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OER4Schools/Engaging the community: Difference between revisions
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OER4Schools/Engaging the community (view source)
Revision as of 13:10, 10 January 2013
, 12 years agofixed typo
JanetBlair (talk | contribs) (elaborated for clarity) |
JanetBlair (talk | contribs) (fixed typo) |
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'''Pedagogy:''' ‘Table mats’ to record observation and reflection | '''Pedagogy:''' ‘Table mats’ to record observation and reflection | ||
Allow about 5 minutes for each group to agree on and prepare their large sheet of paper (table mat). As they watch the | Allow about 5 minutes for each group to agree on and prepare their large sheet of paper (table mat). As they watch the videos, participants make notes on their table mat. Encourage participants to include an area for reflection on their table mats that they can record salient points on after a brief discussion with other group members. | ||
The table mat should ideally be divided into five sections, each labeled with an LfL principle. Notes should be made in each respective section by members of the group. All members should use a combined lens rather than dividing up the 5 principles between them. There is enough information in the videos for participants to discover different things simultaneously. For ease of discussion afterwards there should be a way of differentiating which observations come from which video, perhaps by ruling a line under those for the first video before proceeding. Participants may come up with there own way of doing this and that should be encouraged as a way of them taking responsibility for their own learning. | The table mat should ideally be divided into five sections, each labeled with an LfL principle. Notes should be made in each respective section by members of the group. All members should use a combined lens rather than dividing up the 5 principles between them. There is enough information in the videos for participants to discover different things simultaneously. For ease of discussion afterwards there should be a way of differentiating which observations come from which video, perhaps by ruling a line under those for the first video before proceeding. Participants may come up with there own way of doing this and that should be encouraged as a way of them taking responsibility for their own learning. | ||
