OER4Schools/What is interactive teaching: Difference between revisions
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The aims of Unit 1 are to: | The aims of Unit 1 are to: | ||
* understand principles of interactive teaching - with and without ICT, | * understand principles of interactive teaching - with and without ICT, | ||
* see illustrations and discuss issues involved in implementing it, | * see illustrations and discuss issues involved in implementing it, | ||
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* develop ways of working with colleagues to reflect on practice, share ideas and trial new strategies. | * develop ways of working with colleagues to reflect on practice, share ideas and trial new strategies. | ||
== Brainstorm on what interactive teaching is == | == Brainstorm on what interactive teaching is. == | ||
Consider the following questions: | |||
* What is interactive teaching? | * What is interactive teaching? | ||
* What interactive techniques do you know? | * What interactive techniques do you know? | ||
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{{ednote|text= | {{ednote|text= | ||
Whole group brainstorm. | Whole group brainstorm. | ||
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Want to hear from everyone, don’t worry if you’re not sure, have a go at making a suggestion... we will develop our collective understanding as time goes on<nowiki> [</nowiki>what are teachers’ expectations?]. | Want to hear from everyone, don’t worry if you’re not sure, have a go at making a suggestion... we will develop our collective understanding as time goes on<nowiki> [</nowiki>what are teachers’ expectations?]. | ||
If participants are not very forthcoming, probe them with additional questions, eg what do you think interactive teaching might be? Is it the same as learner-centred teaching? | If participants are not very forthcoming, probe them with additional questions, eg what do you think interactive teaching might be? Is it the same as learner-centred teaching? | ||
'''Record the brainstorm. '''The facilitator writes on a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is ok to note make a record. | '''Record the brainstorm. '''The facilitator writes on a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is ok to note make a record. | ||
If you are part of our “facilitators program”, use the tools provided to capture the discussion. | If you are part of our “facilitators program”, use the tools provided to capture the discussion. | ||
}} | }} | ||
== Examples of interactive teaching in the Zambian classroom == | |||
Many African teachers aspire to be interactive teachers. Yet, interactive teaching is not common in the African classroom. However, it can work in this context! | Many African teachers aspire to be interactive teachers. Yet, interactive teaching is not common in the African classroom. However, it can work in this context! | ||
The following clip shows Eness, a teacher in a community school near Lusaka interacting with a Grade 3 class. Watch the clip of her class discussion about ''Is a bat a bird?'' | The following clip shows Eness, a teacher in a community school near Lusaka interacting with a Grade 3 class. Watch the clip of her class discussion about ''Is a bat a bird?'' | ||
'''<nowiki>[stimulus] </nowiki>'''See video - | '''<nowiki>[stimulus] </nowiki>'''See video - | ||
| Line 49: | Line 43: | ||
{{ednote|text= | {{ednote|text= | ||
(Clip shows whole class discussion of ‘is a bat a bird?’ + 1 min clip - set unresolved problem as homework) | (Clip shows whole class discussion of ‘is a bat a bird?’ + 1 min clip - set unresolved problem as homework) | ||
}} | }} | ||
'''<nowiki>[</nowiki>group discussion] ''' | '''<nowiki>[</nowiki>group discussion] ''' | ||
| Line 64: | Line 55: | ||
{{ednote|text= | {{ednote|text= | ||
'''Issues to discuss''' | '''Issues to discuss''' | ||
| Line 74: | Line 64: | ||
teacher not telling answer, asking students to investigate for themselves | teacher not telling answer, asking students to investigate for themselves | ||
Facilitator needs to know how to deal with criticisms (such as too noisy, too much chaos, not productive) | Facilitator needs to know how to deal with criticisms (such as too noisy, too much chaos, not productive) | ||
The road is long. But it can be done! | The road is long. But it can be done! | ||
}} | }} | ||
'''<nowiki>[</nowiki>stimulus] '''Show '''brainstorm''' clip: | '''<nowiki>[</nowiki>stimulus] '''Show '''brainstorm''' clip: | ||
| Line 89: | Line 75: | ||
This clip from the same Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them. | This clip from the same Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them. | ||
{{ednote|text= | {{ednote|text= | ||
Note that the clip shows the start of a lesson but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions, allowing time to think first, ‘no hands up’ technique too. | Note that the clip shows the start of a lesson but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions, allowing time to think first, ‘no hands up’ technique too. | ||
Workshop participants continue with the discussion. | Workshop participants continue with the discussion. | ||
}} | }} | ||
'''<nowiki>[</nowiki>group discussion] ''' | '''<nowiki>[</nowiki>group discussion] ''' | ||
* What have you noticed this time? | * What have you noticed this time? | ||
* At what point(s) in the lesson could this be used? | * At what point(s) in the lesson could this be used? | ||
| Line 110: | Line 90: | ||
{{ednote|text= | {{ednote|text= | ||
The facilitator now summarises the outcomes of the discussion, first elaborating the previous brainstorm record, and then summarising by emphasising the points below and including any key points the participants have made. | The facilitator now summarises the outcomes of the discussion, first elaborating the previous brainstorm record, and then summarising by emphasising the points below and including any key points the participants have made. | ||
}} | }} | ||
'''Summary: '''The key to interactive teaching is ''teachers'' ''shifting “from telling to listening”'' and ''learners shifting from receiving information to making sense ''of it for themselves. | '''Summary: '''The key to interactive teaching is ''teachers'' ''shifting “from telling to listening”'' and ''learners shifting from receiving information to making sense ''of it for themselves. | ||
How can we “listen” to learners? What does that mean in practice? | How can we “listen” to learners? What does that mean in practice? | ||
{{ednote|text= | {{ednote|text= | ||
'''Facilitator describes own experience of shifting to interactive teaching''' and how it is different in his/her classroom now… | '''Facilitator describes own experience of shifting to interactive teaching''' and how it is different in his/her classroom now… | ||
'''Evidence for impact of interactive teaching (optional)''' | '''Evidence for impact of interactive teaching (optional)''' | ||
Generally we have experienced that teachers welcome interactive ways of teaching. However, it is possible that teachers may object or have major concerns to the interactive teaching shown in the videos as well as what has emerged from this discussion. For instance, they may say that this just will not work in their classroom, that it may not work with large classes, or perhaps that such styles of teaching would not be welcome by parents or head teachers for various reasons. | Generally we have experienced that teachers welcome interactive ways of teaching. However, it is possible that teachers may object or have major concerns to the interactive teaching shown in the videos as well as what has emerged from this discussion. For instance, they may say that this just will not work in their classroom, that it may not work with large classes, or perhaps that such styles of teaching would not be welcome by parents or head teachers for various reasons. | ||
At this stage, you could introduce interactive teaching as an international trend. Research evidence from different countries shows that this kind of active learning is both motivating and far more effective for learning than direct instruction (“chalk-and-talk” or lecturing). In particular independent, collaborative or oral work, as well as questioning and whole-class discussion that encourage pupils to grapple with ideas are effective. They lead to long-term and deeper learning rather than memorising facts (resulting in short-term, superficial learning). | At this stage, you could introduce interactive teaching as an international trend. Research evidence from different countries shows that this kind of active learning is both motivating and far more effective for learning than direct instruction (“chalk-and-talk” or lecturing). In particular independent, collaborative or oral work, as well as questioning and whole-class discussion that encourage pupils to grapple with ideas are effective. They lead to long-term and deeper learning rather than memorising facts (resulting in short-term, superficial learning). | ||
The following video clip may help to reinforce the point. | The following video clip may help to reinforce the point. | ||
}} | }} | ||
'''One Zambian teacher’s experience''' | '''One Zambian teacher’s experience''' | ||
'''<nowiki>[</nowiki>video] '''Agness video here (Agness_eLA_contribution.mp4) http://sms.cam.ac.uk/media/1093072 | '''<nowiki>[</nowiki>video] '''Agness video here (Agness_eLA_contribution.mp4) http://sms.cam.ac.uk/media/1093072 | ||
This two minute clip features Agness Tembo, a Grade 2 teacher from Chalimbana Basic School located in a rural area of Zambia. She is presenting at the e-Learning Africa Conference 2010 her own experiences of participating in Phase 1 of the OER4Schools research project. She talks animatedly about the challenges she faced in introducing both ICT and interactive pedagogy into her (mathematics) teaching for the first time, the benefits to students, and the qualities she needed as a teacher to make the shift successful. | This two minute clip features Agness Tembo, a Grade 2 teacher from Chalimbana Basic School located in a rural area of Zambia. She is presenting at the e-Learning Africa Conference 2010 her own experiences of participating in Phase 1 of the OER4Schools research project. She talks animatedly about the challenges she faced in introducing both ICT and interactive pedagogy into her (mathematics) teaching for the first time, the benefits to students, and the qualities she needed as a teacher to make the shift successful. | ||
'''<nowiki>[</nowiki>Think Pair Share] What does interactive teaching offer you? '''Share your thoughts with the whole group. | '''<nowiki>[</nowiki>Think Pair Share] What does interactive teaching offer you? '''Share your thoughts with the whole group. | ||
{{ednote|text= | {{ednote|text= | ||
''move to Section 2 after a max. of one hour '' | ''move to Section 2 after a max. of one hour '' | ||
}} | }} | ||
== Planning an activity - “activity template” == | == 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: | 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”), | * 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 grade, | ||
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'''<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>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)''' | '''<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)''' | ||
| Line 180: | Line 142: | ||
This video sequence contains '''four consecutive clips''' from the same lesson you saw earlier, showing: | This video sequence contains '''four consecutive clips''' from the same lesson you saw earlier, showing: | ||
*Clip 2: Students hands out blackboards themselves (active) | |||
Clip 2 | *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 4 | *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. | ||
Clip 6 | |||
Clip 8 | |||
'''<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''': | '''<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? | * What '''new techniques''' was Eness using this time? | ||
* How did she ensure that children were '''active'''? | * How did she ensure that children were '''active'''? | ||
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Questions to help you complete the template for this specific kind of activity: | Questions to help you complete the template for this specific kind of activity: | ||
1. Brainstorm | 1. Brainstorm: | ||
* What do I need to know about students’ knowledge or understanding of the topic? What will I ask them to 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? | * What will I do with the results? How will we build on that in the rest of the lesson? | ||
2. Mini blackboard activity | 2. Mini blackboard activity: | ||
* Will individuals or pairs have a blackboard? | * 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? | * 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? | ||
| Line 215: | Line 171: | ||
== Practical classroom activities and reflection == | == Practical classroom activities and reflection == | ||
[[Image:plan-teach-reflect.png]] | [[Image:plan-teach-reflect.png]] | ||
| Line 224: | Line 181: | ||
* Revise plan and repeat cycle | * Revise plan and repeat cycle | ||
Introduce the notion of a reflective journal to support this whole process. | Introduce the notion of a reflective journal to support this whole process. | ||
Questions to guide reflection: | Questions 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 learnt / thought about the activities / got out of them? | * How did you (as the teacher) find out what the children learnt / thought about the activities / got out of them? | ||
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'''<nowiki>[</nowiki>Follow-up activity] Record your reflections to be used in the next workshop session. ''' | '''<nowiki>[</nowiki>Follow-up activity] Record your reflections to be used in the next workshop session. ''' | ||
{{ednote|text= | {{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? | '''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. | 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. | You need to make concrete plans with the teachers as to when they will be using their activities. | ||
}} | }} | ||
== Next time == | == Next time == | ||
Don’t forget to bring your activity plans again, and your recorded reflections. | 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) | (Use your dictaphone if you have one, or make notes on paper or electronically) | ||
{{ednote|text= | {{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. | 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! | As the facilitator, you should also do a reflection on how this first workshop went - please see facilitator reflection for Unit 1! | ||
}} | }} | ||
| Line 271: | Line 217: | ||
{{:OER4S/activity template}} | {{:OER4S/activity template}} | ||
Revision as of 11:47, 10 February 2012
The OER4Schools Professional Learning Resource
What is interactive teaching? An introduction to the interactive Zambian classroom
The aims of Unit 1 are to:
- understand principles of interactive teaching - with and without ICT,
- see illustrations and discuss issues involved in implementing it,
- think about changing one’s own practice, and
- develop ways of working with colleagues to reflect on practice, share ideas and trial new strategies.
Brainstorm on what interactive teaching is.
Consider the following questions:
- What is interactive teaching?
- What interactive techniques do you know?
- How often have you used such techniques?
Whole group brainstorm.
Suggested time …. [we should add suggested times for these sections]
Want to hear from everyone, don’t worry if you’re not sure, have a go at making a suggestion... we will develop our collective understanding as time goes on [what are teachers’ expectations?].
If participants are not very forthcoming, probe them with additional questions, eg what do you think interactive teaching might be? Is it the same as learner-centred teaching?
Record the brainstorm. The facilitator writes on a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is ok to note make a record.
If you are part of our “facilitators program”, use the tools provided to capture the discussion.
Examples of interactive teaching in the Zambian classroom
Many African teachers aspire to be interactive teachers. Yet, interactive teaching is not common in the African classroom. However, it can work in this context!
The following clip shows Eness, a teacher in a community school near Lusaka interacting with a Grade 3 class. Watch the clip of her class discussion about Is a bat a bird?
[stimulus] See video -
VIDEO
Eness_vertebrates_12.mp4
The description of the video
Video/Eness vertebrates 12.mp4, https://oer.opendeved.net/wiki/Video/Eness_vertebrates_12.mp4, Duration: 4:19 watch on YouTube, local play / download options / download from dropbox)
(Clip shows whole class discussion of ‘is a bat a bird?’ + 1 min clip - set unresolved problem as homework)
[group discussion]
- What have you noticed?
- How are the learners taught?
- How do you think they will react to the homework task?
- Is this classroom different from yours?
- What is interactive teaching?
Issues to discuss
noisy but productive - A classroom can be noisy and productive at the same time
interactive = inter-action (with view to sense making; i.e. purpose of inter-action is to make sense)
children making sense of ideas for themselves, developing their own classifications, relating to what they already know...
teacher not telling answer, asking students to investigate for themselves
Facilitator needs to know how to deal with criticisms (such as too noisy, too much chaos, not productive)
The road is long. But it can be done!
[stimulus] Show brainstorm clip:
VIDEO
Eness_vertebrates_1.mp4
The description of the video
Video/Eness vertebrates 1.mp4, https://oer.opendeved.net/wiki/Video/Eness_vertebrates_1.mp4, Duration: 2:43 watch on YouTube, local play / download options / download from dropbox)
This clip from the same Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.
Note that the clip shows the start of a lesson but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions, allowing time to think first, ‘no hands up’ technique too.
Workshop participants continue with the discussion.
[group discussion]
- What have you noticed this time?
- At what point(s) in the lesson could this be used?
- What do you think the students are learning from this?
- How are they learning?
- Can brainstorming be used with large classes too, where there isn’t time for everyone to contribute each time? How would you adapt it for this?
The facilitator now summarises the outcomes of the discussion, first elaborating the previous brainstorm record, and then summarising by emphasising the points below and including any key points the participants have made.
Summary: The key to interactive teaching is teachers shifting “from telling to listening” and learners shifting from receiving information to making sense of it for themselves.
How can we “listen” to learners? What does that mean in practice?
Facilitator describes own experience of shifting to interactive teaching and how it is different in his/her classroom now…
Evidence for impact of interactive teaching (optional)
Generally we have experienced that teachers welcome interactive ways of teaching. However, it is possible that teachers may object or have major concerns to the interactive teaching shown in the videos as well as what has emerged from this discussion. For instance, they may say that this just will not work in their classroom, that it may not work with large classes, or perhaps that such styles of teaching would not be welcome by parents or head teachers for various reasons.
At this stage, you could introduce interactive teaching as an international trend. Research evidence from different countries shows that this kind of active learning is both motivating and far more effective for learning than direct instruction (“chalk-and-talk” or lecturing). In particular independent, collaborative or oral work, as well as questioning and whole-class discussion that encourage pupils to grapple with ideas are effective. They lead to long-term and deeper learning rather than memorising facts (resulting in short-term, superficial learning).
The following video clip may help to reinforce the point.
One Zambian teacher’s experience
[video] Agness video here (Agness_eLA_contribution.mp4) http://sms.cam.ac.uk/media/1093072
This two minute clip features Agness Tembo, a Grade 2 teacher from Chalimbana Basic School located in a rural area of Zambia. She is presenting at the e-Learning Africa Conference 2010 her own experiences of participating in Phase 1 of the OER4Schools research project. She talks animatedly about the challenges she faced in introducing both ICT and interactive pedagogy into her (mathematics) teaching for the first time, the benefits to students, and the qualities she needed as a teacher to make the shift successful.
[Think Pair Share] What does interactive teaching offer you? Share your thoughts with the whole group.
move to Section 2 after a max. of one hour
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.
[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.)
[stimulus] [Eness_vertebrates_clips 2,4,6,8] (1 min. 40, 2 mins. 43, 3 mins. 43, 7 mins. 03 = 15 mins. 09 total)
VIDEO
Eness_vertebrates_2.mp4
The description of the video
Video/Eness vertebrates 2.mp4, https://oer.opendeved.net/wiki/Video/Eness_vertebrates_2.mp4, Duration: 1:40 watch on YouTube, local play / download options / download from dropbox)
VIDEO
Eness_vertebrates_4.mp4
The description of the video
Video/Eness vertebrates 4.mp4, https://oer.opendeved.net/wiki/Video/Eness_vertebrates_4.mp4, Duration: 2:43 watch on YouTube, local play / download options / download from dropbox)
VIDEO
Eness_vertebrates_6.mp4
The description of the video
Video/Eness vertebrates 6.mp4, https://oer.opendeved.net/wiki/Video/Eness_vertebrates_6.mp4, Duration: 3:43 watch on YouTube, local play / download options / download from dropbox)
VIDEO
Eness_vertebrates_8.mp4
The description of the video
Video/Eness vertebrates 8.mp4, https://oer.opendeved.net/wiki/Video/Eness_vertebrates_8.mp4, Duration: 7:03 watch on YouTube, local play / download options / download from dropbox)
TOTAL: 15:09
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.
[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?
[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 activity 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?
Practical classroom activities and reflection
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?
[Follow-up activity] Record your reflections to be used in the next workshop session.
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.
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)
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!
Activity template
The activity template is available on this page for printing: OER4S/activity template:
Downloadable version: Activity template.pdf (info)
| What is the activity?
|
| Grade
|
| Subject
|
| Lesson topic
|
| What is the (learning) objective of the activity?
|
| Resources used
|
| How is the activity carried out? Write out all the steps in detail.
|
Here is a photograph of a completed activity template for a lesson on conduction. Note that one template can be used for multiple activities:
