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OER4Schools/activities/Plan-Teach-Reflect: Difference between revisions
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By following this cycle of ongoing reflective practice you will be making the link between theory and practice thus learning from your experience of applying new techniques. Here are the steps: | |||
Part 1: Plan an interactive activity such as brainstorming | * Part 1: Plan an interactive activity such as brainstorming | ||
Part 2: Teach using the activity, bearing in mind the learning objective | * Part 2: Teach using the activity, bearing in mind the learning objective | ||
Part 3: Reflect on how the activity went, first on your own and then with a colleague and perhaps a wider group | * Part 3: Reflect on how the activity went, first on your own and then with a colleague and perhaps a wider group | ||
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: | 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: | ||
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? | ||
What did you (as the teacher) get out of it? | * What did you (as the teacher) get out of it? | ||
Did you find it difficult? | * Did you find it difficult? | ||
What would you do differently next time? | * What would you do differently next time? | ||
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? | ||
