12,782
edits
OER4Schools/Introduction to interactive teaching and the use of ICT: Difference between revisions
From OER in Education
OER4Schools/Introduction to interactive teaching and the use of ICT (view source)
Revision as of 12:25, 21 November 2012
, 13 years agono edit summary
No edit summary |
No edit summary |
||
| Line 17: | Line 17: | ||
The unit is presented here in four section or "sessions" of approximately two hours length (when used in a workshop setting), but you may want to divide the material to suit your own setting. | The unit is presented here in four section or "sessions" of approximately two hours length (when used in a workshop setting), but you may want to divide the material to suit your own setting. | ||
{{background|text= | |||
There are also background notes, that are useful to teachers and educators for background reading. They are usually found on separate pages or at the end of units, and are meant to provide additional background information that workshop participants can read in their own time. | |||
}} | |||
{{ednote|text= | |||
In the facilitators’ version, additional notes for facilitators appear like this and is for an educator to use, for example when facilitating a workshop or working with a class of students. It is interspersed with the “teacher” text, to provide additional guidance on how to use the resource. | |||
'''Timing'''. As a workshop facilitator, you should consider how to use the present material, and what form your workshop will take. The resource could be used in | |||
* weekly or bi-weekly session of say 2 hours each (e.g. teacher group meetings in a school or regular scheduled sessions in a teacher education college), | |||
* for whole day workshops, | |||
* or a mixture of those. | |||
You should negotiate this with the participants. We provide guidance but as a facilitator running a course based on these materials you will need to make your own plan, and evaluate this plan as you progress. | |||
A key principle is taking '''responsibility''' for your own teaching and learning. This means that as a facilitator, you take responsibility for providing a successful workshop, teachers take responsibility for their learning during the workshop and their teaching practice in schools, while school students take responsibility for learning, as well as supporting each other in that process. | |||
'''Jointly building an understanding of interactive teaching:''' at the end of Session 1, ask participants: What does interactive teaching offer you? | |||
You might return to the principles of interactive teaching as a group after a few sessions and classroom trials to see which ones are / are not being addressed. | |||
'''Adapting the format of the resource to the specific context.''' Ideally, there would be at least the following contexts: | |||
* Paper only. Possibly only the facilitator has a copy of the materials but ideally users do too. | |||
* Semi-digital: There’s one computer / projects | |||
* Fully digital: There are several computers with sound, and participants are able to watch various videos in groups. | |||
'''ICT use in the classroom''' will be introduced in the workshops. Teachers need a basic level of ICT skills, for instance how to type, how to open a web browser and open applications, how to write documents and spreadsheets, etc. If your workshop participants have no prior ICT skills, you need to allow time for them to practise those skills. | |||
'''Follow-up and practical classroom activities:''' End each session with planning for follow-up activities, eg classroom trials, lesson planning, readings, etc. | |||
}} | |||
{{ednote|text= | {{ednote|text= | ||
