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OER4Schools/Programme review and action research: Difference between revisions
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OER4Schools/Programme review and action research (view source)
Revision as of 14:24, 11 December 2012
, 13 years agoEdits for units 1 - 4, revising ICT activities, adding activity tags and timings.
m (Edits for units 1 - 6, adding notes about student ICT activities in classroom.) |
m (Edits for units 1 - 4, revising ICT activities, adding activity tags and timings.) |
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To obtain the full OER4Schools programme certificate, we would like you to present three more examples of new practices for your final portfolios. These should concentrate on Units 5 and 6. You don't need to write a lot about the techniques themselves: | To obtain the full OER4Schools programme certificate, we would like you to present three more examples of new practices for your final portfolios. These should concentrate on Units 5 and 6. You don't need to write a lot about the techniques themselves: | ||
* Present as much student work, lesson plans/materials as you can, so we can see clearly what went on in the lessons and ''how you applied the techniques'' (mention which ones you used and why/how). | * Present as much student work, lesson plans/materials as you can, so we can see clearly what went on in the lessons and ''how you applied the techniques'' (mention which ones you used and why/how). | ||
* Submit your ''reflections on your learning from this classroom application,'' either by typing them (bullet points are quite sufficient, it need not be an essay!) and/or by doing an audio reflection where you think really hard about how your practice and thinking have changed over the course of the year, referring to examples wherever possible. If your paperwork doesn’t make it completely clear what you and the students did, then elaborate on this too. Note that if you type something you don’t need to speak it too – audio and written reflections should be complementary. | * Submit your ''reflections on your learning from this classroom application,'' either by typing them (bullet points are quite sufficient, it need not be an essay!) and/or by doing an audio reflection where you think really hard about how your practice and thinking have changed over the course of the year, referring to examples wherever possible. If your paperwork doesn’t make it completely clear what you and the students did, then elaborate on this too. Note that if you type something you don’t need to speak it too – audio and written reflections should be complementary. | ||
* See whether you can apply e.g. a Leadership for Learning lens or perhaps the thinking hats to your reflections, to help you structure them. | * See whether you can apply e.g. a Leadership for Learning lens or perhaps the thinking hats to your reflections, to help you structure them. | ||
* The final part of the portfolio is a most significant change story (see below) recorded as an audio reflection, including any related paperwork, electronic or other materials. | * The final part of the portfolio is a most significant change story (see below) recorded as an audio reflection, including any related paperwork, electronic or other materials. | ||
