TESSA Working With Teachers - Revision history

Bjoern at 18:31, 6 February 2015

2015-02-06T18:31:25Z

Bjoern at 18:01, 6 February 2015

2015-02-06T18:01:00Z

Bjoern at 17:43, 6 February 2015

2015-02-06T17:43:11Z

← Older revision		Revision as of 17:43, 6 February 2015
Line 1:		Line 1:
	[[Category:Reading]]		{{ORBITreading}}[[Category:Reading]]
	{{TESSA}}		{{TESSA}}
	All materials from		All materials from

SimonKnight at 08:32, 17 September 2012

2012-09-17T08:32:47Z

SimonKnight at 13:14, 30 August 2012

2012-08-30T13:14:23Z

← Older revision		Revision as of 13:14, 30 August 2012
Line 15:		Line 15:
	<section end=WorkingWithMaterials />		<section end=WorkingWithMaterials />
	<section begin=SelectingResources />		<section begin=SelectingResources />
	'''2 ~~<nowiki>~~Which TESSA materials are suitable for your teachers? [Curriculum mapping~~</nowiki>~~]'''		'''2 Which TESSA materials are suitable for your teachers? [Curriculum mapping]'''

	ORBIT materials are appropriate for pre-service, in-service and upgrading programmes at a variety of levels and for teachers with a huge range of existing skills. Teacher educators working in different contexts (universities, colleges, regional and school level) are able to use them in a variety of situations and programmes.		ORBIT materials are appropriate for pre-service, in-service and upgrading programmes at a variety of levels and for teachers with a huge range of existing skills. Teacher educators working in different contexts (universities, colleges, regional and school level) are able to use them in a variety of situations and programmes.

SimonKnight at 12:05, 30 August 2012

2012-08-30T12:05:45Z

Show changes

SimonKnight at 12:04, 30 August 2012

2012-08-30T12:04:35Z

← Older revision		Revision as of 12:04, 30 August 2012
Line 8:		Line 8:
	Licensed under a CC licence.		Licensed under a CC licence.

			<section begin=WorkingWithMaterials />

	[[Image:TessaResourceCycle.PNG]]		[[Image:TessaResourceCycle.PNG]]
	Figure 1 Working with the TESSA materials		Figure 1 Working with the TESSA materials

			<section end=WorkingWithMaterials />
			<section begin=SelectingResources />
	'''2 <nowiki>Which TESSA materials are suitable for your teachers? [Curriculum mapping</nowiki>]'''		'''2 <nowiki>Which TESSA materials are suitable for your teachers? [Curriculum mapping</nowiki>]'''

Line 18:		Line 20:

	It is important to remember that ORBIT is not an entire curriculum for a formal teacher education programme. The purpose of ORBIT materials is to enhance areas of teacher education curricula and less formal teacher development activities in particular relating to interactive pedagogy and the use of ICT to support such teaching.		It is important to remember that ORBIT is not an entire curriculum for a formal teacher education programme. The purpose of ORBIT materials is to enhance areas of teacher education curricula and less formal teacher development activities in particular relating to interactive pedagogy and the use of ICT to support such teaching.
			<section end=SelectingResources/>
			<section begin=MappingResources />
	''Mapping into a programme ''		''Mapping into a programme ''

Line 37:		Line 40:
	'''Table 3 Different types of use of ORBIT materials'''		'''Table 3 Different types of use of ORBIT materials'''

	{~~\| style="border-spacing~~:~~0;"~~		{{:TESSA Working With Teachers/Table}}
	~~\| style="border-top:0.035cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.035cm solid #000000;border-right:none;padding:0cm;"\| '''Form of use of~~ TESSA ~~materials '''~~

	~~\| style="border-top:0.035cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding:0cm;"\| '''Highly structured '''~~
	~~\| style="border-top:0.035cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding:0cm;"\| '''Loosely structured '''~~
	~~\| style="border-top:0.035cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:0.035cm solid #000000;padding:0cm;"\| '''Guided use '''~~

	\|-
	~~\| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.035cm solid #000000;border-right:none;padding:0cm;"\| ''Characteristics ''~~
	\| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding:0cm;"\| Selection of a set of ORBIT activities for all student teachers/~~PD members to carry out~~
	\| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding:0cm;"\| Lecturers select appropriate ORBIT activities for their own course
	\| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:0.035cm solid #000000;padding:0cm;"\| Designated time for student teachers to select ORBIT activities

