OER4Schools/Engaging the community - Revision history

JanetBlair: added Note: about policy change

2014-08-13T18:23:51Z

added Note: about policy change

← Older revision		Revision as of 18:23, 13 August 2014
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	* The inspector says …. “You need to do pace groups – in {{Zambia\|Zambia}}{{Kenya\|Kenya}}, we do pace groups!” - what do you say? Perhaps you can remind the participants of the “banana group” in Agness’ class who kept going off to sit in other groups (Unit 3.3.2), and of the incident of some of Judith’s students laughing at the group who got all wrong answers in a maths lesson (3.3.3). Agness and Judith use mixed pace groups now because they found that more students participate.		* The inspector says …. “You need to do pace groups – in {{Zambia\|Zambia}}{{Kenya\|Kenya}}, we do pace groups!” - what do you say? Perhaps you can remind the participants of the “banana group” in Agness’ class who kept going off to sit in other groups (Unit 3.3.2), and of the incident of some of Judith’s students laughing at the group who got all wrong answers in a maths lesson (3.3.3). Agness and Judith use mixed pace groups now because they found that more students participate.

	[It may not be the inspector who says this as there is now a move towards wider acceptance of mixed pace groups - it may be a parent who was taught themselves in pace groups who is questioning your rationale.]		[It may not be the inspector who says this as there is now a move towards wider acceptance of mixed pace groups - it may be a parent who was taught themselves in pace groups who is questioning your rationale.] Note: Since the time of writing this, mixed ability groupings have become a requirement of the Zambian education policy and are not solely something advocated by the OER4Schools programme.

	* Headteacher says to you that “writing on the board is better, because children then remember”, so you should not do so much interactive teaching. How do you respond?		* Headteacher says to you that “writing on the board is better, because children then remember”, so you should not do so much interactive teaching. How do you respond?

Bjoern: /* Government and head teachers: Role play */

2014-05-12T15:35:33Z

Government and head teachers: Role play

← Older revision		Revision as of 15:35, 12 May 2014
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	Here are some possible scenarios to illustrate what we hope the participants would come up with:		Here are some possible scenarios to illustrate what we hope the participants would come up with:
	* A teacher goes to a different school - how do they convince the headteacher to try interactive teaching? (OR: A new teacher comes to your school - what do you tell them about interactive teaching?)		* A teacher goes to a different school - how do they convince the headteacher to try interactive teaching? (OR: A new teacher comes to your school - what do you tell them about interactive teaching?)
	* The inspector says …. “You need to do pace groups – in Zambia, we do pace groups!” - what do you say? Perhaps you can remind the participants of the “banana group” in Agness’ class who kept going off to sit in other groups (Unit 3.3.2), and of the incident of some of Judith’s students laughing at the group who got all wrong answers in a maths lesson (3.3.3). Agness and Judith use mixed pace groups now because they found that more students participate.		* The inspector says …. “You need to do pace groups – in {{Zambia\|Zambia}}{{Kenya\|Kenya}}, we do pace groups!” - what do you say? Perhaps you can remind the participants of the “banana group” in Agness’ class who kept going off to sit in other groups (Unit 3.3.2), and of the incident of some of Judith’s students laughing at the group who got all wrong answers in a maths lesson (3.3.3). Agness and Judith use mixed pace groups now because they found that more students participate.

	[It may not be the inspector who says this as there is now a move towards wider acceptance of mixed pace groups - it may be a parent who was taught themselves in pace groups who is questioning your rationale.]		[It may not be the inspector who says this as there is now a move towards wider acceptance of mixed pace groups - it may be a parent who was taught themselves in pace groups who is questioning your rationale.]

Bjoern: ICT activities

2013-09-08T14:30:46Z

ICT activities

← Older revision		Revision as of 14:30, 8 September 2013
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	* make observations on student learning using a 'combined' Leadership for Learning lens and evaluate these during discussions with peers		* make observations on student learning using a 'combined' Leadership for Learning lens and evaluate these during discussions with peers
	* role play a discussion with a parent, colleague, head teacher or inspector		* role play a discussion with a parent, colleague, head teacher or inspector
	\|ict=~~{{ OER4SchoolsWSInfo/ICT intro}}~~		\|ict= In this session, you will learn how to communicate with parents about your use of ICTs in the classroom. Unlike the other sessions, there is no time set aside for specific ICT activities.
	~~{{ OER4SchoolsWSInfo/ICT intro students}}~~
	* you will ...
	}}		}}

Lucian: Lucian moved page OER4Schools/6.2 Engaging the community to OER4Schools/Engaging the community

