not common in the African classroom. However, it can work in this context!

The following clip shows Eness, a teacher in a community school near Lusaka interacting with a Grade 3 class. Watch the clip of her class discussion about ''Is a bat a bird?''

{{activity|stimulus}} Watch video -

{{video|name=Eness_vertebrates_12.mp4|duration=4:19|src=kY2Ow7PuseI}}

{{ednote|text=
(Clip shows whole class discussion of ‘is a bat a bird?’ + 1 min clip - set unresolved problem as homework)
}}

{{activity|group discussion}}

* What have you noticed?
* How are the learners taught?
* How do you think they will react to the homework task?
* Is this classroom different from yours?
* What is interactive teaching?

{{ednote|text=
'''Issues to discuss'''

noisy but productive - A classroom can be noisy and productive at the same time

'''''interactive = inter-action (with view to sense making<nowiki>; </nowiki>i.e. purpose of inter-action is to make sense)'''''

children making sense of ideas for themselves, developing their own classifications, relating to what they already know...

teacher not telling answer, asking students to investigate for themselves

Facilitator needs to know how to deal with criticisms (such as too noisy, too much chaos, not productive)

The road is long. But it can be done!
}}

{{activity|stimulus}} '''Show '''brainstorm''' clip:

{{video|name=Eness_vertebrates_1.mp4|duration=2:43|src=SQEoWYVAC78}}

This clip from the same Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.

{{ednote|text=
Note that the clip shows the start of a lesson but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions, allowing time to think first, ‘no hands up’ technique too.

Workshop participants continue with the discussion.
}}

{{activity|group discussion}}
* What have you noticed this time?
* At what point(s) in the lesson could this be used?
* What do you think the students are learning from this?
* How are they learning?
* Can brainstorming be used with large classes too, where there isn’t time for everyone to contribute each time? How would you adapt it for this?

{{ednote|text=
The facilitator now summarises the outcomes of the discussion, first elaborating the previous brainstorm record, and then summarising by emphasising the points below and including any key points the participants have made.
}}

'''Summary: '''The key to interactive teaching is ''teachers'' ''shifting “from telling to listening”'' and ''learners shifting from receiving information to making sense ''of it for themselves.

How can we “listen” to learners? What does that mean in practice?

{{ednote|text=
'''Facilitator describes own experience of shifting to interactive teaching''' and how it is different in his/her classroom now…

'''Evidence for impact of interactive teaching (optional)'''

Generally we have experienced that teachers welcome interactive ways of teaching. However, it is possible that teachers may object or have major concerns to the interactive teaching shown in the videos as well as what has emerged from this discussion. For instance, they may say that this just will not work in their classroom, that it may not work with large classes, or perhaps that such styles of teaching would not be welcome by parents or head teachers for various reasons.

At this stage, you could introduce interactive teaching as an international trend. Research evidence from different countries shows that this kind of active learning is both motivating and far more effective for learning than direct instruction (“chalk-and-talk” or lecturing). In particular independent, collaborative or oral work, as well as questioning and whole-class discussion that encourage pupils to grapple with ideas are effective. They lead to long-term and deeper learning rather than memorising facts (resulting in short-term, superficial learning).

The following video clip may help to reinforce the point.
}}

'''One Zambian teacher’s experience'''

{{activity|video}} '''Agness video here (Agness_eLA_contribution.mp4) http://sms.cam.ac.uk/media/1093072

This two minute clip features Agness Tembo, a Grade 2 teacher from Chalimbana Basic School located in a rural area of Zambia. She is presenting at the e-Learning Africa Conference 2010 her own experiences of participating in Phase 1 of the OER4Schools research project. She talks animatedly about the challenges she faced in introducing both ICT and interactive pedagogy into her (mathematics) teaching for the first time, the benefits to students, and the qualities she needed as a teacher to make the shift successful.

{{activity|Think Pair Share}} What does interactive teaching offer you? '''Share your thoughts with the whole group.

{{ednote|text=
''move to 1.3 after a max. of one hour ''
}}

== Planning an activity - “activity template” ==

In this section, we consider strategies to incorporate new interactive elements in your lessons, including things you might say, and things you might do. To help you structure your planning, we provide an activity template. It includes:
* what the activity is (a technique such as a brainstorm, group work, mini blackboard use plus an activity in which it is used, eg “a brainstorm on what animals are found in your environment”),
* the grade,
* the subject & lesson topic,
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X),
* resources to be used (such as blackboard, mini blackboards, paper, objects, etc), and
* how is the activity carried out.

{{activity|Pair activity}} '''Watch the following video sequence and pause after each clip to discuss with a partner: '''What would you record on the template to capture this activity? '''(There is no need to actually write on it.)

{{activity|stimulus}} Eness_vertebrates_clips 2,4,6,8: (1 min. 40, 2 mins. 43, 3 mins. 43, 7 mins. 03 = 15 mins. 09 total)

{{video|name=Eness_vertebrates_2.mp4|duration=1:40|src=Pm3S-VcwhYg}}
{{video|name=Eness_vertebrates_4.mp4|duration=2:43|src=9wDCg4w04JE}}
{{video|name=Eness_vertebrates_6.mp4|duration=3:43|src=9h5vrt-C0V0}}
{{video|name=Eness_vertebrates_8.mp4|duration=7:03|src=RnN3bd1rt3g}}
TOTAL: 15:09

This video sequence contains '''four consecutive clips''' from the same lesson you saw earlier, showing:
*Clip 2: Students hands out blackboards themselves (active)
*Clip 4: Teacher repeats and clarifies instructions; she illustrates them with nonsense classifications so students do not copy hers
*Clip 6: Groupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group
*Clip 8: Group presentation: teacher detects error and asks for input from children to verify (rather than ‘telling’); she corrects error with input from class.

