OER4Schools/ICTs in interactive teaching: Difference between revisions
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'''What resources are needed for interactive teaching – in general'''? Where do they come from? | '''What resources are needed for interactive teaching – in general'''? Where do they come from? | ||
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ICTs are one resource but non-digital tools can be powerful too. Examples of resources include: | ICTs are one resource but non-digital tools can be powerful too. Examples of resources include: | ||
Revision as of 15:50, 29 November 2012
The OER4Schools Professional Learning Resource
Learning intentions and objectives.
Success criteria.
ICT components.
Sharing of reflections from your own trial
If you are running a professional learning programme which follows these sessions in sequence, then you should do the review of follow-up activities relating to the (Category:OER4S CPD). The 'review of follow-up activities' for that session is available, and also shown below in the session text. However, if you are following selected sessions in a different order, then you should use the reflection appropriate to the previous session you did.
The review of the follow-up activities for this session (to be done at the start of the next session) is available here.
There is no review of follow-up activities from last session available. You can go to the previous session () and.
Using ICT to support interactive teaching
Discuss (11 min). What is the role of ICT in the kinds of teaching this resource has been introducing?
See illustrations of ICT use:
First, remind yourself of Eness clip 5 – you may want to watch it again, this time looking at the ICT use.
Watch further videos:
VIDEO
Teacher gives detailed help
Teacher gives detailed help to group: shows ICT use. ("I've never seen a Zebra.")
Video/Eness vertebrates 5.mp4, https://oer.opendeved.net/wiki/Video/Eness_vertebrates_5.mp4,This video is available on your memory stick in the video/Eness Vertebrates folder. Duration: 4:04 watch on YouTube, local play / download options / download from dropbox)(Series: Eness Vertebrates, episode 05)
VIDEO
Students collaborate on GeoGebra investigation on area and perimeter
Introduction to group work, then students doing group work. The teacher supports students in group work, but the students find it difficult to follow the teacher's explanations. Towards the end of the clip, the teacher then asks some students to come over, to explain the issue to the group in their own words.
Video/New Abel clip 4.m4v, https://oer.opendeved.net/wiki/Video/New_Abel_clip_4.m4v,This video is available on your memory stick in the video/Abel rectangles folder. Duration: 6:56 watch on YouTube, local play / download options / download from dropbox)(Series: Abel rectangles, episode 05)
VIDEO
Students presenting work on area and perimeter
Students present outcome of findings of GeoGebra investigation on rectangles with the same area but different perimeters.
Video/Abel Clip 5.m4v, https://oer.opendeved.net/wiki/Video/Abel_Clip_5.m4v,This video is available on your memory stick in the video/Abel rectangles folder. Duration: 1:21 watch on YouTube, local play / download options / download from dropbox)(Series: Abel rectangles, episode 09)
VIDEO
Students presenting work on area and perimeter
Students present outcome of findings of GeoGebra investigation on rectangles with the same area but different perimeters.
Video/Abel Clip 5.m4v, https://oer.opendeved.net/wiki/Video/Abel_Clip_5.m4v,This video is available on your memory stick in the video/Abel rectangles folder. Duration: 1:21 watch on YouTube, local play / download options / download from dropbox)(Series: Abel rectangles, episode 09)
- 19_Eness_vertebrates 5
- Abel clip 4.m4v (teacher introduces task, followed by some small groupwork –group is confused about area vs.perimeter so Abel asks older boys to help)
- 12 13 Abel 2 4 rectangles (group working on GeoGebra on their own; teacher interacts at end)
- Abel_student_presentation. Groups come up to the board to explain what they found and what they learned; this brief clip shows 2 girls presenting
Look at photographs from other lessons to see more examples of interactive teaching and ICT use.
Discuss (11 min).
- When is it appropriate to use ICT?
- What uses can you think of that promote and enhance interactive teaching and learning?
Discussion around appropriate use and purpose: ICT engages learners but may have novelty value. How can we keep its use motivating over time?
Thinking back to the images classification.
- Activity is easily updated with new images
- ICT use: Helps students? Helps teachers? E.g. teacher doesn’t need to print, which saves time and resources, but doesn’t make much difference to students whether they learn from netbook or from paper. In some ways it’s easier for the students to do this from paper.
Another consideration: At the moment, we are only making very basic use of ICT, where the ICT use is not essential, and the same results could be achieved by other means. However, through this ICT use, the ICT skills of both teachers and students increase, allowing the design and use of more complex activities.
Resources
What resources are needed for interactive teaching – in general? Where do they come from?
ICTs are one resource but non-digital tools can be powerful too. Examples of resources include:
- mini-blackboards
- measuring tapes or sticks
- counters or stones
- calculators
- digital camera
- digital learning resources: using these requires searching for appropriate resources, saving them for re-use with students
- class set of netbooks (there are logistical issues to be resolved here including charging, security, rota for use etc.)
- e-book readers (Kindle, Wikireader)
- etc.
SMALL GROUP (11 min). Think about some of the resources you might like to use in your forthcoming lessons and discuss them – with teachers of the same grade if possible – or with a small group of other participants. Think about how you would use them?
Homework
Homework in class
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.
Homework outside teaching
Plan a simple activity using digital resources in some way to support learning in a lesson you will be teaching after one week’s time; you can either plan to use the netbooks with the pupils, or just use one connected to the projector.
Don’t actually carry out the activity, just plan it using a lesson template. Use the teacher lab to search for resources before you come to the next workshop. Bring with you the lesson plan and the link to the resource(s) you have chosen.
