OER4Schools/Engaging the community: Difference between revisions

There are other opportunities for discussion in school, for instance other colleagues might be curious about interactive teaching. You may also be talking with senior teachers, headteachers, or government inspectors who may be unaware or unconvinced about interactive teaching. As in the discussion with parents, the Leadership for Learning principles can provide a good framework for discussion with other teachers, headteachers, and inspectors.  

{{activity|Whole group brainstorm}} As a group, do a brainstorm about what another teacher, headteacher, or government inspector might notice about your class? What might they be concerned about? What is their understanding of student learning? See whether you can come up with a broad range of questions or issues another teacher, headteacher, or government inspector might raise. As these issues are brought up, see whether you can relate them to the LfL principles. How can you diplomatically challenge their assumptions about what teaching and learning should be like, if these are counter to your own views of interactive teaching? How would you defend what you have been doing in your classroom as a result of the OER4Schools programme?

* The inspector says …. “You need to do pace groups – in Zambia, we do pace groups!” - what do you say? Perhaps you can remind the participants of the “banana group” in Agness’ class who kept going off to sit in other groups (Unit 3.3.2), and of the incident of some of Judith’s students laughing at the group who got all wrong answers in a maths lesson (3.3.3). (Agness and Judith use mixed pace groups now because they found that more students participate.)

* Headteacher says to you that “writing on the board is better, because children then remember”, so you should not do so much interactive teaching. How do you respond?