{{activity|Whole Group Discussion}} '''When you have discussed these clips one by one in pairs, continue with '''whole group discussion on content of clips''':
* What '''new techniques''' was Eness using this time?
* How did she ensure that children were '''active'''?
* What role did the '''mini blackboards '''play?
* How can teachers create a good '''relationship with their class''' so that children can learn?
* What kind of '''classroom atmosphere''' supports learning?

'''<nowiki>[</nowiki>Pair activity] In a pair, plan your own activity for a lesson you are teaching imminently. You may want to pair up with a teacher of the same grade if this is possible.'''

Choose one of the two techniques below and discuss with your partner what you are going to do. Record this in an [[OER4S/activity template|activity template]].

Questions to help you complete the template for this specific kind of activity:

1. Brainstorm:
* What do I need to know about students’ knowledge or understanding of the topic? What will I ask them to brainstorm?
* What will I do with the results? How will we build on that in the rest of the lesson?

2. Mini blackboard activity:
* Will individuals or pairs have a blackboard?
* What is the purpose of recording on a blackboard? For example, will all learners hold them up to show me their ideas? Will they discuss with peers? Will they record the results of a learning activity? Will they write or draw on the blackboards?

[[Image:Eness1.jpg|thumb|300px]]

== Practical classroom activities and reflection ==

[[Image:plan-teach-reflect.png]]

Introduce the cycle of '''ongoing reflective practice''' – comprising classroom activity, (discussion) and reflection.

* Part 1: Plan! (You have just done that)
* Part 2: Teach! (Have your lesson plan to hand.)
* Part 3: Reflect on your own and then with buddy and perhaps a wider group
* Revise plan and repeat cycle

Introduce the notion of a reflective journal to support this whole process.

Questions 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 learnt / 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?

'''<nowiki>[</nowiki>Follow-up activity] Record your reflections to be used in the next workshop session. '''

{{ednote|text=
'''How do teachers capture reflections? '''Simplest way is to capture on paper. These can easily be shared. But, teachers can be reluctant, and you may not get anything back. Maybe they just should write some prompts, that will remind them?

For the trial, also use dictaphones. How are the teachers finding that? See more expanded list of questions in the audio diary guidelines.

You need to make concrete plans with the teachers as to when they will be using their activities.
}}

== Next time ==

Don’t forget to bring your activity plans again, and your recorded reflections.

(Use your dictaphone if you have one, or make notes on paper or electronically)

{{ednote|text=
Remind participants to do their activities. They may want to review the notes that have been handed out, as well as read the background text available below.

As the facilitator, you should also do a reflection on how this first workshop went - please see facilitator reflection for Unit 1!
}}

== Activity template ==

The activity template is available on this page for printing: [[OER4Schools/activity template]]:

{{:OER4Schools/activity template}}

OER4Schools/Overview

2012-02-12T21:16:20Z

Sch30: /* OER4Schools Professional Development Resource Home - Overview */

{{OER4S}}
=OER4Schools Professional Development Resource Home - Overview =
'''Introduction'''. This is a professional learning resource for teachers, focusing on interactive teaching, with and without Information and Communication Technology (ICT). A key feature of this resource is the use of video as a stimulus for discussion. The video used has been produced mainly in the Zambian primary school context, but we anticipate other video materials to become available, and we hope the material will be useful in other contexts too.

'''Licence'''. This resource is openly accessible under a Creative Common licence so that it can be freely distributed, copied or adapted. To facilitate this in practice, it will be available in a number of formats (online and offline), appropriate to the varied sub-Saharan environments in which teachers find themselves. Please check our website http://tinyurl.com/oer4schools for available formats.
In addition, our videos are available from our YouTube site, http://www.youtube.com/user/OER4Schools.
If you do not have access to the internet, then do speak to the person who gave you these materials about how to find out more information.

'''Modes of use.''' The resource can be used in different ways, depending on your circumstances. It supports different modes of learning, such as
* individual, self-paced learning,
* use by small, informal groups of colleagues,
* use with a class of students on a formally taught pre-service or in-service course,
* use by staff of a whole school, or for
* blended learning – as part of a distance learning course with some face-to-face workshops.

'''Content'''. The resource consists of 6 units, including one introductory unit, 4 topic-based units, as well as a concluding unit called “Sharing the vision”. The units are
# Introduction to interactive teaching,
# Effective group work,
# Whole class dialogue and effective questioning,
# Assessment of learning and lesson pacing,
# Supporting co-enquiry,
# Sharing the vision.

'''Format'''. Each unit includes an introduction to that unit (providing an overview of the topic itself), and a number of activities, including
* Personal reflections on textual material about interactive teaching,
* Workshop activities based on discussing video, audio and photographical stimuli,
* School-based classroom activities for teachers to try out during lessons,
* Guidance for teacher reflection (following their lessons),
* Educator reflections – for teacher educators who might be using this resource to run face-to-face, blended, or distance learning programs.

