OER4Schools/Introduction to interactive teaching with ICT - Revision history

Bjoern: /* ICT-use agreement */

2015-01-16T16:46:42Z

ICT-use agreement

← Older revision		Revision as of 16:46, 16 January 2015
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	You do not have to arrive at exactly the same agreement, but your own agreement might contain some of the same items.		You do not have to arrive at exactly the same agreement, but your own agreement might contain some of the same items.
	}}		}}

	~~((Rwanda\| to be added))~~

	= Follow-up activities =		= Follow-up activities =

Ll486: /* The cycle of Plan-Teach-Reflect */

2015-01-12T11:58:36Z

The cycle of Plan-Teach-Reflect

← Older revision		Revision as of 11:58, 12 January 2015
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	{{ednote\|text=		{{ednote\|text=
	In this section, we introduce a key tool for this programme, which we call “The cycle of plan - teach - reflect” ({{activitytag\|ptr}}). What this means is that in our professional learning, we progress by planning (e.g.) an activity. We then do this activity in the classroom, and then reflect on the activity (either on our own, with a colleague, or in a group). You can read more about the idea of "{{activitytag\|ptr}}".		In this section, we introduce a key tool for this programme which we call “The cycle of plan - teach - reflect” ({{activitytag\|ptr}}). What this means is that in our professional learning, we progress by planning (e.g.) an activity. We then do this activity in the classroom, and then reflect on the activity (either on our own, with a colleague, or in a group). You can read more about the idea of "{{activitytag\|ptr}}".

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

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

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

Ll486 at 12:01, 7 January 2015

2015-01-07T12:01:36Z

← Older revision		Revision as of 12:01, 7 January 2015
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	}}{{OER4SchoolsWSInfo		}}{{OER4SchoolsWSInfo
	\|intention={{ OER4SchoolsWSInfo/intention intro}}		\|intention={{ OER4SchoolsWSInfo/intention intro}}
	* the interactive teaching technique of '''brainstorming''' and how and when to use it in the classroom,
	* '''activity templates''' for interactive teaching techniques and how these can be introduced alongside current lesson plans,
	* the '''cycle of ongoing reflective practice''' (plan - teach - reflect) and how this can be used to improve planned interactive teaching activities, and		* the '''cycle of ongoing reflective practice''' (plan - teach - reflect) and how this can be used to improve planned interactive teaching activities, and
	* an activity on how to use a '''netbook''' to open a web browser.		* an activity on how to use a '''netbook''' to open a web browser.

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

	\|ict={{ OER4SchoolsWSInfo/ICT intro}}		\|ict={{ OER4SchoolsWSInfo/ICT intro}}:
	* ''Netbook familiarisation'': Switching on, logging in, opening a web browser.		* ''Netbook familiarisation'': Switching on, logging in, opening a web browser.
	{{ OER4SchoolsWSInfo/ICT intro students}}		{{ OER4SchoolsWSInfo/ICT intro students}}
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	In this section, we introduce a key tool for this programme, which we call “The cycle of plan - teach - reflect” ({{activitytag\|ptr}}). What this means is that in our professional learning, we progress by planning (e.g.) an activity. We then do this activity in the classroom, and then reflect on the activity (either on our own, with a colleague, or in a group). You can read more about the idea of "{{activitytag\|ptr}}".		In this section, we introduce a key tool for this programme, which we call “The cycle of plan - teach - reflect” ({{activitytag\|ptr}}). What this means is that in our professional learning, we progress by planning (e.g.) an activity. We then do this activity in the classroom, and then reflect on the activity (either on our own, with a colleague, or in a group). You can read more about the idea of "{{activitytag\|ptr}}".

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

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

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

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

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

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

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

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

	For reflecting on an activity, it is useful to have questions to guide the reflection. For example, the following questions could be used to guide reflection:		For reflecting on an activity, it is useful to have questions to guide the reflection. For example, the following questions could be used to guide reflection:
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	{{ednote\|text=		{{ednote\|text=
	The notion of classroom assistants needs to be discussed at school level, and you may encounter resistance. However, especially if the programme has already been running in a previous year (in some grades, but not the whole school, and some students are thus familiar with netbooks)~~, it will be very beneficial to the smooth running of activities if some arrangement with classroom assistants can be made~~.		The notion of classroom assistants needs to be discussed at school level, and you may encounter resistance. However, it will be very beneficial to the smooth running of activities if some arrangement with classroom assistants can be made, especially if the programme has already been running in a previous year (in some grades, but not the whole school, and some students are thus familiar with netbooks).

	If this is the first year that you are running the programme, you may want to consider running a computer club, which helps some students to learn about netbooks quickly, with a view to them helping out in lessons.		If this is the first year that you are running the programme, you may want to consider running a computer club, which helps some students to learn about netbooks quickly, with a view to them helping out in lessons.
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	= Netbook use at Chalimbana =		= Netbook use at Chalimbana =

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

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

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

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	= Follow-up activities =		= Follow-up activities =

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

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

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

	{{setting of follow up}}		{{setting of follow up}}

Aimable: /* ICT-use agreement */

2014-11-19T15:08:40Z

ICT-use agreement

← Older revision		Revision as of 15:08, 19 November 2014
Line 97:		Line 97:
	You do not have to arrive at exactly the same agreement - but your own agreement might contain some of the same items.		You do not have to arrive at exactly the same agreement - but your own agreement might contain some of the same items.
	}}		}}

			((Rwanda\| to be added))

	= Follow-up activities =		= Follow-up activities =

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

2014-05-19T10:36:54Z

The cycle of Plan-Teach-Reflect

← Older revision		Revision as of 10:36, 19 May 2014
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	We suggest that rather than reading the text below to (or with) the participants, you just draw attention to the diagram, and explain the contents to the participants. Make sure that they understand the reflective questions provided. How do you know, whether they have understood these questions? For instance, you could check whether participants can give concrete examples.		We suggest that rather than reading the text below to (or with) the participants, you just draw attention to the diagram, and explain the contents to the participants. Make sure that they understand the reflective questions provided. How do you know, whether they have understood these questions? For instance, you could check whether participants can give concrete examples.
	}}		}}
	~~[[File:Example.jpg]]~~
	[[Image:plan-teach-reflect.png\|thumb\|300px]]		[[Image:plan-teach-reflect.png\|thumb\|300px]]
			[[Image:test.png\|thumb\|300px]]

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

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

2014-05-19T10:35:11Z

The cycle of Plan-Teach-Reflect

← Older revision		Revision as of 10:35, 19 May 2014
Line 43:		Line 43:
	We suggest that rather than reading the text below to (or with) the participants, you just draw attention to the diagram, and explain the contents to the participants. Make sure that they understand the reflective questions provided. How do you know, whether they have understood these questions? For instance, you could check whether participants can give concrete examples.		We suggest that rather than reading the text below to (or with) the participants, you just draw attention to the diagram, and explain the contents to the participants. Make sure that they understand the reflective questions provided. How do you know, whether they have understood these questions? For instance, you could check whether participants can give concrete examples.
	}}		}}
			[[File:Example.jpg]]
	[[Image:plan-teach-reflect.png\|thumb\|300px]]		[[Image:plan-teach-reflect.png\|thumb\|300px]]

Bjoern: /* The cycle of {{activitytag|ptr}} */

2014-02-12T14:11:35Z

The cycle of {{activitytag|ptr}}

← Older revision		Revision as of 14:11, 12 February 2014
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	{{review of follow up}}		{{review of follow up}}

	= The cycle of ~~{{activitytag\|ptr}}~~ =		= The cycle of Plan-Teach-Reflect =

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

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

JanetBlair: /* ICT-use agreement */

2013-12-03T14:14:19Z

ICT-use agreement

← Older revision		Revision as of 14:14, 3 December 2013
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	= ICT-use agreement =		= ICT-use agreement =

	{{activity\|wcd\|: On ICT-use agreement\|30}} Discuss and develop a fair use policy.		{{activity\|wcd\|: On ICT-use agreement.\|30}} Discuss and develop a fair use policy.
	{{ednote\|text=		{{ednote\|text=
	A example for teacher lab notices is available [[OER4Schools/Example Teacher Lab notices\|here]].		A example for teacher lab notices is available [[OER4Schools/Example Teacher Lab notices\|here]].

JanetBlair: /* Netbook use at Chalimbana */

2013-12-03T14:13:37Z

Netbook use at Chalimbana

← Older revision		Revision as of 14:13, 3 December 2013
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	= Netbook use at Chalimbana =		= Netbook use at Chalimbana =

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

	Please remember to get about 8 students to collect:		Please remember to get about 8 students to collect:
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	* The students who return the equipment at the end of the day should put the netbooks on charge. It should always be the same students who return the equipment, so that it is handled properly.		* The students who return the equipment at the end of the day should put the netbooks on charge. It should always be the same students who return the equipment, so that it is handled properly.
	* Strictly no use of the student netbooks outside these times.		* Strictly no use of the student netbooks outside these times.


	= ICT-use agreement =		= ICT-use agreement =

JanetBlair: punctuation

2013-12-03T13:58:22Z

punctuation

← Older revision		Revision as of 13:58, 3 December 2013
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	\|ict={{ OER4SchoolsWSInfo/ICT intro}}		\|ict={{ OER4SchoolsWSInfo/ICT intro}}
	* ''Netbook familiarisation'': Switching on, logging in, opening a web browser		* ''Netbook familiarisation'': Switching on, logging in, opening a web browser.
	{{ OER4SchoolsWSInfo/ICT intro students}}		{{ OER4SchoolsWSInfo/ICT intro students}}
	* ~~you~~ will try the same activity in the classroom, introducing your students to the netbooks.		* You will try the same activity in the classroom, introducing your students to the netbooks.
	}}		}}