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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. | 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. | |||
The participants will plan an activity in pairs. Explore whether it is possible for these two teachers to observe each other doing the brainstorm with their class. That is to say, is it possible for one teacher to set their class some work, to be able to observe the other teacher. In principle, this should only take about 15 minutes, so do explore whether this can be done. We will come back to this in the next session. | |||
As a facilitator, discuss these ideas with the participants, and make concrete plans for when the activities take place (together with peer observation), and when the associated reflection takes 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. | 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. | ||
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We will use this cycle in the following section to refine a brainstorm activity. | We will use this cycle in the following section to refine a brainstorm activity. | ||
= Planning a brainstorm activity = | = Planning a brainstorm activity = | ||