The resource introduces and illustrates interactive teaching using interactive teaching techniques itself! These include asking users to brainstorm, reflect, collaborate, discuss, make personal sense of new ideas and try out new classroom practices.

{{ednote|text=
Rationale for workshop - modelling practices in the workshop that teachers are supposed to implement in the school.

How do you do a whole-school process at your school? Who needs to be involved?
}}

The resource is available as a version for participants, as well as a version for facilitators with additional notes.

'''Versions'''. General “teacher” text is for use in a workshop or by individuals or classes using the resource (“users”) to support their own professional learning. Users could have that text in front of them on a projector or printed out. It might effectively be used as a series of slides or a handout, that provide a thread through the resource or workshop.

{{background|text=
There are also background notes, that are useful to teachers and educators for background reading. They are usually found on separate pages or at the end of units, and are meant to provide additional background information that workshop participants can read in their own time.
}}

{{ednote|text=
In the facilitators’ version, additional notes for facilitators appear like this and is for an educator to use, for example when facilitating a workshop or working with a class of students. It is interspersed with the “teacher” text, to provide additional guidance on how to use the resource.

'''Timing'''. As a workshop facilitator, you should consider how to use the present material, and what form your workshop will take. The resource could be used in

* weekly or bi-weekly session of say 2 hours each (e.g. teacher group meetings in a school or regular scheduled sessions in a teacher education college),
* for whole day workshops,
* or a mixture of those.

You should negotiate this with the participants. We provide guidance but as a facilitator running a course based on these materials you will need to make your own plan, and evaluate this plan as you progress.

A key principle is taking '''responsibility''' for your own teaching and learning. This means that as a facilitator, you take responsibility for providing a successful workshop, teachers take responsibility for their learning during the workshop and their teaching practice in schools, while school students take responsibility for learning, as well as supporting each other in that process.

'''Jointly building an understanding of interactive teaching:''' at the end of Session 1, ask participants: What does interactive teaching offer you?

You might return to the principles of interactive teaching as a group after a few sessions and classroom trials to see which ones are / are not being addressed.

'''Adapting the format of the resource to the specific context.''' Ideally, there would be at least the following contexts:
* Paper only. Possibly only the facilitator has a copy of the materials but ideally users do too.
* Semi-digital: There’s one computer / projects
* Fully digital: There are several computers with sound, and participants are able to watch various videos in groups.

'''ICT use in the classroom''' will be introduced in the workshops. Teachers need a basic level of ICT skills, for instance how to type, how to open a web browser and open applications, how to write documents and spreadsheets, etc. If your workshop participants have no prior ICT skills, you need to allow time for them to practise those skills.

'''Follow-up and practical classroom activities:''' End each session with planning for follow-up activities, eg classroom trials, lesson planning, readings, etc.
}}

OER4Schools/Introduction to interactive teaching and the use of ICT

2012-02-12T21:14:01Z

Sch30: /* Unit 1: Introduction to interactive teaching and the use of ICT */

{{OER4S}}
= Unit 1: Introduction to interactive teaching and the use of ICT =
{{ednote|text=

'''Introduction to running the workshop. '''

What are the issues with primary education in your country? Why are people invited to the OER4schools programme?

What are teachers’ expectations (attend for the whole year - starting off weekly)? Some people will be concerned with big picture, others with detail. Agree the day of the week for f2f meetings.

Some expectations about what a workshop should be like. Modelling activities in the workshop on activities planned for the classroom. (Modelling participation and interactivity at all levels.)

'''MODELLING:''' A key “interactive” principle is for the “students” to start from what they know, and then to extend that knowledge. We apply this to the workshop by asking the teachers about their own experience of interactive teaching.

The facilitator should say explicitly that they will not judge the views put forward, but simply make notes of the views put forward.

As the workshop facilitator, clearly signpost what is happening at each stage in the workshop. E.g. you might say “We now look at interactive teaching.“

Introduce this resource and the topics within it

introduce strategies to incorporate interactive elements (things you might say, things you might do)

thinking about your own practice<nowiki>; </nowiki>do you think you’d like to try one of these new approaches?

Do you want a buddy system (pairs of teachers matched by grade or subject)?

'''Running the first session. '''

What are the educator notes here?

Setting up the room - remove tables? Chairs in circle? Tables arranged in islands?

What props are needed? Sheets of papers and pens? May be hard to find for some schools.

===== Ice breaker =====
Welcome everybody to the workshop.

You start the workshop with an “ice breaker”.

We would suggest first name basis.

'''Icebreaker 1''' (for a group of colleagues):

Stand up and sing a song together.

'''Icebreaker 2 '''(for group of participants who don’t know each other well):

People say one or two words that describe themselves (such as “funny”, “sociable”, “shy”).

OR Chat in pairs, and then introduce your neighbour to the group.

'''Icebreaker 3 '''(for either colleagues or strangers):

* people form themselves into groups of 3
* they have a conversation for no more than 3 min, 1 min each, on a specified topic, e.g. their favourite foods, what activity they are glad to be rid of and don't have to tackle today, their worst fantasy about what could go wrong as a consequence of the workshop...
* facilitator claps their hands after each minute to signal changeover<nowiki>; </nowiki>after 3 min, groups dissolve and form new groups<nowiki>; </nowiki>facilitator changes the topic at this point and after every 3 min until everyone has spoken to everyone else
* people have to stand up the whole time and move around - it is very energising, normally beginning quite quietly and ending up very loud!
* the next activity might connect with this icebreaker, for example asking volunteers to report back on their worst fantasy about what could go wrong in their classroom as a consequence of the professional development programme?!