ICT task
In addition to the lesson planning, all teachers should do an ICT task, to advance their ICT knowledge. This week you should:
- Log into your email and send an email to the mailing list. You can just say hi, and how you are finding the workshop, or post any question that you have.
- Make sure that you are able to transfer your audio recordings.
- Save a page into the “lessons_resources”
Make sure that the participants know the email address of the mailing list you are using! For the OER4Schools programme, we are using a mailing list at google groups: oer4schools (at) googlegroups.com.
Final reflection
Talk to the person next to you and/or collectively brainstorm - what can these interactive methods contribute to your teaching, especially over the next few weeks?
Remember to reflect yourself on how this workshop went, and to audio record:
- How did the workshop go?
- Which parts did participants respond to best? Why?
- Were there any parts of the material that didn’t work very well? Why?
- Did you deviate from the plan at any point? How?
- How long did the workshop take?
- Were there any logistical issues? (eg latecomers/absentees, technical difficulties, etc)
Geogebra
VIDEO
Geogebra group work
A group of students jointly progress on their task to investigate the relationship between area and perimeter of rectangles.
Video/Geogebra-group-interaction.m4v, https://oer.opendeved.net/wiki/Video/Geogebra-group-interaction.m4v,This video is available on your memory stick in the video/Abel rectangles folder. Duration: 2:03 watch on YouTube, local play / download options / download from dropbox)(Series: Abel rectangles, episode 06)
This activity will orientate you to make use of GeoGebra to create basic polygons. You will need to access a computer/laptop/netbook and internet. Access a web-browser and navigate to this page: http://mathandmultimedia.com/geogebra/
We will suggest that you go through the exercises in the page in this order:
- GeoGebra Basic Construction 1 – Constructing an Equilateral Triangle
- GeoGebra Basic Construction 2 – Constructing an Isosceles Triangle
- GeoGebra Basic Construction 3 – Constructing a Right Triangle
- GeoGebra Basic Construction 4 – Constructing a Square
- GeoGebra Basic Construction 5 – Constructing a Rectangle
- GeoGebra Basic Construction 6 - Constructing a Parallelogram
- GeoGebra Basic Construction 7 – Constructing a Rhombus
- GeoGebra Basic Construction 9 – Constructing a Kite
You can print this content on a separate sheet here: OER4Schools/Geogebra exercises.
Small group activity (20 min). Working in your small group of three to four participants, complete the following activity using GeoGebra. In this activity, we will like you to experiment with drawing different polygons that you may not have seen before (i.e. be creative!). Draw 10 different shaped polygons using GeoGebra. As you draw, think about what is the same and what is different between those polygons, and how you could classify them into different groups.
You may like to refer to this YouTube clip if you are not certain about how to make use of GeoGebra:
VIDEO
Simple Polygons in GeoGebra
Simple Polygons in GeoGebra
Video/Simple Polygons in Geogebra.mp4, https://oer.opendeved.net/wiki/Video/Simple_Polygons_in_Geogebra.mp4,This video is available on your memory stick in the video/Video from other organisations folder. Duration: 03:12 watch on YouTube, local play / download options / download from dropbox)(Series: Video from other organisations, episode N/A)
Take some time to look at the different polygons you have drawn and try to find similar characteristics in some or all of the polygons. Try to group these polygons together and classify them with some sort of descriptor. For instance, some of them may look symmetrical, some may look like regular polygons, or some may have right angles. Be prepared to discuss with your group participants how you have classified them. Share your findings with the other participants and share whether such an activity can be used in the class as a quick taster of what EBL is about.
Try to encourage the participants to draw polygons of different shapes, and to really try to make them different. The polygons should not just be different sizes of the same shape. It is possible that some shapes may just look like the magnification or reduction of size of other shapes but hopefully, participants can draw shapes of different number of sides, length of sides and/or internal angles.
Note that while the instructions for the task are short, it will take some time to complete the task. Make sure you limit the time appropriately, so that there’s enough time for the remainder of the workshop. Decide whether or not to show the following video to illustrate the enquiry nature of this kind of problem-solving task:
VIDEO
The Art of Problem Solving
The Art of Problem Solving: Classifying Quadrilaterals
Video/Art of Problem Solving Classifying Quadrilaterals.mp4, https://oer.opendeved.net/wiki/Video/Art_of_Problem_Solving_Classifying_Quadrilaterals.mp4,This video is available on your memory stick in the video/Video from other organisations folder. Duration: 9:44 watch on YouTube, local play / download options / download from dropbox)(Series: Video from other organisations, episode N/A)
At the end of each session, we provide an overview of the activities in this session, together with their suggested timings. Although this appears at the end of the session (for technical reasons), you should keep an eye on this throughout the session, to make sure that you are pacing the workshop session appropriately!
Total time: 53 (min)
Activities in this session:
- Discuss(11 min).
- Discuss(11 min).
- SMALL GROUP(11 min).
- Small group activity(20 min).
If you have printed this session for offline use, you may also need to download the following assets:
- Video/Eness vertebrates 5.mp4 (local play / download options / download from dropbox)
- Video/New Abel clip 4.m4v (local play / download options / download from dropbox)
- Video/Abel Clip 5.m4v (local play / download options / download from dropbox)
- Video/Abel Clip 5.m4v (local play / download options / download from dropbox)
- Video/Geogebra-group-interaction.m4v (local play / download options / download from dropbox)
- Video/Simple Polygons in Geogebra.mp4 (local play / download options / download from dropbox)
- Video/Art of Problem Solving Classifying Quadrilaterals.mp4 (local play / download options / download from dropbox)
Next session:
