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TESSA Working With Teachers: Difference between revisions
From OER in Education
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* the ORBIT materials, and the Teaching Approaches we describe | * the ORBIT materials, and the Teaching Approaches we describe | ||
to decide where it will be most appropriate to use the ORBIT materials. The Teaching Approaches described in the wiki may provide useful entry routes for | to decide where it will be most appropriate to use the ORBIT materials. The Teaching Approaches described in the wiki may provide useful entry routes for ‘focus’ points in Professional Development. | ||
The next step is to consider the format of use of the ORBIT materials, how | The next step is to consider the format of use of the ORBIT materials, how teachers’ use of the ORBIT materials will be supported and how you might assess this use. This will depend on a number of factors: | ||
# The purpose and intended learning outcomes of your programme or course. | # The purpose and intended learning outcomes of your programme or course. | ||
# The number of teachers on your programme and its format (on | # The number of teachers on your programme and its format (on – campus, distance learning etc). | ||
# Access to technology; internet and computers. | # Access to technology; internet and computers. | ||
# Support: the number and frequency of contact sessions and the expertise of tutors/ supervisors/ mentors. | # Support: the number and frequency of contact sessions and the expertise of tutors/ supervisors/ mentors. | ||
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The ORBIT materials are OERs. This means that they can be freely shared, adapted and used by anyone. | The ORBIT materials are OERs. This means that they can be freely shared, adapted and used by anyone. | ||
You might start with the community closest to you | You might start with the community closest to you – in your own context. If you are a teacher educator working in a college or university, these questions might help: | ||
* To what extent do teacher educators at my institution work together? | * To what extent do teacher educators at my institution work together? | ||
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You could use the following steps for selecting and preparing to use ORBIT activities in the curriculum: | You could use the following steps for selecting and preparing to use ORBIT activities in the curriculum: | ||
# Select an appropriate theme or teaching approach that | # Select an appropriate theme or teaching approach that you’ve identified as needing attention, or which is on your curriculum/scheme of work for the next few weeks – this might be one which you find particularly challenging to teach, one which your learners have struggled with or a new way of teaching that you want to try out. | ||
# Locate and review relevant ORBIT materials to identify suitable sections which match your chosen theme, topic or skill. | # Locate and review relevant ORBIT materials to identify suitable sections which match your chosen theme, topic or skill. | ||
# Ask yourself what you as a teacher have planned to achieve through teaching your theme and topic. | # Ask yourself what you as a teacher have planned to achieve through teaching your theme and topic. | ||
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# Adapt the ORBIT activities to suit your pupils and your surroundings | # Adapt the ORBIT activities to suit your pupils and your surroundings | ||
You should consider the prior knowledge and experiences either of the teachers, or the pupils | You should consider the prior knowledge and experiences either of the teachers, or the pupils they’re working with. | ||
<section end=SharingPractice/> | <section end=SharingPractice/> | ||
<section begin=TeachingWithORBIT/>'''4 How can you teach using the ORBIT materials?''' | <section begin=TeachingWithORBIT/>'''4 How can you teach using the ORBIT materials?''' | ||
The ORBIT materials promote interaction and offer ideas for innovative teaching in your classroom to help your | The ORBIT materials promote interaction and offer ideas for innovative teaching in your classroom to help your pupils’ learning. | ||
Once you have selected and adapted the appropriate ORBIT materials, concentrate on the following: | Once you have selected and adapted the appropriate ORBIT materials, concentrate on the following: | ||
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* '''classroom management''' | * '''classroom management''' | ||
* '''time management''' | * '''time management''' | ||
* '''assessing | * '''assessing pupils’ learning''' | ||
* '''thinking about and improving your teaching.''' | * '''thinking about and improving your teaching.''' | ||
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For your pupils to learn from your lessons they need to be: | For your pupils to learn from your lessons they need to be: | ||
* interested | * interested – if they are not, nothing of any value will take place | ||
* very clear about what you want them to do and achieve. | * very clear about what you want them to do and achieve. | ||
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-An ORBIT activity can take place across more than one lesson period, or for only a short part of a lesson | -An ORBIT activity can take place across more than one lesson period, or for only a short part of a lesson | ||
-Some lessons can take place outside the classroom, but you need to have an alternative plan should the weather change. | -Some lessons can take place outside the classroom, but you need to have an alternative plan should the weather change. | ||
- | -It’s important to ensure you have all the resources you need at hand before the lesson starts | ||
-Organise your classroom to suit the activity | -Organise your classroom to suit the activity | ||
-If you are using technology, have you tested that it still works? | -If you are using technology, have you tested that it still works? | ||
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* What challenges did I have while planning and preparing for this lesson? | * What challenges did I have while planning and preparing for this lesson? | ||
* How did the pupils respond to the activities | * How did the pupils respond to the activities | ||
* (participation, interest, excitement | * (participation, interest, excitement …)? | ||
* What did my pupils learn and how do I know this? | * What did my pupils learn and how do I know this? | ||
* Were there differences in what they learned? | * Were there differences in what they learned? | ||
