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OER4Schools/What is interactive teaching: Difference between revisions
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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| | 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. | 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. | ||