	\|-
	~~\| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.035cm solid #000000;border-right:none;padding:0cm;"\| ''Teacher access to TESSA materials ''~~
	~~\| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding:0cm;"\| New teacher books which include several ORBIT sections~~
	~~\| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding:0cm;"\| Website and~~

	~~printed ORBIT sections incorporated into pre-existing material~~
	~~\| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:0.035cm solid #000000;padding:0cm;"\| Website access by individuals~~

	\|}		<section end=MappingResources />
	'''4 ~~<nowiki>~~How can you adapt the ORBIT materials for your context without losing their essence? ~~[Materials adaptation</nowiki>~~''']		<section begin=AdaptingResources/>
			'''4 How can you adapt the ORBIT materials for your context without losing their essence?'''

	All the ORBIT resources have specified learning outcomes which you should consider when adapting materials for your courses.		All the ORBIT resources have specified learning outcomes which you should consider when adapting materials for your courses.
			<section end=AdaptingResources />
			<section begin=SharingPractice />
	'''8 How can you deepen your engagement with the ORBIT community and others involved in working with teachers <nowiki>in an open educational resource (OER) environment? [Community of practice]</nowiki>'''		'''8 How can you deepen your engagement with the ORBIT community and others involved in working with teachers <nowiki>in an open educational resource (OER) environment? [Community of practice]</nowiki>'''

Line 87:		Line 73:

	You should consider the prior knowledge and experiences either of the teachers, or the pupils they’re working with.		You should consider the prior knowledge and experiences either of the teachers, or the pupils they’re working with.
			<section end=SharingPractice/>
			<section begin=TeachingWithORBIT/>
	'''4 How can you teach using the ORBIT materials?'''		'''4 How can you teach using the ORBIT materials?'''

Line 140:		Line 127:
	You can turn the ORBIT activities into assessment tasks that can help you to find out whether your pupils have learned the knowledge, skills, values and attitudes described in your learning outcomes. Where this is not possible, you can develop your own assessment tool.		You can turn the ORBIT activities into assessment tasks that can help you to find out whether your pupils have learned the knowledge, skills, values and attitudes described in your learning outcomes. Where this is not possible, you can develop your own assessment tool.

	For more information on assessment go to''~~<nowiki>~~ [[Category:Assessment]]~~</nowiki>~~''		For more information on assessment go to''[[Category:Assessment]]''

	Giving and receiving feedback is an important part of assessment. It is important for you to give feedback to your pupils so that you can share what they did well, what they did not do so well, and how they could improve. Remember to use this feedback to plan subsequent lessons, activities and assessment.		Giving and receiving feedback is an important part of assessment. It is important for you to give feedback to your pupils so that you can share what they did well, what they did not do so well, and how they could improve. Remember to use this feedback to plan subsequent lessons, activities and assessment.

SimonKnight at 16:59, 29 August 2012

2012-08-29T16:59:10Z

← Older revision		Revision as of 16:59, 29 August 2012
Line 1:		Line 1:
			[[Category:Reading]]
			{{TESSA}}
	All materials from		All materials from

SimonKnight at 16:10, 29 August 2012

2012-08-29T16:10:46Z

Show changes

SimonKnight: Created page with "All materials from [http://www.tessafrica.net/educator-guidance-english http://www.tessafrica.net/educator-guidance-english] Licensed under a CC licence. Figure 1Working ..."

2012-08-29T16:06:33Z

Created page with "All materials from [http://www.tessafrica.net/educator-guidance-english http://www.tessafrica.net/educator-guidance-english] Licensed under a CC licence. Figure 1Working ..."

New page

All materials from

[http://www.tessafrica.net/educator-guidance-english http://www.tessafrica.net/educator-guidance-english]

Licensed under a CC licence.

Figure 1Working with the TESSA materials

'''2 <nowiki>Which TESSA materials are suitable for your teachers? [Curriculum mapping</nowiki>]'''

ORBIT materials are appropriate for pre-service, in-service and upgrading programmes at a variety of levels and for teachers with a huge range of existing skills. Teacher educators working in different contexts (universities, colleges, regional and school level) are able to use them in a variety of situations and programmes.

