TESSA Working With Teachers: Difference between revisions

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Licensed under a CC licence.  

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Figure 1 Working with the TESSA materials

ORBIT materials are appropriate for pre-service, in-service and upgrading programmes at a variety of levels and for teachers with a huge range of existing skills. Teacher educators working in different contexts (universities, colleges, regional and school level) are able to use them in a variety of situations and programmes.  

It is important to remember that ORBIT is not an entire curriculum for a formal teacher education programme. The purpose of ORBIT materials is to enhance areas of teacher education curricula and less formal teacher development activities in particular relating to interactive pedagogy and the use of ICT to support such teaching.

''Mapping into a programme ''

'''Table 3 Different types of use of ORBIT materials'''

All the ORBIT resources have specified learning outcomes which you should consider when adapting materials for your courses.  

'''8 How can you deepen your engagement with the ORBIT community and others involved in working with teachers <nowiki>in an open educational resource (OER) environment? [Community of practice]</nowiki>'''

You should consider the prior knowledge and experiences either of the teachers, or the pupils they’re working with.

The ORBIT materials promote interaction and offer ideas for innovative teaching in your classroom to help your pupils’ learning.  

* very clear about what you want them to do and achieve.

''Things to think about and do '''before''' the lesson starts''

-Before you carry out an experiment, you may want to try it yourself or with your colleagues so that you are confident when trying it out with your pupils.

Do not panic if something in your lesson does not go according to plan. Wherever possible, during your lesson planning, create alternative activities to ensure the success of your lesson.

You can turn the ORBIT activities into assessment tasks that can help you to find out whether your pupils have learned the knowledge, skills, values and attitudes described in your learning outcomes. Where this is not possible, you can develop your own assessment tool.  

Giving and receiving feedback is an important part of assessment. It is important for you to give feedback to your pupils so that you can share what they did well, what they did not do so well, and how they could improve. Remember to use this feedback to plan subsequent lessons, activities and assessment.

Table 2 below shows some important active teaching and learning methods and some of the skills that you will need to use as a teacher.