2013-09-05T13:27:32Z

Lucian moved page OER4Schools/6.2 Engaging the community to OER4Schools/Engaging the community

← Older revision

Revision as of 13:27, 5 September 2013

JanetBlair: changed to background reading and edited text to fit

2013-03-14T14:45:29Z

changed to background reading and edited text to fit

← Older revision		Revision as of 14:45, 14 March 2013
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	[[Image:The School.jpg\|300px\|left\|caption]]		[[Image:The School.jpg\|300px\|left\|caption]]

	You can listen to the introduction to this session here:		You can listen to the introduction to this session here and/or read it as 'background reading' below:
	{{: Video/Introduction to 2.5.mp3 }}		{{: Video/Introduction to 2.5.mp3 }}

	<div style="clear: both;"></div>		<div style="clear: both;"></div>

	{{~~transcript~~\|text=		{{background\|text=
	~~'''Transcript of introduction'''~~

	You have seen and heard many different ways of teaching and learning that challenge your previous views of classroom teaching. The challenge now for you is to be able to communicate some of these ideas about learning to a wider community of stakeholders. The objective for this session is to explore ways of talking with parents, other teachers, other schools, headteachers, school/college leadership team, inspectors, Ministry of Education officials, and other education stakeholders about new and exciting teaching and learning in your classroom and school. As a result, you will be able to have more confident and effective discussions and deliberations with these stakeholders. In this session, we also consider the role of students. They are often forgotten although they are the most important stakeholders in and outside the classroom!		You have seen and heard many different ways of teaching and learning that challenge your previous views of classroom teaching. The challenge now for you is to be able to communicate some of these ideas about learning to a wider community of stakeholders. The objective for this session is to explore ways of talking with parents, other teachers, other schools, headteachers, school/college leadership team, inspectors, Ministry of Education officials, and other education stakeholders about new and exciting teaching and learning in your classroom and school. As a result, you will be able to have more confident and effective discussions and deliberations with these stakeholders. In this session, we also consider the role of students. They are often forgotten although they are the most important stakeholders in and outside the classroom!

JanetBlair: caption added for space

2013-03-14T14:25:57Z

caption added for space

← Older revision		Revision as of 14:25, 14 March 2013
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	= Introduction to this session =		= Introduction to this session =
	[[Image:The School.jpg\|300px\|left]]		[[Image:The School.jpg\|300px\|left\|caption]]

	You can listen to the introduction to this session here:		You can listen to the introduction to this session here:
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	In this session we consider how to introduce, discuss and listen to feedback from the key partners in children’s learning, namely, their parents and family, school colleagues and administrators, and the wider education bureaucracy. With change comes challenges and opportunities for cooperation and developing new ways of thinking, knowing, and learning.		In this session we consider how to introduce, discuss and listen to feedback from the key partners in children’s learning, namely, their parents and family, school colleagues and administrators, and the wider education bureaucracy. With change comes challenges and opportunities for cooperation and developing new ways of thinking, knowing, and learning.
	}}		}}

	= Preparing for a discussion with a parent, colleague, head teacher or inspector =		= Preparing for a discussion with a parent, colleague, head teacher or inspector =

Bjoern at 14:12, 14 March 2013

2013-03-14T14:12:30Z

← Older revision		Revision as of 14:12, 14 March 2013
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	You can listen to the introduction to this session here:		You can listen to the introduction to this session here:
	{{: Video/Introduction to 2.5.mp3 }}		{{: Video/Introduction to 2.5.mp3 }}

			<div style="clear: both;"></div>

	{{transcript\|text=		{{transcript\|text=

Bjoern at 14:11, 14 March 2013

2013-03-14T14:11:18Z

← Older revision		Revision as of 14:11, 14 March 2013
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	{{: Video/Introduction to 2.5.mp3 }}		{{: Video/Introduction to 2.5.mp3 }}

	{{~~template~~ transcript\|'''Transcript of introduction'''		{{transcript\|text=
			'''Transcript of introduction'''

	You have seen and heard many different ways of teaching and learning that challenge your previous views of classroom teaching. The challenge now for you is to be able to communicate some of these ideas about learning to a wider community of stakeholders. The objective for this session is to explore ways of talking with parents, other teachers, other schools, headteachers, school/college leadership team, inspectors, Ministry of Education officials, and other education stakeholders about new and exciting teaching and learning in your classroom and school. As a result, you will be able to have more confident and effective discussions and deliberations with these stakeholders. In this session, we also consider the role of students. They are often forgotten although they are the most important stakeholders in and outside the classroom!		You have seen and heard many different ways of teaching and learning that challenge your previous views of classroom teaching. The challenge now for you is to be able to communicate some of these ideas about learning to a wider community of stakeholders. The objective for this session is to explore ways of talking with parents, other teachers, other schools, headteachers, school/college leadership team, inspectors, Ministry of Education officials, and other education stakeholders about new and exciting teaching and learning in your classroom and school. As a result, you will be able to have more confident and effective discussions and deliberations with these stakeholders. In this session, we also consider the role of students. They are often forgotten although they are the most important stakeholders in and outside the classroom!

