2,188
edits
OER4Schools/Talking points and effective group work: Difference between revisions
From OER in Education
OER4Schools/Talking points and effective group work (view source)
Revision as of 10:06, 11 April 2013
, 12 years agocondensed ednote
JanetBlair (talk | contribs) m (added additional HW) |
JanetBlair (talk | contribs) m (condensed ednote) |
||
| Line 169: | Line 169: | ||
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''' | Remember that reflection is '''thinking for a purpose'''. 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. | ||
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. | |||
}} | }} | ||
