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OER4Schools/What is interactive teaching: Difference between revisions
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OER4Schools/What is interactive teaching (view source)
Revision as of 12:39, 15 November 2012
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{{activity|Discussion in pairs|5}} Now that we have done a brainstorm in the workshop, what does a brainstorm in the classroom look like? Discuss this with your neighbour. | {{activity|Discussion in pairs|5}} Now that we have done a brainstorm in the workshop, what does a brainstorm in the classroom look like? Discuss this with your neighbour. | ||
{{activity|video}} Watch the following video clip together. As you watch, think about the following: | {{activity|video|5}} Watch the following video clip together. As you watch, think about the following: | ||
* What are you noticing? | * What are you noticing? | ||
* At what point(s) in the lesson could this be used? | * At what point(s) in the lesson could this be used? | ||
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}} | }} | ||
{{activity|brainstorm}} We asked some questions above, which were: | {{activity|brainstorm|10}} We asked some questions above, which were: | ||
* What have you noticed this time? | * What have you noticed this time? | ||
* At what point(s) in the lesson could this be used? | * At what point(s) in the lesson could this be used? | ||
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Record what participants have noticed. | Record what participants have noticed. | ||
{{activity|group discussion}} Let's now discuss this. | {{activity|group discussion|10}} Let's now discuss this. | ||
{{ednote|text= | {{ednote|text= | ||
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= Planning an activity - “activity template” = | = Planning an activity - “activity template” = | ||
{{ednote|text= | {{ednote|text= | ||
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}} | }} | ||
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: | {{activity|Facilitator talk|10}} 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”), | * 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 grade, | ||
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* how is the activity carried out. | * how is the activity carried out. | ||
{{activity|pair work|10}} Capture the above activity in the activity template. | |||
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The following clip shows Eness, a teacher in a community school near Lusaka interacting with a Grade 3 class. Watch the clip of her class discussion about ''Is a bat a bird?'' | The following clip shows Eness, a teacher in a community school near Lusaka interacting with a Grade 3 class. Watch the clip of her class discussion about ''Is a bat a bird?'' | ||
{{activity| | {{activity|video|5}} Watch video: | ||
{{: Video/Eness_vertebrates_12.mp4 }} | {{: Video/Eness_vertebrates_12.mp4 }} | ||
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}} | }} | ||
{{activity|group discussion}} | {{activity|group discussion|10}} | ||
* What have you noticed? | * What have you noticed? | ||
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'''One Zambian teacher’s experience''' | '''One Zambian teacher’s experience''' | ||
{{activity|video}} '''Agness video here (Agness_eLA_contribution.mp4) http://sms.cam.ac.uk/media/1093072 | {{activity|video|5}} '''Agness video here (Agness_eLA_contribution.mp4) http://sms.cam.ac.uk/media/1093072 | ||
This two minute clip features Agness Tembo, a Grade 2 teacher from Chalimbana Basic School located in a rural area of Zambia. She is presenting at the e-Learning Africa Conference 2010 her own experiences of participating in Phase 1 of the OER4Schools research project. She talks animatedly about the challenges she faced in introducing both ICT and interactive pedagogy into her (mathematics) teaching for the first time, the benefits to students, and the qualities she needed as a teacher to make the shift successful. | This two minute clip features Agness Tembo, a Grade 2 teacher from Chalimbana Basic School located in a rural area of Zambia. She is presenting at the e-Learning Africa Conference 2010 her own experiences of participating in Phase 1 of the OER4Schools research project. She talks animatedly about the challenges she faced in introducing both ICT and interactive pedagogy into her (mathematics) teaching for the first time, the benefits to students, and the qualities she needed as a teacher to make the shift successful. | ||
{{activity|Think Pair Share}} What does interactive teaching offer you? '''Share your thoughts with the whole group. | {{activity|Think Pair Share|10}} What does interactive teaching offer you? '''Share your thoughts with the whole group. | ||
{{ednote|text= | {{ednote|text= | ||
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}} | }} | ||
== Homework: Netbook familiarisation == | |||
{{ | {{oinc|OER4Schools/Netbook familiarisation}} | ||
== Homework: Practical classroom activities and reflection == | == Homework: Practical classroom activities and reflection == | ||
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{{:OER4Schools/activity template}} | {{:OER4Schools/activity template}} | ||
= Extension: More opportunities for developing activites templates = | |||
{{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|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/Eness_vertebrates_4.mp4 }} | |||
{{: Video/Eness_vertebrates_6.mp4 }} | |||
{{: Video/Eness_vertebrates_8.mp4 }} | |||
TOTAL: 15:09 | |||
This video sequence contains '''four consecutive clips''' from the same lesson you saw earlier, showing: | |||
*Clip 2: Students hands out blackboards themselves (active) | |||
*Clip 4: Teacher repeats and clarifies instructions; she illustrates them with nonsense classifications so students do not copy hers | |||
*Clip 6: Groupwork using mini-blackboards: group of 5 recording under their own category of ‘animals with no legs’ and interacting as a group | |||
*Clip 8: Group presentation: teacher detects error and asks for input from children to verify (rather than ‘telling’); she corrects error with input from class. | |||
{{activity|Whole Group Discussion}} '''When you have discussed these clips one by one in pairs, continue with '''whole group discussion on content of clips''': | |||
* What '''new techniques''' was Eness using this time? | |||
* How did she ensure that children were '''active'''? | |||
* What role did the '''mini blackboards '''play? | |||
* How can teachers create a good '''relationship with their class''' so that children can learn? | |||
* What kind of '''classroom atmosphere''' supports learning? | |||
'''<nowiki>[</nowiki>Pair activity] In a pair, plan your own activity for a lesson you are teaching imminently. You may want to pair up with a teacher of the same grade if this is possible.''' | |||
Choose one of the two techniques below and discuss with your partner what you are going to do. Record this in an [[OER4S/activity template|activity template]]. | |||
Questions to help you complete the template for this specific kind of activity: | |||
1. Brainstorm: | |||
* What do I need to know about students’ knowledge or understanding of the topic? What will I ask them to brainstorm? | |||
* What will I do with the results? How will we build on that in the rest of the lesson? | |||
2. Mini blackboard activity: | |||
* Will individuals or pairs have a blackboard? | |||
* What is the purpose of recording on a blackboard? For example, will all learners hold them up to show me their ideas? Will they discuss with peers? Will they record the results of a learning activity? Will they write or draw on the blackboards? | |||
[[Image:Eness1.jpg|thumb|300px]] | |||
