OER4Schools/Introduction to interactive teaching with ICT: Difference between revisions

* plan a brainstorm activity that has the potential to generate lots of ideas,

* complete an activity template for the brainstorm activity that has a clear learning objective,

* do this activity in the classroom,  

* reflect on this activity (and revise, if necessary) to ensure maximum interaction from students, and

* use a netbook to open a web browser and induct students in the process before the next session.

|ict={{ OER4SchoolsWSInfo/ICT intro}}   

* ''Netbook familiarisation'': Switching on, logging in, opening a web browser

* you will try the same activity in the classroom, introducing your students to the netbooks.

= The cycle of {{activitytag|ptr}} =

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.  

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.

{{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

The notion of classroom assistants needs to be discussed at school level, and you may encounter resistance. However, especially if the programme has already been running in a previous year (in some grades, but not the whole school, and some students are thus familiar with netbooks), it will be very beneficial to the smooth running of activities if some arrangement with classroom assistants can be made.

 

{{: OER4Schools/ICT/01_Netbook_familiarisation}}

{{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?  

* the hand washing station

{{activity|wcd|: On ICT-use agreement|30}} Discuss and develop a fair use policy.

A example for teacher lab notices is available [[OER4Schools/Example Teacher Lab notices|here]].

You do not have to arrive at exactly the same agreement - but your own agreement might contain some of the same items.

{{activity|Agreeing follow up activities|5}}

{{fup|A}} ''Netbook familiarisation.'' '''Introduce the class to the netbooks during one of your lessons.''' Netbooks should be run on battery. The activity is described in a separate classroom worksheet at the end of the unit, that you should have in front of you when you run the activity.

{{fup|B}} '''Classroom assistants.''' In another lesson this week, we would like you to try to recruit two or more “classroom assistants” to help the younger children with a specific activity, either ICT-based or not. Reflect (using your dictaphone) on whether/how that was useful from your perspective and what the students’ own reactions were?