OER4Schools/Activity planning and reflection - Revision history

Bjoern: /* Classifying animals using digital images */

2015-02-13T18:03:07Z

Classifying animals using digital images

← Older revision		Revision as of 18:03, 13 February 2015
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	This '''TESSA''' resource on exploring shapes provides an additional context for classification (mathematics) and does not require the use of ICT. Activity 1: Helping pupils sort real objects (on page 4 of the resource) includes useful ideas on how you can set the scene for an open-ended task encouraging students to come up with different ways of classifying everyday objects. The rest of the resource goes on to introduce the mathematical vocabulary needed to describe and classify shapes effectively and introduces a fun 'feely bag' idea.		This '''TESSA''' resource on exploring shapes provides an additional context for classification (mathematics) and does not require the use of ICT. Activity 1: Helping pupils sort real objects (on page 4 of the resource) includes useful ideas on how you can set the scene for an open-ended task encouraging students to come up with different ways of classifying everyday objects. The rest of the resource goes on to introduce the mathematical vocabulary needed to describe and classify shapes effectively and introduces a fun 'feely bag' idea.

	This related ORBIT resource~~: http://orbit.educ.cam.ac.uk/wiki/~~Exploring_shape_and_its_mathematical_language_through_sorting_activities/Resource allows you to see at a glance the material that is included in the resource below.		This related ORBIT resource [[Exploring_shape_and_its_mathematical_language_through_sorting_activities/Resource\|Exploring shape]] allows you to see at a glance the material that is included in the resource below.

Ll486 at 12:20, 21 January 2015

2015-01-21T12:20:53Z

JanetBlair at 10:51, 19 November 2014

2014-11-19T10:51:49Z

← Older revision		Revision as of 10:51, 19 November 2014
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	\|ict={{ OER4SchoolsWSInfo/ICT intro}}		\|ict={{ OER4SchoolsWSInfo/ICT intro}}
	* viewing slideshows using the web browser and Open Office and		* viewing slideshows using the web browser and Open Office and
	* manipulating slides in Open Office		* manipulating slides in Open Office.

	{{ OER4SchoolsWSInfo/ICT intro students}}		{{ OER4SchoolsWSInfo/ICT intro students}}

JanetBlair: changed 'ICT components' to better reflect content

2014-11-19T10:50:44Z

changed 'ICT components' to better reflect content

← Older revision		Revision as of 10:50, 19 November 2014
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	\|ict={{ OER4SchoolsWSInfo/ICT intro}}		\|ict={{ OER4SchoolsWSInfo/ICT intro}}
	* ~~learning about~~ the web browser~~, navigating to specific urls,~~ and		* viewing slideshows using the web browser and Open Office and
	* ~~viewing slideshows using the browser and open office.~~		* manipulating slides in Open Office

	{{ OER4SchoolsWSInfo/ICT intro students}}		{{ OER4SchoolsWSInfo/ICT intro students}}
	* You will repeat the netbook familiarisation activity from last session, and		* You will repeat the netbook familiarisation activity from last session, and

JanetBlair: formatting

2014-10-03T12:53:53Z

formatting

← Older revision		Revision as of 12:53, 3 October 2014
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	http://www.zedupad.com/zambian_school_lessons.php		http://www.zedupad.com/zambian_school_lessons.php
			}}

	= ICT practice: Practical activity =		= ICT practice: Practical activity =

JanetBlair: adding Zedupad resources

2014-10-03T12:51:31Z

adding Zedupad resources

← Older revision		Revision as of 12:51, 3 October 2014
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	}}		}}

			{{Related resources\|text=
			The '''Zedupad''' resource ''Taking care of the environment'' (see link below) could be used as an engaging context through which to introduce your students to the ''think-pair-share'' technique. It offers a bird's eye view of a village both before and after its inhabitants decided to take care of it.

			Slide 3 asks the following question:

			* Whose responsibility is it to care for the environment?

			And slide 4 asks students to look at a picture and identify the ways in which the village is being badly cared for. You could try using the ''think-pair-share'' technique with either or both of these questions.