Bjoern at 14:09, 14 March 2013

2013-03-14T14:09:44Z

← Older revision		Revision as of 14:09, 14 March 2013
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	{{: Video/Introduction to 2.5.mp3 }}		{{: Video/Introduction to 2.5.mp3 }}

	{{template transcript\|		{{template transcript\|'''Transcript of introduction'''

	~~'''Transcript of introduction'''<br>~~
	You have seen and heard many different ways of teaching and learning that challenge your previous views of classroom teaching. The challenge now for you is to be able to communicate some of these ideas about learning to a wider community of stakeholders. The objective for this session is to explore ways of talking with parents, other teachers, other schools, headteachers, school/college leadership team, inspectors, Ministry of Education officials, and other education stakeholders about new and exciting teaching and learning in your classroom and school. As a result, you will be able to have more confident and effective discussions and deliberations with these stakeholders. In this session, we also consider the role of students. They are often forgotten although they are the most important stakeholders in and outside the classroom!		You have seen and heard many different ways of teaching and learning that challenge your previous views of classroom teaching. The challenge now for you is to be able to communicate some of these ideas about learning to a wider community of stakeholders. The objective for this session is to explore ways of talking with parents, other teachers, other schools, headteachers, school/college leadership team, inspectors, Ministry of Education officials, and other education stakeholders about new and exciting teaching and learning in your classroom and school. As a result, you will be able to have more confident and effective discussions and deliberations with these stakeholders. In this session, we also consider the role of students. They are often forgotten although they are the most important stakeholders in and outside the classroom!

JanetBlair: added boxes around transcripts

2013-03-14T12:54:21Z

added boxes around transcripts

← Older revision		Revision as of 12:54, 14 March 2013
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	= Introduction to this session =		= Introduction to this session =
	[[Image:The School.jpg\|300px\|left]]		[[Image:The School.jpg\|300px\|left]]

	You can listen to the introduction to this session here:		You can listen to the introduction to this session here:
	{{: Video/Introduction to 2.5.mp3 }}		{{: Video/Introduction to 2.5.mp3 }}

			{{template transcript\|

			'''Transcript of introduction'''<br>
	You have seen and heard many different ways of teaching and learning that challenge your previous views of classroom teaching. The challenge now for you is to be able to communicate some of these ideas about learning to a wider community of stakeholders. The objective for this session is to explore ways of talking with parents, other teachers, other schools, headteachers, school/college leadership team, inspectors, Ministry of Education officials, and other education stakeholders about new and exciting teaching and learning in your classroom and school. As a result, you will be able to have more confident and effective discussions and deliberations with these stakeholders. In this session, we also consider the role of students. They are often forgotten although they are the most important stakeholders in and outside the classroom!		You have seen and heard many different ways of teaching and learning that challenge your previous views of classroom teaching. The challenge now for you is to be able to communicate some of these ideas about learning to a wider community of stakeholders. The objective for this session is to explore ways of talking with parents, other teachers, other schools, headteachers, school/college leadership team, inspectors, Ministry of Education officials, and other education stakeholders about new and exciting teaching and learning in your classroom and school. As a result, you will be able to have more confident and effective discussions and deliberations with these stakeholders. In this session, we also consider the role of students. They are often forgotten although they are the most important stakeholders in and outside the classroom!

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	In this session we consider how to introduce, discuss and listen to feedback from the key partners in children’s learning, namely, their parents and family, school colleagues and administrators, and the wider education bureaucracy. With change comes challenges and opportunities for cooperation and developing new ways of thinking, knowing, and learning.		In this session we consider how to introduce, discuss and listen to feedback from the key partners in children’s learning, namely, their parents and family, school colleagues and administrators, and the wider education bureaucracy. With change comes challenges and opportunities for cooperation and developing new ways of thinking, knowing, and learning.
			}}
	= Preparing for a discussion with a parent, colleague, head teacher or inspector =		= Preparing for a discussion with a parent, colleague, head teacher or inspector =