It is important to remember that ORBIT is not an entire curriculum for a formal teacher education programme. The purpose of ORBIT materials is to enhance areas of teacher education curricula and less formal teacher development activities in particular relating to interactive pedagogy and the use of ICT to support such teaching.

''Mapping into a programme ''

For existing formal programmes the starting point is to look at both

–your own teacher education curriculum

* the ORBIT materials, and the Teaching Approaches we describe

to decide where it will be most appropriate to use the ORBIT materials. The Teaching Approaches described in the wiki may provide useful entry routes for ‘focus’ points in Professional Development.

The next step is to consider the format of use of the ORBIT materials, how teachers’ use of the ORBIT materials will be supported and how you might assess this use. This will depend on a number of factors:

1. The purpose and intended learning outcomes of your programme or course.

2. The number of teachers on your programme and its format (on – campus, distance learning etc).

3. Access to technology; internet and computers.

4. Support: the number and frequency of contact sessions and the expertise of tutors/ supervisors/ mentors.

We envisage 3 types of approach, as in the table

'''Table 3 Different types of use of ORBIT materials'''

{| style="border-spacing:0;"
| style="border-top:0.035cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.035cm solid #000000;border-right:none;padding:0cm;"| '''Form of use of TESSA materials '''

| style="border-top:0.035cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding:0cm;"| '''Highly structured '''
| style="border-top:0.035cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding:0cm;"| '''Loosely structured '''
| style="border-top:0.035cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:0.035cm solid #000000;padding:0cm;"| '''Guided use '''

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.035cm solid #000000;border-right:none;padding:0cm;"| ''Characteristics ''
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding:0cm;"| Selection of a set of ORBIT activities for all student teachers/PD members to carry out
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding:0cm;"| Lecturers select appropriate ORBIT activities for their own course
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:0.035cm solid #000000;padding:0cm;"| Designated time for student teachers to select ORBIT activities

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.035cm solid #000000;border-right:none;padding:0cm;"| ''Teacher access to TESSA materials ''
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding:0cm;"| New teacher books which include several ORBIT sections
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding:0cm;"| Website and

printed ORBIT sections incorporated into pre-existing material
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:0.035cm solid #000000;padding:0cm;"| Website access by individuals

|}
'''4 <nowiki>How can you adapt the ORBIT materials for your context without losing their essence? [Materials adaptation</nowiki>''']

All the ORBIT resources have specified learning outcomes which you should consider when adapting materials for your courses.

'''8 How can you deepen your engagement with the ORBIT community and others involved in working with teachers <nowiki>in an open educational resource (OER) environment? [Community of practice]</nowiki>'''

The ORBIT materials are OERs. This means that they can be freely shared, adapted and used by anyone.

You might start with the community closest to you – in your own context. If you are a teacher educator working in a college or university, these questions might help:

* To what extent do teacher educators at my institution work together?
* How could I benefit from increasing this collaboration?
* Am I personally prepared to put the effort into working together?
* How can I start a conversation about how to do this?

Teacher development may start in an institution, but schools and communities are involved as well.

* How can you share your ORBIT experiences with others who work with teachers in schools and in your local community?

You could use the following steps for selecting and preparing to use ORBIT activities in the curriculum:

# Select an appropriate theme or teaching approach that you’ve identified as needing attention, or which is on your curriculum/scheme of work for the next few weeks – this might be one which you find particularly challenging to teach, one which your learners have struggled with or a new way of teaching that you want to try out.
# Locate and review relevant ORBIT materials to identify suitable sections which match your chosen theme, topic or skill.
# Ask yourself what you as a teacher have planned to achieve through teaching your theme and topic.
# Read the ORBIT activities and related case studies and resources.
# Select the relevant ORBIT activities or case studies that match what you planned to achieve. Find the resources you need.
# Adapt the ORBIT activities to suit your pupils and your surroundings

You should consider the prior knowledge and experiences either of the teachers, or the pupils they’re working with.

'''4 How can you teach using the ORBIT materials?'''

The ORBIT materials promote interaction and offer ideas for innovative teaching in your classroom to help your pupils’ learning.

Once you have selected and adapted the appropriate ORBIT materials, concentrate on the following:

* '''planning your lesson'''
* '''teaching methods'''
* '''classroom management'''
* '''time management'''
* '''assessing pupils’ learning'''
* '''thinking about and improving your teaching.'''

Planning is a continual process that helps you to think and prepare what is needed to help your pupils respond well to you and the content of what you teach.

For your pupils to learn from your lessons they need to be:

* interested – if they are not, nothing of any value will take place
* very clear about what you want them to do and achieve.

<nowiki>For further information on planning and preparing your lesson plans, see [[Category:Lesson Planning]]</nowiki>

''Things to think about and do '''before''' the lesson starts''

-An ORBIT activity can take place across more than one lesson period, or for only a short part of a lesson

-Some lessons can take place outside the classroom, but you need to have an alternative plan should the weather change.

-It’s important to ensure you have all the resources you need at hand before the lesson starts

-Organise your classroom to suit the activity

-If you are using technology, have you tested that it still works?

-Before you carry out an experiment, you may want to try it yourself or with your colleagues so that you are confident when trying it out with your pupils.

The ORBIT materials promote interactive pedagogy, however, as a teacher you need to remain involved throughout the lesson, even when your pupils are engaged in group work. For more information on using group work in your classroom, go to the ''<nowiki>[[Category:Group work]]</nowiki>''

Do not panic if something in your lesson does not go according to plan. Wherever possible, during your lesson planning, create alternative activities to ensure the success of your lesson.

''Things to think about and do '''during''' and '''after''' the lesson''

If you involve people from outside the school in your lessons, ensure you have an alternative plan should they not turn up.

Ensure that your alternative plan fits in with the classroom

arrangements already made.

Should something unexpected happen just before or during the lesson:

oacknowledge the problem.

oinvolve the pupils in solving the problem.

oidentify parts of the lesson plan that can still take place.

Ensure that you follow up on any promises made to the class.

'''5 How does using ORBIT materials contribute to pupil learning?'''

You can turn the ORBIT activities into assessment tasks that can help you to find out whether your pupils have learned the knowledge, skills, values and attitudes described in your learning outcomes. Where this is not possible, you can develop your own assessment tool.

For more information on assessment go to''<nowiki> [[Category:Assessment]]</nowiki>''

Giving and receiving feedback is an important part of assessment. It is important for you to give feedback to your pupils so that you can share what they did well, what they did not do so well, and how they could improve. Remember to use this feedback to plan subsequent lessons, activities and assessment.

You should also give your pupils an opportunity to give feedback on the

assessment task so that you can find out whether they thought the

assessment task was appropriate/not appropriate, easy/difficult, and any problems they may have encountered.

'''6 What do you think you learned from teaching with ORBIT materials'''?

You should reflect on your lessons to determine what worked well, and what did not work well so as to improve your teaching, and plan better subsequent lessons. In doing this, some of the questions you could consider are:

* What challenges did I have while planning and preparing for this lesson?

* How did the pupils respond to the activities
** (participation, interest, excitement …)?

* What did my pupils learn and how do I know this?

* Were there differences in what they learned?

* Were the outcomes of the lesson achieved?

* What was I pleased about?

* What surprised me?

* What, if anything, was disappointing?

* What difficulties were there in teaching the topic?

* Was there enough time to do the activities?

* Were the resources used appropriate and adequate?

Now you have responded to these questions, how do you feel about the activity and the way in which you use it?

'''Teaching and learning methods'''

Table 2 below shows some important active teaching and learning methods and some of the skills that you will need to use as a teacher.

=== Table 2 Teaching and learning methods ===

{| style="border-spacing:0;"
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| '''S/N'''
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| '''Active teaching and learning method'''
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| '''Some of the teaching skills you need'''

