2,188
edits
OER4Schools/Effective use of ICT: Difference between revisions
From OER in Education
added more detail to activity titles
JanetBlair (talk | contribs) (added more detail to activity title) |
JanetBlair (talk | contribs) (added more detail to activity titles) |
||
| Line 101: | Line 101: | ||
}} | }} | ||
We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area | We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area. | ||
{{activity|wcb|5}} Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page. | {{activity|wcb| on newspaper analogy for recording MSC|5}}. Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page. | ||
'''Information to be documented should include:''' | '''Information to be documented should include:''' | ||
| Line 113: | Line 113: | ||
The SC story itself should be documented as it is told. The description of the change identified as the most significant should include factual information that makes it clear who was involved, what happened, where and when. | The SC story itself should be documented as it is told. The description of the change identified as the most significant should include factual information that makes it clear who was involved, what happened, where and when. | ||
{{activity|wcd|: Whole group discussion|10}} Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make? | {{activity|wcd|: Whole group discussion on MSC stories|10}}. Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make? | ||
<blockquote> | <blockquote> | ||
