OER4Schools/activities/Plan-Teach-Reflect: Difference between revisions
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The cycle of ongoing reflective practice | The cycle of ongoing reflective practice | ||
Part 1: Plan an interactive activity such as brainstorming | * Part 1: Plan an interactive activity such as brainstorming | ||
Part 2: Teach using the activity, bearing in mind the learning objective | * 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 | * 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 | 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: | 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? | * What did the children get out of the activity? How can you tell? | ||
How did you (as the teacher) find out what the children learnt / thought about the activities / got out of them? | * How did you (as the teacher) find out what the children learnt / thought about the activities / got out of them? | ||
What did you (as the teacher) get out of it? | * What did you (as the teacher) get out of it? | ||
Did you find it difficult? | * Did you find it difficult? | ||
What would you do differently next time? | * What would you do differently next time? | ||
Did the activity allow students to meet the learning objective that it was designed to address? | * Did the activity allow students to meet the learning objective that it was designed to address? | ||
Revision as of 15:18, 28 November 2012
The cycle of ongoing reflective practice
- 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 learnt / 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?