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 1.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Building models
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Thinking about what your pupils will learn. Being able to build the model yourself.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 2.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Classification
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Using observation.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 3.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Collaborative activities
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Knowing your pupils, to enable you to decide on working groups.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 5.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Debate
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Giving all pupils an opportunity to participate.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 6.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Demonstration
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Identifying what materials you will use to demonstrate. Allowing pupils to handle, draw and discuss.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 7.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Discussion
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Giving all pupils an opportunity to participate.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 8.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Displaying real items (exhibitions)
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Organising your classroom or exhibition space.Thinking how pupils can share their knowledge, e.g. labels.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 9.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Games
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Thinking about what your pupils will learn.Being able to play the game yourself.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 10.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Group work
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Arranging your classroom in advance.Deciding how to divide your pupils.Deciding on a job for each pupil in the group.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 11.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Investigation/inquiry
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Planning the investigation/inquiry with your pupils.Deciding how pupils will report.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 12.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Making deductions
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Helping pupils to discover for themselves.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 13.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Mind mapping/ brainstorming
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Identifying clearly the issue or problem.Letting pupils know the rules.Giving a clear summary at the end.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 14.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Observation/ identification
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Using local resources.Using questioning.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 15.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Prediction
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Helping pupils form appropriate questions.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 16.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Problem solving
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Setting out the problem clearly.Identifying in advance areas of difficulty.Thinking of questions which will help pupils.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 17.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Project method
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Using group work.Helping pupils discover and think for themselves.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 18.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Questioning
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Thinking about the type of question – open or closed.Encouraging a range of pupils to answer.Encouraging pupils to think for themselves.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 19.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Reporting/oral presentation
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Using a variety of ways – oral, posters, etc.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 20.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Researching/exploration
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Defining the research question.Deciding on the research method.Deciding on how the findings will be recorded.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 21.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Role play
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Using group work to act out a situation.Thinking about where the groups will work – inside or outside of the classroom.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 22.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Simulation
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Giving pupils a clear brief.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 23.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Story telling/folk tales
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Identifying where you can find local and other stories.Using different people to tell stories – you, pupils and local people.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 24.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Student field work
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Planning.Setting clear learning objectives for pupils.Using investigations.

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| 25.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Think–pair–share
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Using good time management.

|}

← Older revision		Revision as of 18:31, 6 February 2015
Line 28:		Line 28:
	* the ORBIT materials, and the Teaching Approaches we describe		* the ORBIT materials, and the Teaching Approaches we describe

	to decide where it will be most appropriate to use the ORBIT materials. The Teaching Approaches described in the wiki may provide useful entry routes for ~~âfocusâ~~ points in Professional Development.		to decide where it will be most appropriate to use the ORBIT materials. The Teaching Approaches described in the wiki may provide useful entry routes for ‘focus’ points in Professional Development.

	The next step is to consider the format of use of the ORBIT materials, how ~~teachersâ~~ use of the ORBIT materials will be supported and how you might assess this use. This will depend on a number of factors:		The next step is to consider the format of use of the ORBIT materials, how teachers’ use of the ORBIT materials will be supported and how you might assess this use. This will depend on a number of factors:
	# The purpose and intended learning outcomes of your programme or course.		# The purpose and intended learning outcomes of your programme or course.
	# The number of teachers on your programme and its format (on ~~â~~ campus, distance learning etc).		# The number of teachers on your programme and its format (on – campus, distance learning etc).
	# Access to technology; internet and computers.		# Access to technology; internet and computers.
	# Support: the number and frequency of contact sessions and the expertise of tutors/ supervisors/ mentors.		# Support: the number and frequency of contact sessions and the expertise of tutors/ supervisors/ mentors.
Line 53:		Line 53:
	The ORBIT materials are OERs. This means that they can be freely shared, adapted and used by anyone.		The ORBIT materials are OERs. This means that they can be freely shared, adapted and used by anyone.

	You might start with the community closest to you ~~â~~ in your own context. If you are a teacher educator working in a college or university, these questions might help:		You might start with the community closest to you – in your own context. If you are a teacher educator working in a college or university, these questions might help:

	* To what extent do teacher educators at my institution work together?		* To what extent do teacher educators at my institution work together?
Line 65:		Line 65:

	You could use the following steps for selecting and preparing to use ORBIT activities in the curriculum:		You could use the following steps for selecting and preparing to use ORBIT activities in the curriculum:
	# Select an appropriate theme or teaching approach that ~~youâve~~ identified as needing attention, or which is on your curriculum/scheme of work for the next few weeks ~~â~~ this might be one which you find particularly challenging to teach, one which your learners have struggled with or a new way of teaching that you want to try out.		# Select an appropriate theme or teaching approach that you’ve identified as needing attention, or which is on your curriculum/scheme of work for the next few weeks – this might be one which you find particularly challenging to teach, one which your learners have struggled with or a new way of teaching that you want to try out.
	# Locate and review relevant ORBIT materials to identify suitable sections which match your chosen theme, topic or skill.		# Locate and review relevant ORBIT materials to identify suitable sections which match your chosen theme, topic or skill.
	# Ask yourself what you as a teacher have planned to achieve through teaching your theme and topic.		# Ask yourself what you as a teacher have planned to achieve through teaching your theme and topic.
Line 72:		Line 72:
	# Adapt the ORBIT activities to suit your pupils and your surroundings		# Adapt the ORBIT activities to suit your pupils and your surroundings

