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* the interactive teaching technique of {{activitytag|brainstorming}} and how and when to use it in the classroom,
* the interactive teaching technique of {{activitytag|brainstorming}} and how and when to use it in the classroom,
* activity templates for interactive teaching techniques and how these can be introduced alongside current lesson plans,
* activity templates for interactive teaching techniques and how these can be introduced alongside current lesson plans,
* the cycle of ongoing reflective practice and how this can be used to improve planned interactive teaching activities, and  
* the cycle of ongoing reflective practice and how this can be used to improve planned interactive teaching activities ({{activitytag|plan teach reflect}}), and  
* an activity on how to use a netbook to open a web browser.  
* an activity on how to use a netbook to open a web browser.  


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= The cycle of plan - teach - reflect =
= The cycle of plan - teach - reflect =
{{ednote|text=
In this section, we introduce a key tool for this programme, which we call “The cycle of plan - teach - reflect”. What this means is that in our professional learning, we progress by planning (e.g.) an activity, we then do this activity in this classroom, and then reflect on this activity (either on our own, with a colleague, or in a group). You can read more about the idea of {{activitytag|plan teach reflect}}.
Sometimes we capture these reflections. The simplest way is to capture reflections is on paper. These can easily be shared. Because this is extra work (e.g. done after a lesson), teachers can be reluctant to do so, and if you’ve asked them to make notes, you may not actually get anything back. It can be helpful to give teachers some prompts, that will remind them to reflect.
It is important to make very concrete plans with the teachers as to when they will be using their activities, and we would strongly recommend that teachers decide on a particular day / lesson / class, when they will be trialling an activity.
Also arrange with the teachers when they will reflect, for instance agree that the teachers will reflect immediately after the lesson. It is a common pattern for teachers to set the class quiet work. While we do not necessarily encourage this as a good use of lesson time, it is an opportunity for a teacher to quickly write down some reflections. So if a series of interactive activities is followed by some individual work, the teacher could use that time to make some notes using the reflective questions provided. As a facilitator, discuss these ideas with the participants, and make concrete plans for when the activities and associated reflection take place.
We suggest that rather than reading the text below to (or with) the participants, that you just draw attention to the diagram, and explain the contents to the participants. Make sure that they understand the reflective questions provided. How do you know, whether they have understood these questions? For instance, you could check whether participants can give concrete examples.
}}


[[Image:plan-teach-reflect.png|thumb|300px]]
[[Image:plan-teach-reflect.png|thumb|300px]]


{{activity|Introduction| to the cycle of ongoing reflective practice.|10}} Introduce the cycle of '''ongoing reflective practice''' – comprising classroom activity, (discussion) and reflection.
{{activity|Introduction| to the cycle of ongoing reflective practice.|10}} Here we introduce the cycle of '''ongoing reflective practice''' in the context of doing a brainstorm activity.  By following this cycle you will gradually refine your classroom activities, so that over time they become more interactive activities, providing better opportunities for students to learn more deeply.


* Part 1: Plan an interactive activity such as brainstorming  
* Part 1: Plan an interactive activity such as brainstorming  
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* Revise plan and repeat cycle
* Revise plan and repeat cycle


 
For reflecting on an activity, it is useful to have questions to guide the reflection. For example, the following questions could be used to guide reflection:
Questions to guide reflection:
* What did the children get out of the activity? How can you tell?  
* What did the children get out of the activity? How can you tell?  
* How did you (as the teacher) find out what the children learnt / thought about the activities / got out of them?
* How did you (as the teacher) find out what the children learnt / thought about the activities / got out of them?
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* Did the activity allow students to meet the learning objective that it was designed to address?
* Did the activity allow students to meet the learning objective that it was designed to address?


{{activity|Follow-up activity|5}} Record your reflections to be used in the next workshop session. '''
We will use this cycle in the following section to refine a brainstorm activity.


{{ednote|text=
'''How do teachers capture reflections? '''Simplest way is to capture on paper. These can easily be shared. But, teachers can be reluctant, and you may not get anything back. Maybe they just should write some prompts, that will remind them?


For the trial, also use dictaphones. How are the teachers finding that? See more expanded list of questions in the audio diary guidelines.
= Planning a brainstorm activity =


You need to make concrete plans with the teachers as to when they will be using their activities.  
{{activity|Planning in pairs| of a brainstorm activity.|5}} Break into pairs, and plan a brainstorm together. The pairs should be arranged, so that iit will be possible to do this brainstorm with your class (e.g. pair by grade, or pair by subject). As you plan, share your ideas with your partner as much as possible, and listen attentively to their ideas and feedback.
}}


= Planning a brainstorm activity =
Here are some questions, you could consider to help you plan:
 
Things to consider:
* What do I need to know about students’ knowledge or understanding of the topic? What will I ask them to 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?
* What will I do with the results? How will we build on that in the rest of the lesson?
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* What makes for a good topic?
* What makes for a good topic?


 
{{activity|Whole group brainstorm| of participant's suggestions .|5}} Pick one or two of the brainstorms that were just planned and try them on the rest of the group.   
{{activity|Planning in pairs| of a brainstorm activity.|5}} You can do this activity in pairs but each one of you should plan an individual brainstorm activity that you will use with your class before the next session. Share your ideas with your partner and listen to their feedback.
 
 
{{activity|Whole group brainstorm| of particpant's suggestions .|5}} Pick one or two of the brainstorms that were just planned and try them on the rest of the group.   


{{ednote|text=
{{ednote|text=
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{{activity|Group discussion| of the trialled brainstorm activity.|5}} Did this work?  How do you know?  Did everyone participate?     
{{activity|Group discussion| of the trialled brainstorm activity.|5}} Did this work?  How do you know?  Did everyone participate?     


{{activity|Planning in pairs| to revise the planned brainstorm activity.|5}} Based on what you have learnt from the brainstorm trialling activity, revise your brainstorm, making sure that you have phrased your topic in a way that will generate lots of ideas.
{{activity|Planning in pairs| to revise the planned brainstorm activity.|5}} Based on what you have learnt from the brainstorm trialling activity, revise your brainstorm, making sure that you have phrased your topic in a way that will generate lots of ideas. You can do this activity in pairs but each one of you should plan an individual brainstorm activity that you will use with your class before the next session.


= Netbook familiarisation =
= Netbook familiarisation =
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{{ednote|text=
{{ednote|text=


The following activity, as other activties in later sessions, assumes that you have some netbooks available. If you have other forms of ICT available you could use those instead. In future sessions, we will use internet browsing, spreadsheets, and GeoGebra among other applications, so it would be useful if you have access to these.
The following activity, as other activities in later sessions, assumes that you have some netbooks available. If you have other forms of ICT available you could use those instead. In future sessions, we will use internet browsing, spreadsheets, and GeoGebra among other applications, so it would be useful if you have access to these.


If you do not have any ICT at all, you can spend longer on the other activities in this session.
If you do not have any ICT at all, you can spend longer on the other activities in this session.
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{{:OER4Schools/activity template}}
{{:OER4Schools/activity template}}


= Summary with suggested timings=


{{activity summary}}
{{activity summary}}
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