OER4Schools/activities/Plan-Teach-Reflect - Revision history

Bjoern: Bjoern moved page OER4Schools/activities/Plan teach reflect to OER4Schools/activities/Plan-Teach-Reflect

2012-12-19T20:39:53Z

Bjoern moved page OER4Schools/activities/Plan teach reflect to OER4Schools/activities/Plan-Teach-Reflect

← Older revision

Revision as of 20:39, 19 December 2012

Bjoern: Bjoern moved page OER4Schools/activities/plan teach reflect to OER4Schools/activities/Plan teach reflect

2012-12-09T18:27:53Z

Bjoern moved page OER4Schools/activities/plan teach reflect to OER4Schools/activities/Plan teach reflect

← Older revision

Revision as of 18:27, 9 December 2012

Bjoern at 15:55, 30 November 2012

2012-11-30T15:55:26Z

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	By following this cycle of ongoing reflective practice you will be making the link between theory and practice thus learning from your experience of applying new techniques. Here are the steps:		By following this cycle of ongoing reflective practice you will be making the link between theory and practice thus learning from your experience of applying new techniques. Here are the steps:

JanetBlair: tweaked

2012-11-28T15:33:46Z

tweaked

← Older revision		Revision as of 15:33, 28 November 2012
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	~~The~~ cycle of ongoing reflective practice		By following this cycle of ongoing reflective practice you will be making the link between theory and practice thus learning from your experience of applying new techniques. Here are the steps:

	* Part 1: Plan an interactive activity such as brainstorming		* Part 1: Plan an interactive activity such as brainstorming
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	* 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:

JanetBlair: added bullets

2012-11-28T15:18:28Z

added bullets

← Older revision		Revision as of 15:18, 28 November 2012
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	The cycle of ongoing reflective practice		The cycle of ongoing reflective practice

	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:

	What did the children get out of the activity? How can you tell?		* 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?		* 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?		* What did you (as the teacher) get out of it?
	Did you find it difficult?		* Did you find it difficult?
	What would you do differently next time?		* What would you do differently next time?
	Did the activity allow students to meet the learning objective that it was designed to address?		* Did the activity allow students to meet the learning objective that it was designed to address?

JanetBlair: added text

2012-11-28T15:17:17Z

added text

New page

The cycle of ongoing reflective practice

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

For reflecting on an activity, it is useful to have questions to guide the reflection. For example, the following questions could be used to guide reflection:

What did the children get out of the activity? How can you tell?
How did you (as the teacher) find out what the children 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?
Did the activity allow students to meet the learning objective that it was designed to address?