|
|
| Line 168: |
Line 168: |
| {{activity|stgw|: Planning in pairs for activity templates.|10}} Break into pairs, and capture the activity shown in the video above in the activity template. Remember to include the {{activitytag|'no hands up' }} technique - this works very well with brainstorming but can also be used for general questioning. | | {{activity|stgw|: Planning in pairs for activity templates.|10}} Break into pairs, and capture the activity shown in the video above in the activity template. Remember to include the {{activitytag|'no hands up' }} technique - this works very well with brainstorming but can also be used for general questioning. |
|
| |
|
| = The cycle of {{activitytag|ptr}} =
| |
|
| |
| {{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}}".
| |
|
| |
| 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.
| |
|
| |
| 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.
| |
|
| |
| 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.
| |
| }}
| |
|
| |
| [[Image:plan-teach-reflect.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.
| |
|
| |
| * 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 learned / 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?
| |
|
| |
| We will use this cycle in the following section to refine a brainstorm activity.
| |
|
| |
|
| = Planning a brainstorm activity = | | = Planning a brainstorm activity = |
| Line 226: |
Line 190: |
| {{activity|stgw|: Planning in pairs to revise the planned brainstorm activity.|5}} Based on what you have learned from the brainstorm trialling activity, revise your brainstorm, making sure that you have phrased your topic in a way that will generate lots of ideas. You can do this activity in pairs but each one of you should plan an individual brainstorm activity that you will use with your class before the next session. | | {{activity|stgw|: Planning in pairs to revise the planned brainstorm activity.|5}} Based on what you have learned from the brainstorm trialling activity, revise your brainstorm, making sure that you have phrased your topic in a way that will generate lots of ideas. You can do this activity in pairs but each one of you should plan an individual brainstorm activity that you will use with your class before the next session. |
|
| |
|
| = ICT practice: Netbook familiarisation =
| |
|
| |
| {{ednote|text=
| |
|
| |
| The following activity, as with other activities in later sessions, assumes that you have some netbooks available. If you have other forms of ICT available you could use those instead. In future sessions, we will use internet browsing, spreadsheets, and GeoGebra among other applications, so it would be useful if you have access to these.
| |
|
| |
| If you do not have any ICT at all, you can spend longer on the other activities in this session.
| |
| }}
| |
|
| |
| {{activity|stgw|: Practical activity exploring netbooks.|20}} Here is a netbook familiarisation activity that you can use with your students, spend some time working through the activity yourself now and think about how your students will respond to it. Make sure that you can answer all of the questions.
| |
|
| |
| {{oinc|OER4Schools/Netbook familiarisation}}
| |
|
| |
| {{: OER4Schools/Learning about ICT with self-awareness }}
| |
|
| |
| {{todoi| This needs a lot more unpacking!
| |
|
| |
| CBS specific:
| |
| * Username/Passwords for both "oer4schools" and "classroom" accounts. What are these accounts used for? Discuss.
| |
| * when the "browser" opens, select your name.
| |
|
| |
| }}
| |
|
| |
| Log in/out several times - how difficult did you find typing? How difficult will your students find it?
| |
|
| |
| = 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?
| |
|
| |
| <blockquote>
| |
| Please remember to get about 8 students to collect:
| |
| * the netbooks (18)
| |
| * the box of mice
| |
| * the hand washing station
| |
| * the watering cans
| |
|
| |
| Note:
| |
| * The chargers are to remain in the lab, and the netbooks should be used on battery.
| |
| * 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.
| |
| </blockquote>
| |
|
| |
| = ICT-use agreement =
| |
|
| |
| {{activity|wcd|: On ICT-use agreement|30}} Discuss and develop a fair use policy.
| |
|
| |
| [[OER4Schools/Example Teacher Lab notices]]
| |
|
| |
|
| = Classroom assistants = | | = Classroom assistants = |