Need a list of topics here - workshop facilitator to decide these in advance.

Consider whether there is a hierarchy among the participants?

To continue the workshop, present the aims of Unit 1.

}}

[[Category:OER4S CPD]]

Interactive teaching in literacy and language/1. Warm ups/Using images

2012-02-12T15:03:03Z

Sch30: /* Using Images */

{{IPLT}}

= Using Images =

Images are a powerful way of stimulating ideas and talk in the classroom. These ideas can be used as lesson starters/warm ups and introductions, but can also be used for group activities.

A suggestion for getting started is simply to ask children to talk to their partner about an image you display. Different images can also be given to groups to discuss. The (CC BY-NC-ND 2.0) photograph of Butrón castle below is downloaded from [http://www.flickr.com/photos/smb_flickr/362975621/ SantiMB's flickr site]

[[Image:ImageName.jpg]]

Then ask them to:

:Imagine it is the cover of a book.

:Write the title.

:Write the opening line to the story.

:Imagine it is an illustration inside the book. What’s happening on the page? Who lives here?

:Consider a range of questions that could be used in the classroom in relation to this picture or others you choose.

==== Characters ====

Children should work in pairs for this activity. Each pair is given a picture of a character – this could be from a familiar story, a well-known personality etc. Draw an image of a speech bubble and ask children to talk about, then write one or two sentences that their character is saying to the other character.

[[Image:]]

Ideas to stimulate discussion and writing could be:

:Decide what you want your character to say.

:Tell your talk partner what your character is saying.

:Ask your talk partner if s/he thinks your character would say this or not?

:Think about what your partner says about your sentence.

:Listen to your partner’s sentence.

:Tell your partner if you think his/her character would say that or not.

:Make sure you are happy with what you have decided to write.

:Say it again out loud.

:Write it down.

==== Picture Prompts ====

Following from story reading or preparation for any kind of writing….

In pairs, one pupil draws a picture in the top box and tells their partner about it. They decide what one or two sentences go with the picture and tell sentences to partner. Partner to comment. Pupil then writes sentences.

Repeat for partner’s picture/sentence.

Tell your partner about your picture. Tell your partner your sentences. Write your sentences

Tell your partner about your picture. Tell your partner your sentence. Write your sentence.

Adapted from: [http://education.exeter.ac.uk education.exeter.ac.uk]

Interactive teaching in literacy and language/1. Warm ups/Using images

2012-02-12T15:02:36Z

Sch30: /* Using Images */

{{IPLT}}

= Using Images =

Images are a powerful way of stimulating ideas and talk in the classroom. These ideas can be used as lesson starters/warm ups and introductions, but can also be used for group activities.

A suggestion for getting started is simply to ask children to talk to their partner about an image you display. Different images can also be given to groups to discuss. The (CC BY-NC-ND 2.0) photograph of Butrón castle below is downloaded from [http://www.flickr.com/photos/smb_flickr/362975621/ SantiMB's flickr site]

Then ask them to:

:Imagine it is the cover of a book.

:Write the title.

:Write the opening line to the story.

:Imagine it is an illustration inside the book. What’s happening on the page? Who lives here?

:Consider a range of questions that could be used in the classroom in relation to this picture or others you choose.

==== Characters ====

Children should work in pairs for this activity. Each pair is given a picture of a character – this could be from a familiar story, a well-known personality etc. Draw an image of a speech bubble and ask children to talk about, then write one or two sentences that their character is saying to the other character.

[[Image:]]

Ideas to stimulate discussion and writing could be:

:Decide what you want your character to say.

:Tell your talk partner what your character is saying.

:Ask your talk partner if s/he thinks your character would say this or not?

:Think about what your partner says about your sentence.

:Listen to your partner’s sentence.

:Tell your partner if you think his/her character would say that or not.

:Make sure you are happy with what you have decided to write.

:Say it again out loud.

:Write it down.

==== Picture Prompts ====

Following from story reading or preparation for any kind of writing….

In pairs, one pupil draws a picture in the top box and tells their partner about it. They decide what one or two sentences go with the picture and tell sentences to partner. Partner to comment. Pupil then writes sentences.

Repeat for partner’s picture/sentence.

Tell your partner about your picture. Tell your partner your sentences. Write your sentences

Tell your partner about your picture. Tell your partner your sentence. Write your sentence.

Adapted from: [http://education.exeter.ac.uk education.exeter.ac.uk]

File:Castle Flickr.jpg

2012-02-12T14:38:27Z

Sch30:

Interactive teaching in literacy and language/1. Warm ups/Using images

2012-02-12T14:33:06Z

Sch30: /* Using Images */

{{IPLT}}

= Using Images =

Images are a powerful way of stimulating ideas and talk in the classroom. These ideas can be used as lesson starters/warm ups and introductions, but can also be used for group activities.

A suggestion for getting started is simply to ask children to talk to their partner about an image you display. Different images can also be given to groups to discuss. The (CC BY-NC-ND 2.0) photograph of Butrón castle below is downloaded from [http://www.flickr.com/photos/smb_flickr/362975621/ SantiMB's flickr site]

Then ask them to:

:Imagine it is the cover of a book.

:Write the title.

:Write the opening line to the story.

:Imagine it is an illustration inside the book. What’s happening on the page? Who lives here?

:Consider a range of questions that could be used in the classroom in relation to this picture or others you choose.

[[Image:ImageName.jpg]]

==== Characters ====

Children should work in pairs for this activity. Each pair is given a picture of a character – this could be from a familiar story, a well-known personality etc. Draw an image of a speech bubble and ask children to talk about, then write one or two sentences that their character is saying to the other character.

[[Image:]]

Ideas to stimulate discussion and writing could be:

:Decide what you want your character to say.

:Tell your talk partner what your character is saying.

:Ask your talk partner if s/he thinks your character would say this or not?

:Think about what your partner says about your sentence.

:Listen to your partner’s sentence.

:Tell your partner if you think his/her character would say that or not.

:Make sure you are happy with what you have decided to write.

:Say it again out loud.

:Write it down.

==== Picture Prompts ====

Following from story reading or preparation for any kind of writing….

In pairs, one pupil draws a picture in the top box and tells their partner about it. They decide what one or two sentences go with the picture and tell sentences to partner. Partner to comment. Pupil then writes sentences.

Repeat for partner’s picture/sentence.

Tell your partner about your picture. Tell your partner your sentences. Write your sentences

Tell your partner about your picture. Tell your partner your sentence. Write your sentence.

Adapted from: [http://education.exeter.ac.uk education.exeter.ac.uk]

Interactive teaching in literacy and language/1. Warm ups/Using images

2012-02-12T14:29:20Z

Sch30:

{{IPLT}}

= Using Images =

Images are a powerful way of stimulating ideas and talk in the classroom. These ideas can be used as lesson starters/warm ups and introductions, but can also be used for group activities.

A suggestion for getting started is simply to ask children to talk to their partner about an image you display. Different images can also be given to groups to discuss. The (CC BY-NC-ND 2.0) photograph of Butrón castle below is downloaded from [http://www.flickr.com/photos/smb_flickr/362975621/ SantiMB's flickr site]

Then ask them to:

:Imagine it is the cover of a book.

:Write the title.

:Write the opening line to the story.

:Imagine it is an illustration inside the book. What’s happening on the page? Who lives here?

:Consider a range of questions that could be used in the classroom in relation to this picture or others you choose.

[[Image:castle.jpg]]

==== Characters ====

Children should work in pairs for this activity. Each pair is given a picture of a character – this could be from a familiar story, a well-known personality etc. Draw an image of a speech bubble and ask children to talk about, then write one or two sentences that their character is saying to the other character.

[[Image:]]

Ideas to stimulate discussion and writing could be:

:Decide what you want your character to say.

:Tell your talk partner what your character is saying.

:Ask your talk partner if s/he thinks your character would say this or not?

:Think about what your partner says about your sentence.

:Listen to your partner’s sentence.

:Tell your partner if you think his/her character would say that or not.

:Make sure you are happy with what you have decided to write.

:Say it again out loud.

:Write it down.

==== Picture Prompts ====

Following from story reading or preparation for any kind of writing….

In pairs, one pupil draws a picture in the top box and tells their partner about it. They decide what one or two sentences go with the picture and tell sentences to partner. Partner to comment. Pupil then writes sentences.

Repeat for partner’s picture/sentence.

Tell your partner about your picture. Tell your partner your sentences. Write your sentences

Tell your partner about your picture. Tell your partner your sentence. Write your sentence.

Adapted from: [http://education.exeter.ac.uk education.exeter.ac.uk]

Interactive teaching in literacy and language/1. Warm ups/Using images

2012-02-10T14:56:58Z

Sch30: /* Using Images */

{{IPLT}}

= Using Images =

Images are a powerful way of stimulating ideas and talk in the classroom. These ideas can be used as lesson starters/warm ups and introductions, but can also be used for group activities.

A suggestion for getting started is simply to ask children to talk to their partner about an image you display. Different images can also be given to groups to discuss. The (CC BY-NC-ND 2.0) photograph of Butrón castle below is downloaded from [http://www.flickr.com/photos/smb_flickr/362975621/ SantiMB's flickr site]

Then ask them to:

:Imagine it is the cover of a book.

:Write the title.

:Write the opening line to the story.

:Imagine it is an illustration inside the book. What’s happening on the page? Who lives here?

:Consider a range of questions that could be used in the classroom in relation to this picture or others you choose.

[[Image:]]

==== Characters ====

Children should work in pairs for this activity. Each pair is given a picture of a character – this could be from a familiar story, a well-known personality etc. Draw an image of a speech bubble and ask children to talk about, then write one or two sentences that their character is saying to the other character.

[[Image:]]

Ideas to stimulate discussion and writing could be:

:Decide what you want your character to say.

:Tell your talk partner what your character is saying.

:Ask your talk partner if s/he thinks your character would say this or not?

:Think about what your partner says about your sentence.

:Listen to your partner’s sentence.

:Tell your partner if you think his/her character would say that or not.

:Make sure you are happy with what you have decided to write.

:Say it again out loud.

:Write it down.

==== Picture Prompts ====

Following from story reading or preparation for any kind of writing….

In pairs, one pupil draws a picture in the top box and tells their partner about it. They decide what one or two sentences go with the picture and tell sentences to partner. Partner to comment. Pupil then writes sentences.

Repeat for partner’s picture/sentence.

Tell your partner about your picture. Tell your partner your sentences. Write your sentences

Tell your partner about your picture. Tell your partner your sentence. Write your sentence.

Adapted from: [http://education.exeter.ac.uk education.exeter.ac.uk]

Interactive teaching in literacy and language/1. Warm ups/Using images

2012-02-10T14:55:11Z

Sch30: /* Using Images */

{{IPLT}}

= Using Images =

Images are a powerful way of stimulating ideas and talk in the classroom. These ideas can be used as lesson starters/warm ups and introductions, but can also be used for group activities.

A suggestion for getting started is simply to ask children to talk to their partner about an image you display. Different images can also be given to groups to discuss. The (CC BY-NC-ND 2.0) image below is downloaded from [http://www.flickr.com/photos/smb_flickr/362975621/ SantiMB's flickr site]

Then ask them to:

:Imagine it is the cover of a book.

:Write the title.

:Write the opening line to the story.

:Imagine it is an illustration inside the book. What’s happening on the page? Who’s behind the window? Who lives here?

:Consider a range of questions that could be used in the classroom in relation to this picture or others you choose.

[[Image:]]

==== Characters ====

Children should work in pairs for this activity. Each pair is given a picture of a character – this could be from a familiar story, a well-known personality etc. Draw an image of a speech bubble and ask children to talk about, then write one or two sentences that their character is saying to the other character.

[[Image:]]

Ideas to stimulate discussion and writing could be:

:Decide what you want your character to say.

:Tell your talk partner what your character is saying.

:Ask your talk partner if s/he thinks your character would say this or not?

:Think about what your partner says about your sentence.

:Listen to your partner’s sentence.

:Tell your partner if you think his/her character would say that or not.

:Make sure you are happy with what you have decided to write.

:Say it again out loud.

:Write it down.

==== Picture Prompts ====

Following from story reading or preparation for any kind of writing….

In pairs, one pupil draws a picture in the top box and tells their partner about it. They decide what one or two sentences go with the picture and tell sentences to partner. Partner to comment. Pupil then writes sentences.

Repeat for partner’s picture/sentence.

Tell your partner about your picture. Tell your partner your sentences. Write your sentences

Tell your partner about your picture. Tell your partner your sentence. Write your sentence.

Adapted from: [http://education.exeter.ac.uk education.exeter.ac.uk]

Interactive pedagogy in literacy teaching/Lesson Plan

2012-02-10T14:41:57Z

Sch30: moved Interactive pedagogy in literacy teaching/Lesson Plan to Interactive teaching in literacy and language/Lesson Plan

#REDIRECT [[Interactive teaching in literacy and language/Lesson Plan]]

Interactive teaching in literacy and language/Lesson Plan

2012-02-10T14:41:57Z

Sch30: moved Interactive pedagogy in literacy teaching/Lesson Plan to Interactive teaching in literacy and language/Lesson Plan

{| border=1
|| <center>'''Lesson Plan'''</center>

'''Objective: Date:'''

|-
|| '''1. Lesson starter/warm up (whole class)'''

|-
||
 
|-
|| '''2. Lesson introduction (whole class)'''
|-
||
 
|-
|| '''3. Main activity (group & independent work)'''

|-
||
 

|-
|| '''4. Plenary (whole class)'''

|-
||
 

|}

Interactive pedagogy in literacy teaching/1/1 Games to establish a creative mood

2012-02-10T14:41:57Z

Sch30: moved Interactive pedagogy in literacy teaching/1/1 Games to establish a creative mood to Interactive teaching in literacy and language/1/1 Games to establish a creative mood

#REDIRECT [[Interactive teaching in literacy and language/1/1 Games to establish a creative mood]]

Interactive teaching in literacy and language/1/1 Games to establish a creative mood

2012-02-10T14:41:57Z

Sch30: moved Interactive pedagogy in literacy teaching/1/1 Games to establish a creative mood to Interactive teaching in literacy and language/1/1 Games to establish a creative mood

#REDIRECT [[Interactive pedagogy in literacy teaching/1. Warm ups/1. Games to establish a creative mood]]

Interactive pedagogy in literacy teaching/1. Warm ups TOC

2012-02-10T14:41:57Z

Sch30: moved Interactive pedagogy in literacy teaching/1. Warm ups TOC to Interactive teaching in literacy and language/1. Warm ups TOC

#REDIRECT [[Interactive teaching in literacy and language/1. Warm ups TOC]]

Interactive teaching in literacy and language/1. Warm ups TOC

2012-02-10T14:41:57Z

Sch30: moved Interactive pedagogy in literacy teaching/1. Warm ups TOC to Interactive teaching in literacy and language/1. Warm ups TOC

*[[Interactive pedagogy in literacy teaching/1. Warm ups/1. Games to establish a creative mood|1. Games to establish a creative mood]]
*[[Interactive pedagogy in literacy teaching/1. Warm ups/Using images|Using images]]
* Creative games with stories
* Writing games
* Sentence and Grammar games
* Write aloud (say it – write it) whole lesson activity

Interactive pedagogy in literacy teaching/1. Warm ups/Using images

2012-02-10T14:41:57Z

Sch30: moved Interactive pedagogy in literacy teaching/1. Warm ups/Using images to Interactive teaching in literacy and language/1. Warm ups/Using images

#REDIRECT [[Interactive teaching in literacy and language/1. Warm ups/Using images]]

Interactive teaching in literacy and language/1. Warm ups/Using images

2012-02-10T14:41:57Z

Sch30: moved Interactive pedagogy in literacy teaching/1. Warm ups/Using images to Interactive teaching in literacy and language/1. Warm ups/Using images

{{IPLT}}

= Using Images =

Images are a powerful way of stimulating ideas and talk in the classroom. These ideas can be used as lesson starters/warm ups and introductions, but can also be used for group activities.

A suggestion for getting started is simply to ask children to talk to their partner about an image you display. Different images can also be given to groups to discuss. The image below is downloaded from [http://www.flickr.com/photos/smb_flickr/362975621/]

Then ask them to:

:Imagine it is the cover of a book.

:Write the title.

:Write the opening line to the story.

:Imagine it is an illustration inside the book. What’s happening on the page? Who’s behind the window? Who lives here?

:Consider a range of questions that could be used in the classroom in relation to this picture or others you choose.

[[Image:]]

==== Characters ====

Children should work in pairs for this activity. Each pair is given a picture of a character – this could be from a familiar story, a well-known personality etc. Draw an image of a speech bubble and ask children to talk about, then write one or two sentences that their character is saying to the other character.

[[Image:]]

Ideas to stimulate discussion and writing could be:

:Decide what you want your character to say.

:Tell your talk partner what your character is saying.

:Ask your talk partner if s/he thinks your character would say this or not?

:Think about what your partner says about your sentence.

:Listen to your partner’s sentence.

:Tell your partner if you think his/her character would say that or not.

:Make sure you are happy with what you have decided to write.

:Say it again out loud.

:Write it down.

==== Picture Prompts ====

Following from story reading or preparation for any kind of writing….

In pairs, one pupil draws a picture in the top box and tells their partner about it. They decide what one or two sentences go with the picture and tell sentences to partner. Partner to comment. Pupil then writes sentences.

Repeat for partner’s picture/sentence.

Tell your partner about your picture. Tell your partner your sentences. Write your sentences

Tell your partner about your picture. Tell your partner your sentence. Write your sentence.

Adapted from: [http://education.exeter.ac.uk education.exeter.ac.uk]

Interactive pedagogy in literacy teaching/1. Warm ups/1. Games to establish a creative mood

2012-02-10T14:41:57Z

Sch30: moved Interactive pedagogy in literacy teaching/1. Warm ups/1. Games to establish a creative mood to Interactive teaching in literacy and language/1. Warm ups/1. Games to establish a creative mood

#REDIRECT [[Interactive teaching in literacy and language/1. Warm ups/1. Games to establish a creative mood]]

Interactive teaching in literacy and language/1. Warm ups/Games to establish a creative mood

2012-02-10T14:41:57Z

{{IPLT}}

=Using games to establish a creative mood.=
Starting lessons with games can establish a creative mood by helping children to generate ideas, create and control sentences as well as playful writing and reading. These ideas could be used in parts 1 and 2 of the lesson sequence but could also be adapted or extended for group activity or independent work.

''' Suggested Lesson Sequence.'''
[[Interactive pedagogy in literacy teaching/Lesson Plan]]
{{:Interactive pedagogy in literacy teaching/Lesson Plan}}

= Game ideas =
=== Creative Connections ===

Give children a word and ask them to write down as many words as they can think of that are associated with it. Time them - a minute only, and then see who has written the largest number of words. Ask children to share their ideas, then repeat the activity and see how many more ideas it generates. Provide a focus such as a picture, photo or object. Then, as a class, brainstorm as many words and ideas as possible.

=== Ink Waster ===

To warm up the brain and get into a creative mood - give the children a topic and ask them to write as much as they can in say, one minute. Time them and ask them to count the number of words then try again with another topic. They should write as rapidly as possible. This limbers up and frees up the mind. The idea is to start writing and continue as fast as they can. If they stop, they can add unconnected thoughts or try using the final letter of the last word they wrote to start their next word.

A variation: Take some suggestions of what the children have written and orally build a scene, then ask them to try again.

Ink waster can also be played in pairs with each person taking it in turn to write a sentence. It can be extended to a group activity. If a writer gets stuck, they can use the final word of the previous sentence. Add a competitive element – the winning group is the one with most words.

=== Image Writing ===

Use the ink waster technique and see how much can be written in a few minutes. Show a picture (or play a film clip with the sound turned down). The children use this as a basis for writing as rapidly as possible - the action - the dialogue - a description - or just anything that the images trigger. It has to be fast with no pauses. If they get stuck - just look up at what is happening and try again. There is no right or wrong. The only wrong thing is if you stop writing. Who can write the most words down?

=== Random words ===

Choose a book. Ask for a number - this gives you a page to turn to. Now ask for a number - this gives you the line. Then ask for a small number - this will select a word. The children then have 15 seconds to make a sentence in pairs. Then can write. Then use the same sort of process to randomly select two or three words - can they make a sentence using the words... Be ruthless on capital letter, sense and full stops.

=== Questions and answers ===

Each child writes down five questions of any kind. They then swap books and each answers the questions. They should be inventive in their questing and answering e.g.

: What is a dog?
: A woof, a lick and a scamper
:
: What is the sun?
: The face of the universe.
:
: What’s inside a hill?
: Things to come up in the future

=== Thirteen things to do with a rainbow ===

Ask children to come up with ideas! This could be changed to e.g. 5 things to do with the sun/moon/lightning/an ocean.
Another way of starting this activity is to take in an object (it could be an everyday item like a plate or comb) and ask children to invent different ways of using it.

=== Magic pen ===

This is the special pen that can think and talk as well as write. Teacher sets up a writing task and in groups of three or four with one magic pen per group, the children use the magic pen to “write aloud” their sentences. The magic pen is given to one child who tells the rest of the group what sentence the magic pen is telling her to write; and the rest of the group listens to the sentence. Then the magic pen is passed around the group so that each child can speak the sentence the pen is saying. In this activity, although the children do not actually write, the emphasis is on making a sentence that will sound good when written down.

=== New Experiences ===
Collect objects that you could take into the classroom - photos, a mirror, a key, a picture of an unusual-looking character, an old watch, a gnarled piece of bark… Use these for rapid drawing and writing. To write, you could just brainstorm words and ideas as a whole class or in pairs. What does it look like, remind you of, what do associate with this? What might it be used for? Invent 5 new things you could use it for? What might a Martian think it was?

=== Pandora’s Box ===
Bring in a decorated box. Inside it place cards with writing subjects in bold lettering. E.g. mirror, door, window, key, lock, glass, stone, rose, fire, bone, water, ring, candle, clock, coin…
Hold up some of the cards and give children time to select a topic. Make a list of possible things to write:

:The….looks like…
:It reminds me of…
:It makes me feel…
:It feels like…
:It sounds like…
:It tastes of…
:It seems to…
:It can…
:It will…

If pupils get stuck on a phrase, they can miss it out or invent their own.

=== What’s in their pocket? ===

Show pupils a set of 4/5 pictures/photos. Pupils choose one character and make a list of the objects the person has in their pocket. This should be a list of nouns initially. Ask the children then to add in descriptive adjectives. This could lead into work on characterisation or a list poem.

=== Buttons ===

Bring a selection of buttons and ask the children to choose one. They should describe: the item of clothing from which the button came, the person who was wearing the garment, how they were walking, where they were going, what they were thinking etc. This could lead to work on characterisation, story writing etc.

[[Image:]]''' '''

Interactive pedagogy in literacy teaching/1. Warm ups, games, and introductions

2012-02-10T14:41:57Z

Sch30: moved Interactive pedagogy in literacy teaching/1. Warm ups, games, and introductions to Interactive teaching in literacy and language/1. Warm ups, games, and introductions

#REDIRECT [[Interactive teaching in literacy and language/1. Warm ups, games, and introductions]]

Interactive teaching in literacy and language/1. Warm ups, games, and introductions

2012-02-10T14:41:57Z

Sch30: moved Interactive pedagogy in literacy teaching/1. Warm ups, games, and introductions to Interactive teaching in literacy and language/1. Warm ups, games, and introductions

{{IPLT}}

These ideas are intended as quick fire warm ups to fire the brain into a mood for reading, writing and performance. They help to establish a creative atmosphere and prepare the ground for more in-depth and longer periods of work. They can be used as a standalone activity in their own right in the lesson starter or introduction, but the initial ideas generated can also be used as a stimulus for the main teaching activity or may be extended into a whole lesson. The talk or writing generated by the warm ups and games can also be stored away for future use as, whilst they are part of limbering up, they may also produce thoughts and writing which may be useful elsewhere.

Lesson introductions are vital!

[[Image:]]

The space shuttle metaphor is useful here; the shuttle uses 90% of its fuel in the first 30 seconds of launch. Lesson starters are similar; if pupils are engaged at the outset, then the learning''' '''is more likely to be successful throughout the lesson.''' '''

{{:Interactive pedagogy in literacy teaching/1. Warm ups TOC}}

Interactive pedagogy in literacy teaching/1. Warm ups

2012-02-10T14:41:57Z

Sch30: moved Interactive pedagogy in literacy teaching/1. Warm ups to Interactive teaching in literacy and language/1. Warm ups

#REDIRECT [[Interactive teaching in literacy and language/1. Warm ups]]

Interactive teaching in literacy and language/1. Warm ups

2012-02-10T14:41:57Z

Sch30: moved Interactive pedagogy in literacy teaching/1. Warm ups to Interactive teaching in literacy and language/1. Warm ups

#REDIRECT [[Interactive pedagogy in literacy teaching/1. Warm ups, games, and introductions]]

Interactive pedagogy in literacy teaching/1.1 Games to establish a creative mood

2012-02-10T14:41:56Z

Sch30: moved Interactive pedagogy in literacy teaching/1.1 Games to establish a creative mood to Interactive teaching in literacy and language/1.1 Games to establish a creative mood

#REDIRECT [[Interactive teaching in literacy and language/1.1 Games to establish a creative mood]]

Interactive teaching in literacy and language/1.1 Games to establish a creative mood

2012-02-10T14:41:56Z

Sch30: moved Interactive pedagogy in literacy teaching/1.1 Games to establish a creative mood to Interactive teaching in literacy and language/1.1 Games to establish a creative mood

#REDIRECT [[Interactive pedagogy in literacy teaching/1/1 Games to establish a creative mood]]

Interactive pedagogy in literacy teaching/1

2012-02-10T14:41:56Z

Sch30: moved Interactive pedagogy in literacy teaching/1 to Interactive teaching in literacy and language/1

#REDIRECT [[Interactive teaching in literacy and language/1]]