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OER4Schools/How to use this resource: Difference between revisions

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Unit 4
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What are the issues with primary education in your country? Why are people invited to the OER4schools programme?
What are the issues with primary education in your country? Why are people invited to the OER4schools programme?


What are teachers’ expectations (attend for the whole year - starting off weekly)? Some people will be concerned with big picture, others with detail. Agree the day of the week for f2f meetings.
What are teachers’ expectations? What are they expecting to learning? How will they attend? Some people will be concerned with big picture, others with detail.  


== Being aware of the overarching goals ==
== Being aware of the overarching educational principles ==


Some expectations about what a workshop should be like. Modelling activities in the workshop on activities planned for the classroom. (Modelling participation and interactivity at all levels.)
'''Key interactive pedagogy.''' A key “interactive” principle is for the “students” to start from what they know, and then to extend that knowledge.  


'''Modelling:''' A key “interactive” principle is for the “students” to start from what they know, and then to extend that knowledge. We apply this to the workshop by asking the teachers about their own experience of interactive teaching.
A key principle is taking '''responsibility''' for your own teaching and learning. This means that as a facilitator, you take responsibility for providing a successful workshop, teachers take responsibility for their learning during the workshop and their teaching practice in schools, while school students take responsibility for learning, as well as supporting each other in that process.
 
'''Jointly building an understanding of interactive teaching:''' For instance, at the end of Session 1, ask participants: What does interactive teaching offer you? You might return to the principles of interactive teaching as a group after a few sessions and classroom trials to see which ones are / are not being addressed.
 
'''Modelling:''' Some expectations about what a workshop should be like. Modelling activities in the workshop on activities planned for the classroom. (Modelling participation and interactivity at all levels.)
 
A key “interactive” principle is for the “students” to start from what they know, and then to extend that knowledge. We apply this to the workshop by asking the teachers about their own experience of interactive teaching.
 
''Taking a non-judgemental stance.'' The facilitator should say explicitly that they will not judge the views put forward, but simply make notes of the views put forward.


The facilitator should say explicitly that they will not judge the views put forward, but simply make notes of the views put forward.
The programme draws on ideas from ''[[OER4Schools/LfL Leadership for Learning]]'' and the ''[[OER4Schools/Index for Inclusion Index for Inclusion]]


As the workshop facilitator, clearly signpost what is happening at each stage in the workshop. E.g. you might say “We now look at interactive teaching.“




== Procedural things ==


'''Timing'''. As a workshop facilitator, you should consider how to use the present material, and what form your workshop will take. The resource could be used in  
'''Timing'''. As a workshop facilitator, you should consider how to use the present material, and what form your workshop will take. The resource could be used in  
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You should negotiate this with the participants. We provide guidance but as a facilitator running a course based on these materials you will need to make your own plan, and evaluate this plan as you progress.
You should negotiate this with the participants. We provide guidance but as a facilitator running a course based on these materials you will need to make your own plan, and evaluate this plan as you progress.


A key principle is taking '''responsibility''' for your own teaching and learning. This means that as a facilitator, you take responsibility for providing a successful workshop, teachers take responsibility for their learning during the workshop and their teaching practice in schools, while school students take responsibility for learning, as well as supporting each other in that process.
'''ICT use in the classroom''' will be introduced in the workshops. Teachers need a basic level of ICT skills, for instance how to type, how to open a web browser and open applications, how to write documents and spreadsheets, etc. If your workshop participants have no prior ICT skills, you need to allow time for them to practise those skills.
 
'''Follow-up and practical classroom activities:''' End each session with planning for follow-up activities, eg classroom trials, lesson planning, readings, etc.
 
The facilitator should say explicitly that they will not judge the views put forward, but simply make notes of the views put forward.


'''Jointly building an understanding of interactive teaching:''' at the end of Session 1, ask participants: What does interactive teaching offer you?
As the workshop facilitator, clearly signpost what is happening at each stage in the workshop. E.g. you might say “We now look at interactive teaching.“


You might return to the principles of interactive teaching as a group after a few sessions and classroom trials to see which ones are / are not being addressed.


'''Adapting the format of the resource to the specific context.''' Ideally, there would be at least the following contexts:
'''Adapting the format of the resource to the specific context.''' Ideally, there would be at least the following contexts:
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* Fully digital: There are several computers with sound, and participants are able to watch various videos in groups.
* Fully digital: There are several computers with sound, and participants are able to watch various videos in groups.


'''ICT use in the classroom''' will be introduced in the workshops. Teachers need a basic level of ICT skills, for instance how to type, how to open a web browser and open applications, how to write documents and spreadsheets, etc. If your workshop participants have no prior ICT skills, you need to allow time for them to practise those skills.


'''Follow-up and practical classroom activities:''' End each session with planning for follow-up activities, eg classroom trials, lesson planning, readings, etc.
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