			[[Image: environment1.jpg\|200px]]

			http://www.zedupad.com/zambian_school_lessons.php

	= ICT practice: Practical activity =		= ICT practice: Practical activity =

JanetBlair: added link to ORBIT resource on this as it is slightly more accessible to an online audience

2014-09-16T12:00:03Z

added link to ORBIT resource on this as it is slightly more accessible to an online audience

← Older revision		Revision as of 12:00, 16 September 2014
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	This '''TESSA''' resource on exploring shapes provides an additional context for classification (mathematics) and does not require the use of ICT. Activity 1: Helping pupils sort real objects (on page 4 of the resource) includes useful ideas on how you can set the scene for an open-ended task encouraging students to come up with different ways of classifying everyday objects. The rest of the resource goes on to introduce the mathematical vocabulary needed to describe and classify shapes effectively and introduces a fun 'feely bag' idea. This related ORBIT resource: http://orbit.educ.cam.ac.uk/wiki/Exploring_shape_and_its_mathematical_language_through_sorting_activities/Resource allows you to see at a glance the material that is included in the resource below.		This '''TESSA''' resource on exploring shapes provides an additional context for classification (mathematics) and does not require the use of ICT. Activity 1: Helping pupils sort real objects (on page 4 of the resource) includes useful ideas on how you can set the scene for an open-ended task encouraging students to come up with different ways of classifying everyday objects. The rest of the resource goes on to introduce the mathematical vocabulary needed to describe and classify shapes effectively and introduces a fun 'feely bag' idea.

			This related ORBIT resource: http://orbit.educ.cam.ac.uk/wiki/Exploring_shape_and_its_mathematical_language_through_sorting_activities/Resource allows you to see at a glance the material that is included in the resource below.

JanetBlair: /* Classifying animals using digital images */

2014-09-16T11:55:54Z

Classifying animals using digital images

← Older revision		Revision as of 11:55, 16 September 2014
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	This '''TESSA''' resource on exploring shapes provides an additional context for classification (mathematics) and does not require the use of ICT.		This '''TESSA''' resource on exploring shapes provides an additional context for classification (mathematics) and does not require the use of ICT. Activity 1: Helping pupils sort real objects (on page 4 of the resource) includes useful ideas on how you can set the scene for an open-ended task encouraging students to come up with different ways of classifying everyday objects. The rest of the resource goes on to introduce the mathematical vocabulary needed to describe and classify shapes effectively and introduces a fun 'feely bag' idea. This related ORBIT resource: http://orbit.educ.cam.ac.uk/wiki/Exploring_shape_and_its_mathematical_language_through_sorting_activities/Resource allows you to see at a glance the material that is included in the resource below.


	[[File: Exploring_shapes.pdf]]		[[File: Exploring_shapes.pdf]]

JanetBlair: /* Classifying animals using digital images */

2014-09-16T10:55:54Z

Classifying animals using digital images

← Older revision		Revision as of 10:55, 16 September 2014
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	{{Related resources\|text=		{{Related resources\|text=


	This '''TESSA''' resource on exploring shapes provides an additional context for classification (mathematics) and does not require the use of ICT.		This '''TESSA''' resource on exploring shapes provides an additional context for classification (mathematics) and does not require the use of ICT.


	[[File: Exploring_shapes.pdf]]		[[File: Exploring_shapes.pdf]]

JanetBlair: repositioned and resized mini blackboard image

2014-09-16T10:44:05Z

repositioned and resized mini blackboard image

← Older revision		Revision as of 10:44, 16 September 2014
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	*Clip 4: Teacher repeats and clarifies instructions; she illustrates them with nonsense classifications so students do not copy hers, and		*Clip 4: Teacher repeats and clarifies instructions; she illustrates them with nonsense classifications so students do not copy hers, and
	*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 6: Groupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group.
			[[Image:Eness1.jpg\|thumb\|200px]]

	{{activity\|wcd\|: Whole group discussion on a Zambian teacher's interactive lesson on classification using digital images\|10}}. When you have discussed these clips one by one in pairs, come together as a whole group and continue to discuss the clips, using the following questions to help guide the discussion:		{{activity\|wcd\|: Whole group discussion on a Zambian teacher's interactive lesson on classification using digital images\|10}}. When you have discussed these clips one by one in pairs, come together as a whole group and continue to discuss the clips, using the following questions to help guide the discussion:
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	* How can teachers create a good '''relationship with their class''' so that children can learn?		* How can teachers create a good '''relationship with their class''' so that children can learn?
	* What kind of '''classroom atmosphere''' supports learning?		* What kind of '''classroom atmosphere''' supports learning?


