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OER4Schools/Engaging the community: Difference between revisions
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, 11 years agoadded Note: about policy change
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* make observations on student learning using a 'combined' Leadership for Learning lens and evaluate these during discussions with peers | * make observations on student learning using a 'combined' Leadership for Learning lens and evaluate these during discussions with peers | ||
* role play a discussion with a parent, colleague, head teacher or inspector | * role play a discussion with a parent, colleague, head teacher or inspector | ||
|ict= | |ict= In this session, you will learn how to communicate with parents about your use of ICTs in the classroom. Unlike the other sessions, there is no time set aside for specific ICT activities. | ||
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Here are some possible scenarios to illustrate what we hope the participants would come up with: | Here are some possible scenarios to illustrate what we hope the participants would come up with: | ||
* A teacher goes to a different school - how do they convince the headteacher to try interactive teaching? (OR: A new teacher comes to your school - what do you tell them about interactive teaching?) | * A teacher goes to a different school - how do they convince the headteacher to try interactive teaching? (OR: A new teacher comes to your school - what do you tell them about interactive teaching?) | ||
* The inspector says …. “You need to do pace groups – in Zambia, we do pace groups!” - what do you say? Perhaps you can remind the participants of the “banana group” in Agness’ class who kept going off to sit in other groups (Unit 3.3.2), and of the incident of some of Judith’s students laughing at the group who got all wrong answers in a maths lesson (3.3.3). Agness and Judith use mixed pace groups now because they found that more students participate. | * The inspector says …. “You need to do pace groups – in {{Zambia|Zambia}}{{Kenya|Kenya}}, we do pace groups!” - what do you say? Perhaps you can remind the participants of the “banana group” in Agness’ class who kept going off to sit in other groups (Unit 3.3.2), and of the incident of some of Judith’s students laughing at the group who got all wrong answers in a maths lesson (3.3.3). Agness and Judith use mixed pace groups now because they found that more students participate. | ||
[It may not be the inspector who says this as there is now a move towards wider acceptance of mixed pace groups - it may be a parent who was taught themselves in pace groups who is questioning your rationale.] | [It may not be the inspector who says this as there is now a move towards wider acceptance of mixed pace groups - it may be a parent who was taught themselves in pace groups who is questioning your rationale.] Note: Since the time of writing this, mixed ability groupings have become a requirement of the Zambian education policy and are not solely something advocated by the OER4Schools programme. | ||
* Headteacher says to you that “writing on the board is better, because children then remember”, so you should not do so much interactive teaching. How do you respond? | * Headteacher says to you that “writing on the board is better, because children then remember”, so you should not do so much interactive teaching. How do you respond? | ||
