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OER4Schools/What is interactive teaching: Difference between revisions
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OER4Schools/What is interactive teaching (view source)
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, 12 years ago→The cycle of {{activitytag|ptr}}
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In this section, we introduce a key tool for this programme, which we call “The cycle of plan - teach - reflect”. What this means is that in our professional learning, we progress by planning (e.g.) an activity | In this section, we introduce a key tool for this programme, which we call “The cycle of plan - teach - reflect”. What this means is that in our professional learning, we progress by planning (e.g.) an activity. We then do this activity in the classroom, and then reflect on the activity (either on our own, with a colleague, or in a group). You can read more about the idea of "{{activitytag|ptr}}". | ||
Sometimes we capture these reflections. The simplest way | Sometimes we capture these reflections. The simplest way to capture reflections is on paper. These can easily be shared. Because this involves extra work (e.g. done after a lesson), teachers can be reluctant to do so, and if you ask them to make notes, you may not actually get anything back. It can be helpful to give teachers some prompts, that will remind them to reflect. | ||
It is important to make very concrete plans with the teachers as to when they will be using their activities, and we would strongly recommend that teachers decide on a particular day / lesson / class, when they will | It is important to make very concrete plans with the teachers as to when they will be using their activities, and we would strongly recommend that teachers decide on a particular day / lesson / class, when they will trial an activity. | ||
Also arrange with the teachers when they will reflect, for instance agree that the teachers will reflect immediately after the lesson. It is a common pattern for teachers to set the class quiet work. While we do not necessarily encourage this as a good use of lesson time, it is an opportunity for a teacher to quickly write down some reflections. So if a series of interactive activities is followed by some individual work, the teacher could use that time to make some notes using the reflective questions provided. | Also arrange with the teachers when they will reflect, for instance agree that the teachers will reflect immediately after the lesson. It is a common pattern for teachers to set the class quiet work. While we do not necessarily encourage this as a good use of lesson time, it is an opportunity for a teacher to quickly write down some reflections. So if a series of interactive activities is followed by some individual work, the teacher could use that time to make some notes using the reflective questions provided. | ||
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As a facilitator, discuss these ideas with the participants, and make concrete plans for when the activities take place (together with peer observation), and when the associated reflection takes place. | As a facilitator, discuss these ideas with the participants, and make concrete plans for when the activities take place (together with peer observation), and when the associated reflection takes place. | ||
We suggest that rather than reading the text below to (or with) the participants, | We suggest that rather than reading the text below to (or with) the participants, you just draw attention to the diagram, and explain the contents to the participants. Make sure that they understand the reflective questions provided. How do you know, whether they have understood these questions? For instance, you could check whether participants can give concrete examples. | ||
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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 | * How did you (as the teacher) find out what the children learned / 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? | ||
