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OER4Schools/How to use this resource: Difference between revisions
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In the context of this programme, we emphasise reflection, as a key part of learning. We often call this "Plan-Teach-Reflect": We plan, we teach, and then we reflect on how it went. We could even say that some degree of reflectoni should happen at each stage: we reflect during the planning, during the teaching, and then after the teaching. | In the context of this programme, we emphasise reflection, as a key part of learning. We often call this "Plan-Teach-Reflect": We plan, we teach, and then we reflect on how it went. We could even say that some degree of reflectoni should happen at each stage: we reflect during the planning, during the teaching, and then after the teaching. | ||
'''Questioning as a tool for reflection.''' If we are not used to reflection, we often do not know how to reflect. Questions are a really important tool to help you reflect. | '''Questioning as a tool for reflection.''' If we are not used to reflection, we often do not know how to reflect. Questions are a really important tool to help you reflect. For instance, when we develop an interactive activity, we should not just mechanically write down what we think makes an interactive activity. Instead, we may want to look at the interactive principles, as ask ourselves whether these are reflected in what we have planned. | ||
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. | 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:''' For instance, 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. | '''Jointly building an understanding of interactive teaching:''' A key interactive principle is for the “students” to start from what they know, and then to extend that knowledge. In the workshops, this means taking teachers' previous experience seriously. | ||
For instance, 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. | |||
'''Modelling:''' Some expectations about what a workshop should be like. Modelling activities in the workshop on activities planned for the classroom. (Modelling participation and interactivity at all levels.) | '''Modelling:''' Some expectations about what a workshop should be like. Modelling activities in the workshop on activities planned for the classroom. (Modelling participation and interactivity at all levels.) | ||
