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(Created page with "= Section 1: What is interactive teaching? An introduction to the interactive Zambian classroom = The aims of Unit 1 are: * understand principles of interactive teaching - w...")
 
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''move to Section 2 after a max. of one hour ''
''move to Section 2 after a max. of one hour ''
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===== Section 2: Planning an activity - “activity template” =====
In this section, we consider strategies to incorporate new interactive elements in your lessons, including things you might say, and things you might do. To help you structure your planning, we provide an activity template. It includes:
* what the activity is (a technique such as a brainstorm, group work, mini blackboard use plus an activity in which it is used, eg “a brainstorm on what animals are found in your environment”),
* the grade,
* the subject & lesson topic,
* what the (learning) objective of the activity is (e.g. to find out what students already know about topic X),
* resources to be used (such as blackboard, mini blackboards, paper, objects, etc), and
* how is the activity carried out.
'''<nowiki>[</nowiki>Pair activity] '''Watch the following video sequence and pause after each clip to discuss with a partner: '''What would you record on the template to capture this activity? '''(There is no need to actually write on it.)
'''<nowiki>[</nowiki>stimulus<nowiki>] [</nowiki>Eness_vertebrates_clips 2,4,6,8] (1 min. 40, 2 mins. 43, 3 mins. 43, 7 mins. 03 = 15 mins. 09 total)'''
This video sequence contains '''four consecutive clips''' from the same lesson you saw earlier, showing:
Clip 2 = Students hands out blackboards themselves (active)
Clip 4 = Teacher repeats and clarifies instructions; she illustrates them with nonsense classifications so students do not copy hers
Clip 6 = Groupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group
Clip 8 = Group presentation: teacher detects error and asks for input from children to verify (rather than ‘telling’); she corrects error with input from class.
'''<nowiki>[</nowiki>Whole Group Discussion] '''When you have discussed these clips one by one in pairs, continue with '''whole group discussion on content of clips''':
* What '''new techniques''' was Eness using this time?
* How did she ensure that children were '''active'''?
* What role did the '''mini blackboards '''play?
* How can teachers create a good '''relationship with their class''' so that children can learn?
* What kind of '''classroom atmosphere''' supports learning?
'''<nowiki>[</nowiki>Pair activity] In a pair, plan your own activity for a lesson you are teaching imminently. You may want to pair up with a teacher of the same grade if this is possible.'''
Choose one of the two techniques below and discuss with your partner what you are going to do. Record this in an [#id.lctkwi511n7 activity][#id.lctkwi511n7  ][#id.lctkwi511n7 template].
Questions to help you complete the template for this specific kind of activity:
1. Brainstorm
* What do I need to know about students’ knowledge or understanding of the topic? What will I ask them to brainstorm?
* What will I do with the results? How will we build on that in the rest of the lesson?
2. Mini blackboard activity
* Will individuals or pairs have a blackboard?
* What is the purpose of recording on a blackboard? For example, will all learners hold them up to show me their ideas? Will they discuss with peers? Will they record the results of a learning activity? Will they write or draw on the blackboards?
===== Section 3: Practical classroom activities and reflection  =====
<div align="right">[[Image:]]</div>
Introduce the cycle of '''ongoing reflective practice''' – comprising classroom activity, (discussion) and reflection.
* Part 1: Plan! (You have just done that)
* Part 2: Teach! (Have your lesson plan to hand.)
* Part 3: Reflect on your own and then with buddy and perhaps a wider group
* Revise plan and repeat cycle
Introduce the notion of a reflective journal to support this whole process..
Questions to guide reflection:
* What did the children get out of the activity? How can you tell?
* How did you (as the teacher) find out what the children learnt / thought about the activities / got out of them?
* What did you (as the teacher) get out of it?
* Did you find it difficult?
* What would you do differently next time?
'''<nowiki>[</nowiki>Follow-up activity] Record your reflections to be used in the next workshop session. '''
{{ednote|text=
'''How do teachers capture reflections? '''Simplest way is to capture on paper. These can easily be shared. But, teachers can be reluctant, and you may not get anything back. Maybe they just should write some prompts, that will remind them?
For the trial, also use dictaphones. How are the teachers finding that? See more expanded list of questions in the audio diary guidelines.
You need to make concrete plans with the teachers as to when they will be using their activities.
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===== Next time =====
Don’t forget to bring your activity plans again, and your recorded reflections.
(Use your dictaphone if you have one, or make notes on paper or electronically)
{{ednote|text=
Remind participants to do their activities. They may want to review the notes that have been handed out, as well as read the background text available below.
As the facilitator, you should also do a reflection on how this first workshop went - please see facilitator reflection for Unit 1!


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