	You should consider the prior knowledge and experiences either of the teachers, or the pupils ~~theyâre~~ working with.		You should consider the prior knowledge and experiences either of the teachers, or the pupils they’re working with.
	<section end=SharingPractice/>		<section end=SharingPractice/>
	<section begin=TeachingWithORBIT/>'''4 How can you teach using the ORBIT materials?'''		<section begin=TeachingWithORBIT/>'''4 How can you teach using the ORBIT materials?'''

	The ORBIT materials promote interaction and offer ideas for innovative teaching in your classroom to help your ~~pupilsâ~~ learning.		The ORBIT materials promote interaction and offer ideas for innovative teaching in your classroom to help your pupils’ learning.

	Once you have selected and adapted the appropriate ORBIT materials, concentrate on the following:		Once you have selected and adapted the appropriate ORBIT materials, concentrate on the following:
Line 84:		Line 84:
	* '''classroom management'''		* '''classroom management'''
	* '''time management'''		* '''time management'''
	* '''assessing ~~pupilsâ~~ learning'''		* '''assessing pupils’ learning'''
	* '''thinking about and improving your teaching.'''		* '''thinking about and improving your teaching.'''

Line 91:		Line 91:
	For your pupils to learn from your lessons they need to be:		For your pupils to learn from your lessons they need to be:

	* interested ~~â~~ if they are not, nothing of any value will take place		* interested – if they are not, nothing of any value will take place
	* very clear about what you want them to do and achieve.		* very clear about what you want them to do and achieve.

Line 100:		Line 100:
	-An ORBIT activity can take place across more than one lesson period, or for only a short part of a lesson		-An ORBIT activity can take place across more than one lesson period, or for only a short part of a lesson
	-Some lessons can take place outside the classroom, but you need to have an alternative plan should the weather change.		-Some lessons can take place outside the classroom, but you need to have an alternative plan should the weather change.
	-~~Itâs~~ important to ensure you have all the resources you need at hand before the lesson starts		-It’s important to ensure you have all the resources you need at hand before the lesson starts
	-Organise your classroom to suit the activity		-Organise your classroom to suit the activity
	-If you are using technology, have you tested that it still works?		-If you are using technology, have you tested that it still works?
Line 138:		Line 138:
	* What challenges did I have while planning and preparing for this lesson?		* What challenges did I have while planning and preparing for this lesson?
	* How did the pupils respond to the activities		* How did the pupils respond to the activities
	* (participation, interest, excitement ~~â¦~~)?		* (participation, interest, excitement …)?
	* What did my pupils learn and how do I know this?		* What did my pupils learn and how do I know this?
	* Were there differences in what they learned?		* Were there differences in what they learned?

← Older revision		Revision as of 18:01, 6 February 2015
Line 1:		Line 1:
	{{ORBITreading}}~~[[Category:Reading]]~~		<noinclude>{{ORBITreading}}</noinclude>
	{{TESSA}}		{{TESSA}}
	All materials from		All materials from
Line 28:		Line 28:
	* the ORBIT materials, and the Teaching Approaches we describe		* the ORBIT materials, and the Teaching Approaches we describe

	to decide where it will be most appropriate to use the ORBIT materials. The Teaching Approaches described in the wiki may provide useful entry routes for ~~‘focus’~~ points in Professional Development.		to decide where it will be most appropriate to use the ORBIT materials. The Teaching Approaches described in the wiki may provide useful entry routes for âfocusâ points in Professional Development.

	The next step is to consider the format of use of the ORBIT materials, how ~~teachers’~~ use of the ORBIT materials will be supported and how you might assess this use. This will depend on a number of factors:		The next step is to consider the format of use of the ORBIT materials, how teachersâ use of the ORBIT materials will be supported and how you might assess this use. This will depend on a number of factors:
	# The purpose and intended learning outcomes of your programme or course.		# The purpose and intended learning outcomes of your programme or course.
	# The number of teachers on your programme and its format (on – campus, distance learning etc).		# The number of teachers on your programme and its format (on â campus, distance learning etc).
	# Access to technology; internet and computers.		# Access to technology; internet and computers.
	# Support: the number and frequency of contact sessions and the expertise of tutors/ supervisors/ mentors.		# Support: the number and frequency of contact sessions and the expertise of tutors/ supervisors/ mentors.
Line 53:		Line 53:
	The ORBIT materials are OERs. This means that they can be freely shared, adapted and used by anyone.		The ORBIT materials are OERs. This means that they can be freely shared, adapted and used by anyone.

	You might start with the community closest to you – in your own context. If you are a teacher educator working in a college or university, these questions might help:		You might start with the community closest to you â in your own context. If you are a teacher educator working in a college or university, these questions might help:

	* To what extent do teacher educators at my institution work together?		* To what extent do teacher educators at my institution work together?
Line 65:		Line 65:

	You could use the following steps for selecting and preparing to use ORBIT activities in the curriculum:		You could use the following steps for selecting and preparing to use ORBIT activities in the curriculum:
	# Select an appropriate theme or teaching approach that ~~you’ve~~ identified as needing attention, or which is on your curriculum/scheme of work for the next few weeks – this might be one which you find particularly challenging to teach, one which your learners have struggled with or a new way of teaching that you want to try out.		# Select an appropriate theme or teaching approach that youâve identified as needing attention, or which is on your curriculum/scheme of work for the next few weeks â this might be one which you find particularly challenging to teach, one which your learners have struggled with or a new way of teaching that you want to try out.
	# Locate and review relevant ORBIT materials to identify suitable sections which match your chosen theme, topic or skill.		# Locate and review relevant ORBIT materials to identify suitable sections which match your chosen theme, topic or skill.
	# Ask yourself what you as a teacher have planned to achieve through teaching your theme and topic.		# Ask yourself what you as a teacher have planned to achieve through teaching your theme and topic.
Line 72:		Line 72:
	# Adapt the ORBIT activities to suit your pupils and your surroundings		# Adapt the ORBIT activities to suit your pupils and your surroundings

	You should consider the prior knowledge and experiences either of the teachers, or the pupils ~~they’re~~ working with.		You should consider the prior knowledge and experiences either of the teachers, or the pupils theyâre working with.
	<section end=SharingPractice/>		<section end=SharingPractice/>
	<section begin=TeachingWithORBIT/>'''4 How can you teach using the ORBIT materials?'''		<section begin=TeachingWithORBIT/>'''4 How can you teach using the ORBIT materials?'''

	The ORBIT materials promote interaction and offer ideas for innovative teaching in your classroom to help your ~~pupils’~~ learning.		The ORBIT materials promote interaction and offer ideas for innovative teaching in your classroom to help your pupilsâ learning.

	Once you have selected and adapted the appropriate ORBIT materials, concentrate on the following:		Once you have selected and adapted the appropriate ORBIT materials, concentrate on the following:
Line 84:		Line 84:
	* '''classroom management'''		* '''classroom management'''
	* '''time management'''		* '''time management'''
	* '''assessing ~~pupils’~~ learning'''		* '''assessing pupilsâ learning'''
	* '''thinking about and improving your teaching.'''		* '''thinking about and improving your teaching.'''

Line 91:		Line 91:
	For your pupils to learn from your lessons they need to be:		For your pupils to learn from your lessons they need to be:

	* interested – if they are not, nothing of any value will take place		* interested â if they are not, nothing of any value will take place
	* very clear about what you want them to do and achieve.		* very clear about what you want them to do and achieve.

Line 100:		Line 100:
	-An ORBIT activity can take place across more than one lesson period, or for only a short part of a lesson		-An ORBIT activity can take place across more than one lesson period, or for only a short part of a lesson
	-Some lessons can take place outside the classroom, but you need to have an alternative plan should the weather change.		-Some lessons can take place outside the classroom, but you need to have an alternative plan should the weather change.
	-~~It’s~~ important to ensure you have all the resources you need at hand before the lesson starts		-Itâs important to ensure you have all the resources you need at hand before the lesson starts
	-Organise your classroom to suit the activity		-Organise your classroom to suit the activity
	-If you are using technology, have you tested that it still works?		-If you are using technology, have you tested that it still works?
Line 138:		Line 138:
	* What challenges did I have while planning and preparing for this lesson?		* What challenges did I have while planning and preparing for this lesson?
	* How did the pupils respond to the activities		* How did the pupils respond to the activities
	* (participation, interest, excitement …)?		* (participation, interest, excitement â¦)?
	* What did my pupils learn and how do I know this?		* What did my pupils learn and how do I know this?
	* Were there differences in what they learned?		* Were there differences in what they learned?

← Older revision		Revision as of 08:32, 17 September 2012
Line 74:		Line 74:
	You should consider the prior knowledge and experiences either of the teachers, or the pupils they’re working with.		You should consider the prior knowledge and experiences either of the teachers, or the pupils they’re working with.
	<section end=SharingPractice/>		<section end=SharingPractice/>
	<section begin=TeachingWithORBIT/>		<section begin=TeachingWithORBIT/>'''4 How can you teach using the ORBIT materials?'''
	'''4 How can you teach using the ORBIT materials?'''

	The ORBIT materials promote interaction and offer ideas for innovative teaching in your classroom to help your pupils’ learning.		The ORBIT materials promote interaction and offer ideas for innovative teaching in your classroom to help your pupils’ learning.
Line 95:		Line 94:
	* very clear about what you want them to do and achieve.		* very clear about what you want them to do and achieve.

	<nowiki>For further information on planning and preparing your lesson plans, see [[Category:Lesson Planning]]</nowiki>		<nowiki>For further information on planning and preparing your lesson plans, see [[:Category:Lesson Planning]]</nowiki>

	''Things to think about and do '''before''' the lesson starts''		''Things to think about and do '''before''' the lesson starts''
Line 106:		Line 105:
	-Before you carry out an experiment, you may want to try it yourself or with your colleagues so that you are confident when trying it out with your pupils.		-Before you carry out an experiment, you may want to try it yourself or with your colleagues so that you are confident when trying it out with your pupils.

	The ORBIT materials promote interactive pedagogy, however, as a teacher you need to remain involved throughout the lesson, even when your pupils are engaged in group work. For more information on using group work in your classroom, go to the ''~~<nowiki>~~[[Category:Group work]]~~</nowiki>~~''		The ORBIT materials promote interactive pedagogy, however, as a teacher you need to remain involved throughout the lesson, even when your pupils are engaged in group work. For more information on using group work in your classroom, go to the ''[[:Category:Group work]]''

	Do not panic if something in your lesson does not go according to plan. Wherever possible, during your lesson planning, create alternative activities to ensure the success of your lesson.		Do not panic if something in your lesson does not go according to plan. Wherever possible, during your lesson planning, create alternative activities to ensure the success of your lesson.
Line 127:		Line 126:
	You can turn the ORBIT activities into assessment tasks that can help you to find out whether your pupils have learned the knowledge, skills, values and attitudes described in your learning outcomes. Where this is not possible, you can develop your own assessment tool.		You can turn the ORBIT activities into assessment tasks that can help you to find out whether your pupils have learned the knowledge, skills, values and attitudes described in your learning outcomes. Where this is not possible, you can develop your own assessment tool.

	For more information on assessment go to''[[Category:Assessment]]''		For more information on assessment go to''[[:Category:Assessment]]''

	Giving and receiving feedback is an important part of assessment. It is important for you to give feedback to your pupils so that you can share what they did well, what they did not do so well, and how they could improve. Remember to use this feedback to plan subsequent lessons, activities and assessment.		Giving and receiving feedback is an important part of assessment. It is important for you to give feedback to your pupils so that you can share what they did well, what they did not do so well, and how they could improve. Remember to use this feedback to plan subsequent lessons, activities and assessment.
Line 156:		Line 155:
	Table 2 below shows some important active teaching and learning methods and some of the skills that you will need to use as a teacher.		Table 2 below shows some important active teaching and learning methods and some of the skills that you will need to use as a teacher.

	~~===~~ Table 2 Teaching and learning methods ~~===~~		'''Table 2 Teaching and learning methods'''
	{{:TESSA Working With Teachers/Table2}}		{{:TESSA Working With Teachers/Table2}}