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OER4Schools/Talking points and effective group work: Difference between revisions
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Revision as of 09:36, 11 April 2013
, 12 years agoadded additional HW
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JanetBlair (talk | contribs) m (added additional HW) |
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|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* using '''talking points''' to support productive, open-ended discussion | * using '''talking points''' to support productive, open-ended discussion | ||
* | * effective groupwork practices | ||
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{{activity|wcd|: Discussion of the audio clips.|10}} What are the main differences between the two clips in terms of the depth of the teacher's reflection? Remind yourselves of the audio diary guidance and notice which of those points the audio recordings address. Think about your own audio | {{activity|wcd|: Discussion of the audio clips.|10}} What are the main differences between the two clips in terms of the depth of the teacher's reflection? Remind yourselves of the audio diary guidance and notice which of those points the audio recordings address. Think about your own audio recording and how they might be improved so as to highlight more explicitly your own learning journey in respect to using talking points to improve teaching and learning. | ||
{{ednote|text= | {{ednote|text= | ||
Draw out the idea that an example is useful to illustrate a point also the idea of the Plan-Teach-Reflect cycle. How was it the first time you used talking points? What could you change so that they worked better next time? Where your statements pitched at the right level for all students to access? | Draw out the idea that an example is useful to illustrate a point also the idea of the Plan-Teach-Reflect cycle. How was it the first time you used talking points? What could you change so that they worked better next time? Where your statements pitched at the right level for all students to access? | ||
Remember that reflection is '''thinking for a purpose''' - in our case we are linking it to wanting to become a more effective and efficient practitioner; someone who wants to understand their own teaching and learning. Thus, reflection is also about wanting, or at least being willing, to change the way we teach and learn. | |||
Reflection is analysing how we teach and learn - taking apart our own teaching and learning processes. But reflection is also about evaluating how effectively we teach and learn - making judgements on our own performance, and that is not always an easy or comfortable thing to do. Most of all, reflection includes being critical - not in a negative or destructive way, but through rigorous questioning and deep probing into what and how we teach and learn. | |||
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* Encourage students to '''explain''' their reasoning and understanding to peers, ensuring that everyone understands and any gaps are identified and addressed. This is '''cooperative learning; students are expected to help each other learn.''' | * Encourage students to '''explain''' their reasoning and understanding to peers, ensuring that everyone understands and any gaps are identified and addressed. This is '''cooperative learning; students are expected to help each other learn.''' | ||
* Monitor the groups to ensure this is happening and that there are no ‘free riders’ or individuals dominating the discussion. | * Monitor the groups to ensure this is happening and that there are no ‘free riders’ or individuals dominating the discussion. | ||
Plan-Teach-Reflect | |||
* Reflect on how the activity went and plan to use it again with refinements/adjustments (you do not need to plan to teach exactly the same activity again, just to use talking points again) | |||
* Make any changes to your plan that you feel are needed (e.g. were the group sizes too small/large, was your explanation clear enough, did you manage to ensure that all students participated etc) | |||
* Be prepared to discuss how you will improve your use of the talking points activity at the beginning of the next session. | |||
'''Computer tasks.''' | '''Computer tasks.''' | ||