	{{activity\|stgw\|: Pair work on planning a classification activity\|5}}. In a pair, plan your own classification activity using the browser based slideshow that you have been exploring. The classification activity that you choose should be appropriate for the age of your students and be for use in a lesson that you are teaching imminently. You may want to pair up with a teacher of the same grade if this is possible. Plan to make use of the mini blackboards during the activity. For younger groups of students you may want to choose a few images to use at the front of the class to stimulate discussion.		{{activity\|stgw\|: Pair work on planning a classification activity\|5}}. In a pair, plan your own classification activity using the browser based slideshow that you have been exploring. The classification activity that you choose should be appropriate for the age of your students and be for use in a lesson that you are teaching imminently. You may want to pair up with a teacher of the same grade if this is possible. Plan to make use of the mini blackboards during the activity. For younger groups of students you may want to choose a few images to use at the front of the class to stimulate discussion.


	Record the planned activity in an [[OER4S/activity template\|activity template]].		Record the planned activity in an [[OER4S/activity template\|activity template]].
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	* 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?		* 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]]~~

	{{Related resources\|text=		{{Related resources\|text=

← Older revision		Revision as of 12:20, 21 January 2015
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	\|intention={{ OER4SchoolsWSInfo/intention intro}}		\|intention={{ OER4SchoolsWSInfo/intention intro}}

	* keeping a '''reflective journal''' as part of the process of ongoing reflective practice and using '''reflective questions''' to aid this process,		* keeping a '''reflective journal''' as part of the process of ongoing reflective practice, and using '''reflective questions''' to aid this process,
	* differences between an interactive teaching classroom and a traditional classroom,		* differences between an interactive teaching classroom and a traditional classroom,
	* using '''mini blackboards''' and '''digital images''' as tools in an interactive teaching activity, and		* using '''mini blackboards''' and '''digital images''' as tools in an interactive teaching activity, and
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	\|success criteria={{ OER4SchoolsWSInfo/criteria intro}}		\|success criteria={{ OER4SchoolsWSInfo/criteria intro}}

	* record reflections on trialled activities in a learning journal soon after the activities have been carried out and use reflective questions to help structure journal entries,		* record reflections on trialled activities in a learning journal soon after the activities have been carried out, and use reflective questions to help structure journal entries,
	* accept that during interactive teaching the classroom may be more noisy and children may move around independently,		* accept that during interactive teaching the classroom may be more noisy and children may move around independently,
	* plan an activity that makes use of mini blackboards and digital images and trial it in the classroom, and		* plan an activity that makes use of mini blackboards and digital images, and trial it in the classroom, and
	* plan an activity using the Think-Pair-Share technique that allows students to interact with each other and trial it in the classroom.		* plan an activity using the Think-Pair-Share technique that allows students to interact with each other, and trial it in the classroom.

	\|ict={{ OER4SchoolsWSInfo/ICT intro}}		\|ict={{ OER4SchoolsWSInfo/ICT intro}}
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	}}		}}

	{{activity\|wcd\|: Whole group discussion on reflective questions.\|10}} As a group, read through the following questions, making sure that ~~everybody~~ understands how to use them.		{{activity\|wcd\|: Whole group discussion on reflective questions.\|10}} As a group, read through the following questions, making sure that everyone understands how to use them.

	{{oinc\|OER4Schools/reflective journal questions}}		{{oinc\|OER4Schools/reflective journal questions}}
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	'''Evidence for impact of interactive teaching (optional)'''		'''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.		Generally, we have experienced that teachers welcome interactive ways of teaching. However, it is possible that teachers may object to, or have major concerns about, 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).		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.		The following video clip may help to reinforce the point.