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OER4Schools/Programme review and action research: Difference between revisions
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Revision as of 11:34, 16 October 2012
, 13 years ago→Preparing final portfolios
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To obtain the full OER4Schools programme certificate, we would like you to present three more examples of new practices for your final portfolios. These should concentrate on Units 5 and 6. You don't need to write a lot about the techniques themselves: | To obtain the full OER4Schools programme certificate, we would like you to present three more examples of new practices for your final portfolios. These should concentrate on Units 5 and 6. You don't need to write a lot about the techniques themselves: | ||
* Present as much student work, lesson plans/materials as you can, so we can see clearly what went on in the lessons and ''how you applied the techniques'' (mention which ones you used and why/how). | |||
* Submit your ''reflections on your learning from this classroom application,'' either by typing them (bullet points are quite sufficient, it need not be an essay!) and/or by doing an audio reflection where you think really hard about how your practice and thinking have changed over the course of the year, referring to examples wherever possible. If your paperwork doesn’t make it completely clear what you and the students did, then elaborate on this too. Note that if you type something you don’t need to speak it too – audio and written reflections should be complementary. | |||
* See whether you can apply e.g. a Leadership for Learning lens or perhaps the thinking hats to your reflections, to help you structure them. | |||
* The final part of the portfolio is a most significant change story (see below) recorded as an audio reflection, including any related paperwork, electronic or other materials. | * The final part of the portfolio is a most significant change story (see below) recorded as an audio reflection, including any related paperwork, electronic or other materials. | ||
Do not hesitate to dwell too on the ''challenges and pitfalls'' you experienced and ''how you overcame them.'' It's very unlikely that every new technique would work brilliantly the first time you tried it; there will always be adjustments to make, so please describe that process too and be self-critical. For example, were your talking points and questions open-ended enough or did some of them have “right answers”? If some learners did not participate fully or respond as you had hoped they would, what could you do next time to try and address this? If you think something needs adapting for certain learners, suggest this. | Do not hesitate to dwell too on the ''challenges and pitfalls'' you experienced and ''how you overcame them.'' It's very unlikely that every new technique would work brilliantly the first time you tried it; there will always be adjustments to make, so please describe that process too and be self-critical. For example, were your talking points and questions open-ended enough or did some of them have “right answers”? If some learners did not participate fully or respond as you had hoped they would, what could you do next time to try and address this? If you think something needs adapting for certain learners, suggest this. | ||
These should be ''individual reflections;'' although you’ve worked closely with colleagues and have jointly planned some activities, you have trialled them in your own classroom and it is your individual responses that we are interested in here please. | These should be ''individual reflections;'' although you’ve worked closely with colleagues and have jointly planned some activities, you have trialled them in your own classroom and it is your individual responses that we are interested in here please. | ||
=Identifying most significant change= | =Identifying most significant change= | ||
