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OER4Schools/What is interactive teaching: Difference between revisions

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__TOC__
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{{OER4SchoolsWSInfo
== An introduction to the interactive Zambian classroom ==
|title=An introduction to the interactive Zambian classroom
|objectives= This session introduces the ideas of
* brainstorming
* no hands up
|success criteria=
}}


{{ednote|text=
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.


It is imperative that you read the text of this
}}


[[Image:Abel photo 2.jpg|300px]]
[[Image:Abel photo 2.jpg|300px]]
== Brainstorm on interactive teaching ==


= Brainstorm on interactive teaching =
Consider the following questions:
 
{{activity|Whole group brainstorm}} 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=
What is a "whole group brainstorm"?
Whole group brainstorm.


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?).
Suggested time<nowiki> …. [</nowiki>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<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?
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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.
}}
}}
= Brainstorming in the classroom =
{{activity|video}} Watch the following video clip together. As you watch, think about the following:
* What are you noticing?
* 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?
{{: Video/Eness_vertebrates_1.mp4 }}
This clip from a Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.
{{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.
Workshop participants continue with the discussion.
}}
{{activity|brainstorm}} We asked some questions above, which were:
* 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?
Record what participants have noticed.
{{activity|group discussion}} Let's now discuss this.
{{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.
}}
= Planning an activity - “activity template” =
{{activity|pair work}} Capture the above activity in the activity template.
{{ednote|text=
DIscuss with the participants how they plan their lessons. Where do the lesson plans themselves come from? Do they think about the activities that are being done?
In designing 'activities' we do not aim to replace whole lesson plans. We simply try to make some activities in the lessons more interactive.
}}
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.


== Examples of interactive teaching in Zambia ==
== Examples of interactive teaching in Zambia ==
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{{activity|stimulus}} Watch video:  
{{activity|stimulus}} Watch video:  


{{: Video/Eness_vertebrates_12.mp4 }}
{{video|name=Eness_vertebrates_12.mp4|duration=4:19|src=kY2Ow7PuseI}}


{{ednote|text=
{{ednote|text=
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}}
}}


= Summary =  
{{activity|stimulus}} '''Show '''brainstorm''' clip:
 
{{video|name=Eness_vertebrates_1.mp4|duration=2:43|src=SQEoWYVAC78}}
 
This clip from the same Grade 3 classroom illustrates how the teacher solicits (and records) different students’ views without evaluating them.
 
{{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.
 
Workshop participants continue with the discussion.
}}
 
{{activity|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?
 
{{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.
}}


'''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.  
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}}
}}


= More opportunities for developing activites templates =
== 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.


{{activity|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.)
{{activity|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.)
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{{activity|stimulus}} Eness_vertebrates_clips 2,4,6,8: (1 min. 40, 2 mins. 43, 3 mins. 43, 7 mins. 03 = 15 mins. 09 total)
{{activity|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 }}
{{video|name=Eness_vertebrates_2.mp4|duration=1:40|src=Pm3S-VcwhYg}}
{{: Video/Eness_vertebrates_4.mp4 }}
{{video|name=Eness_vertebrates_4.mp4|duration=2:43|src=9wDCg4w04JE}}
{{: Video/Eness_vertebrates_6.mp4 }}
{{video|name=Eness_vertebrates_6.mp4|duration=3:43|src=9h5vrt-C0V0}}
{{: Video/Eness_vertebrates_8.mp4 }}
{{video|name=Eness_vertebrates_8.mp4|duration=7:03|src=RnN3bd1rt3g}}
 
TOTAL: 15:09
TOTAL: 15:09


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[[Image:Eness1.jpg|thumb|300px]]
[[Image:Eness1.jpg|thumb|300px]]


== Homework: Practical classroom activities and reflection  ==
== Practical classroom activities and reflection  ==


[[Image:plan-teach-reflect.png]]
[[Image:plan-teach-reflect.png]]
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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.  
}}
}}
== Homework: Netbook familiarisation ==
{{oinc|OER4Schools/Netbook familiarisation}}


== Next time ==
== Next time ==
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