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| {{OER4S | | {{OER4S |
| |title=Effective use of ICT | | |title=Introduction to Leadership for Learning and effective use of ICT |
| |session=1.4 | | |session=1.5 |
| }}{{OER4SchoolsWSInfo | | }}{{OER4SchoolsWSInfo |
| |intention={{ OER4SchoolsWSInfo/intention intro}} | | |intention={{ OER4SchoolsWSInfo/intention intro}} |
| * '''Leadership for Learning''' as a framework that creates the opportunity for change in schools to promote the activity of learning | | * '''Leadership for Learning''' as a framework that creates the opportunity for change in schools to promote the activity of learning, |
| * '''Most Significant Change''' (MSC) as a technique for monitoring and evaluating this professional development programme by collecting stories of significant changes in areas of practise | | * '''Most Significant Change''' (MSC) as a technique for monitoring and evaluating this professional development programme by collecting stories of significant changes in areas of practice, and |
| *''' Sharing resources''' effectively across groups and within groups when doing activities that make use of ICT taking into account the number of students per computer and the need for all students to spend time on the computer | | *''' sharing resources''' effectively across groups and within groups when doing activities that make use of ICT taking into account the number of students per computer and the need for all students to spend time on the computer. |
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| |success criteria={{ OER4SchoolsWSInfo/criteria intro}} | | |success criteria={{ OER4SchoolsWSInfo/criteria intro}} |
| * recognise the potential for leadership capacity to expand as a result of the professional development of staff on programmes like this | | * recognise the potential for leadership capacity to expand as a result of the professional development of staff on programmes like this, |
| * contribute MSC stories on a regular basis either by writing them down or making an audio recording | | * contribute MSC stories on a regular basis either by writing them down or making an audio recording, |
| * plan ICT activities that allow all students to see the computer well (no more than 6 per computer) being prepared to provide alternative activities for the rest of the class to work on at the same time | | * plan ICT activities that allow all students to see the computer well (no more than 6 per computer) being prepared to provide alternative activities for the rest of the class to work on at the same time, and |
| * plan activities that allow all students equal access to a computer by eg giving them roles within groups and encouraging them to monitor use | | * plan activities that allow all students equal access to a computer by e.g. giving them roles within groups and encouraging them to monitor use. |
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| |ict={{ OER4SchoolsWSInfo/ICT intro}} | | |ict={{ OER4SchoolsWSInfo/ICT intro}} |
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| = What is the most significant change? = | | = What is the most significant change? = |
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| {{ednote|text= | | {{: OER4Schools/Introduction to the Most Significant Change Technique }} |
| In this section, we introduce participants to the “Most Significant Change technique”. We would like participants to formulate their own goals, and to identify what change(s) they might like to make.
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| A useful addition to an SC story is a headline or title similar to what might be used in a newspaper article. This can be a convenient handle for participants to use to refer to the story when comparing it to others. It can also help the writer distil and communicate the essence of what happened.
| | = Groupwork with computers: Sharing resources across groups = |
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| {{background|text=
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| The most significant change (MSC) technique
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| MSC is a form of participatory monitoring and evaluation. It is participatory because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole.
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| Essentially, the process involves ‘searching’ for project impact through:
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| *collection of significant change (SC) stories emanating from the field level
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| *systematic selection of the most significant of these stories by panels of designated stakeholders or staff
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| *collective reading of the stories aloud and regular and often in-depth discussions about the value of reported changes
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| When the technique is implemented successfully, whole teams of people begin to focus their attention on programme impact. You can find out more about the MSC technique here: http://www.mande.co.uk/docs/MSCGuide.pdf
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| }}
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| We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area.
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| {{activity|wcb| on newspaper analogy for recording MSC|5}}. Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.
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| '''Information to be documented should include:'''
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| # Information about who collected the story and when the events occurred
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| # Description of the story itself – what happened
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| # Significance (to the storyteller) of events described in the story.
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| Documenting who collected the story and when helps the reader put the story in context and enables any follow-up inquiries to be made about the story, if needed.
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| The SC story itself should be documented as it is told. The description of the change identified as the most significant should include factual information that makes it clear who was involved, what happened, where and when.
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| {{activity|wcd|: Whole group discussion on MSC stories|10}}. Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?
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| <blockquote>
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| The storyteller is also asked to explain the significance of the story from their point of view. This is a key part of MSC. Some storytellers will naturally end their stories this way, but others will need to be prompted. Without this section, people reading and discussing the story may not understand why the story was significant to the storyteller. For example, a woman may tell a story about going to a community meeting and sitting at the back and asking a question. ‘So what?’ you may think. She then tells you that this story was significant because she had not previously had the confidence to go to a community meeting, and that the program helped her gain the confidence to express her views in front of the village elders for the first time.
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| </blockquote>
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| '''Where possible, a story should be written as a simple narrative describing the sequence of events that took place.'''
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| {{ednote|text=
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| Do the participants agree on how things might be different as a result of the programme?
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| How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on. If participants mention ICT use and skills, ask them to focus on changes in pedagogy too.
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| '''Record what participants say in a permanent form''' - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
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| }}
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| = Groupwork with computers: Sharing resources across groups =
| | [[Image:Many students behind one netbook.jpg|300px|Many students trying to use one netbook]] |
| | [[Image:oer4s groupwork with computers2.jpg|300px|Interaction around a tablet]] |
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| [[Image:Many students behind one netbook.jpg|thumb|300px|Many students trying to use one netbook]]
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| [[Image:oer4s groupwork with computers2.jpg|300px|thumb|Interaction around a tablet]]
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| {{activity|ia|: Reading|5}}. Read the following. | | {{activity|ia|: Reading|5}}. Read the following. |
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| {{activity|wcd|: Discussion|10}} Discuss the outcomes of your reflection as a whole class. | | {{activity|wcd|: Discussion|10}} Discuss the outcomes of your reflection as a whole class. |
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| {{ednote|text=You should discuss strategies for access to computers within the group, i.e. rotating access to trackpad. You could also discuss the benefits of using tablets or putting computer screen flat (where this is possible). | | {{ednote|text=You should discuss strategies for access to computers within the group, i.e. rotating access to the trackpad. You could also discuss the benefits of using tablets or putting the computer screen flat (where this is possible). |
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| It's important to create an environment where all pupils can participate. It's very important to make this explicit as the goal for group work: Everybody should have a go on the computer, not just the students who can type fast. | | It's important to create an environment where all pupils can participate. It's very important to make this explicit as the goal for group work: Everybody should have a go on the computer, not just the students who can type fast. |
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| }} | | }} |
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| = ICT practice: Planning a lesson using groupwork and ICT = | | = ICT practice: Planning an activity using groupwork and ICT = |
| | | {{:OER4Schools/ICT/include}} |
| {{ednote|text=Ensure that you have plenty of time for this task to be planned!
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| You should allow at least half an hour to 45 min.
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| }}
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| {{todo|This task needs adapting to include image search and open office -- we should draw on the image sequencing activities from further down the programme, and move this here.}}
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| This activity requires one of the following files
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| * [[File:Monarch Life Cycle.odp]] for OpenOffice Impress or
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| * [[File:Monarch Life Cycle.ppt]] for MS PowerPoint.
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| * Alternatively, you can view the pictures here: [[OER4Schools/4.3_Formative_feedback/Monarch_life_cycle|life cycle of a butterfly]] and use your own software for arranging them.
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| {{activity|Pair work| to download the files.|10}} Start by downloading the presentation files above (or the pictures individually), and look at them. With a grade buddy, use presentation software to arrange and present them in the right sequence. If you have difficulty arranging the slides, read the background note below.
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| ''Arranging slides in OpenOffice Impress''
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| When you open a presentation, you see the first slide displayed in a larger window in the middle of the screen. To the left, you see small pictures of all of the slides in the presentation, like a "film strip". To rearrange the slides, you can simply click on a slide with the mouse, and (while holding down the mouse button), drag it to a different position.
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| }}
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| As a homework (see below), chose a topic which you are teaching, and for which this activity is useful. Find some appropriate images, and make your own presentation for your students to re-order. You can find pictures that are open resources (Creative Commons licensed) at http://www.flickr.com/search/advanced/.
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| In this part, participants should learn:
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| * Searching for images and downloading images
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| * OpenOffice Impress for making your own photo stories, c.f. [[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with OpenOffice]].
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| * Continuation of typing practice - need to introduce carousel-style group work, and typing practice for students (which students would do individually, recording their scores, perhaps for a league table). [[OER4Schools/Typing practice with students|typing practice with students]]
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| {{activity|stgw|: Plan an activity with ICT in year groups|30}}. Plan a lesson together in year groups (i.e. all grade 4 teachers plan a lesson for grade 4 together; grade 5 teachers together for grade 5; etc).
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| * Discuss with your colleagues (from the same grade) which topics you have coming up next week, and whether some of these topics would work particularly well with groupwork and ICT.
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| * Make active use of the computers in the lab to identify digital resources together.
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| * Devise an '''open''' activity where groups have a shared goal and where outcomes may differ between groups, for a lesson you are teaching next week.
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| ** Consider: How will you ensure everyone participates and everyone learns? How will you stretch all learners?
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| ** What will you say to the groups to ensure this? (Make a note in your lesson template.)
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| ** '''Explicitly ask groups to make sure everyone understands the new concept or process; make it their responsibility to support each other and check this is happening.'''
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| * Consider whether you can assign different roles within the group.
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| * Consider how the computers will be swapped between groups, and between pupiles within a group, to ensure that there is effective access for everybody.
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| You will try:
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| * an image-based task in the classroom
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| * typing practice in the classroom (carousel)
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| {{todo|Reference to typing practice needs expanding. Edit [[OER4Schools/Typing practice with students]] and include relevant bits here.}}
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| '''Typing practice in the classroom.'''
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| You only have a limited number of computers. When you start typing practice, you can do this in
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| pairs, so that both students understand how the typing tutor program
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| works. However, once students get this, it makes sense to do it as an
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| individual activity. However, students only needs to practice for 10
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| minutes. Say if you have 12 netbooks, then take a group of 12 students
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| to do typing practice, while your remaining students (perhaps 20-30 or
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| so) do other tasks (also in group work). After a while, you rotate:
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| Some of the students who were doing other tasks now use the typing
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| tutor, while the students previously doing the typing tutor now join
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| in with other group tasks. We will introduce
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| {{activitytag|carousel}}-style group work properly
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| [[OER4Schools/3.2_Supporting_reasoning_and_managing_groupwork| in session
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| 3.2]].
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| See [[OER4Schools/Typing practice with students]]
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| = {{Name for connecting with overarchiving goals}} = | | = {{Name for connecting with overarchiving goals}} = |
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| = Follow-up activities = | | = Follow-up activities = |
| {{todo|This section is too long: It needs to be more succinct, and properly prepared above.}}
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| {{activity|Agreeing follow up activities|5}} | | {{activity|Agreeing follow up activities|5}} |
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| {{fup|A}} Learning about ICT. Teacher lab activity. | | {{fup|A}} Come to the teacher lab at least once each week to learn more ICT skills. |
| # In preparation for developing some image-based lesson activities, you should search suitable images. | | # In preparation for developing some image-based lesson activities, you should search suitable images. |
| # Do some typing practice to improve your typing skills. | | # Do some typing practice to improve your typing skills. |
| | # Send an email to the oer4schools list (optional) |
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| {{CBS specific| | | {{CBS specific| |
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| Video some of the groupwork if you can (ideally a colleague can do this for you so they can capture you as well as the pupils) and upload it to the server. | | Video some of the groupwork if you can (ideally a colleague can do this for you so they can capture you as well as the pupils) and upload it to the server. |
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| {{fup|C}} Read the principles of interactive teaching - do you have any questions or comments?
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| {{fup|D}} Learning more about email (optional).
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| #Come to the teacher lab at least once this week to learn more ICT skills. This week you should
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| #* Send an email to the oer4schools list
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| {{setting of follow up}} | | {{setting of follow up}} |
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| {{todo|
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| Notes about etherpad - move elsewhere:
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| Part B: Classroom activity. Do the collaborative writing activity - the classroom activity sheet is available [[OER4Schools/Collaborative writing with EtherPad|here]]. Please print it, and use it during the lesson
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| #* Go to Etherpad and explore options for making text bold andunderlined.
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| }}
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| {{activity summary}} | | {{activity summary}} |
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| {{OER4S_NextSession}} | | {{OER4S_NextSession}} |
