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OER4Schools/What is interactive teaching: Difference between revisions
From OER in Education
OER4Schools/What is interactive teaching (view source)
Revision as of 23:15, 11 December 2012
, 12 years agoEdits to unit 1: Activity names
m (Edits for units 1 - 4, revising ICT activities, adding activity tags and timings.) |
m (Edits to unit 1: Activity names) |
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= Brainstorm on interactive teaching = | = Brainstorm on interactive teaching = | ||
{{activity| | {{activity|wcb| on interactive teaching.|10}} Consider the following questions: | ||
* What is interactive teaching? | * What is interactive teaching? | ||
* What interactive techniques do you know? | * What interactive techniques do you know? | ||
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= Brainstorming in the classroom = | = Brainstorming in the classroom = | ||
{{activity|Discussion in pairs | {{activity|stgw|: Discussion in pairs of what a brainstorm looks like in the classroom.|5}} Now that we have done a brainstorm in the workshop, what does a brainstorm in the classroom look like? Do you think your students would like this activity? How could you make sure that all students get actively involved? Discuss this with your neighbour. | ||
{{activity| | {{activity|otr|: Watch video of a brainstorm.|5}} Watch the following video clip together. As you watch, think about the following: | ||
* What are you noticing? | * What are you noticing? | ||
* At what point(s) in the lesson could this be used? | * At what point(s) in the lesson could this be used? | ||
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}} | }} | ||
{{activity| | {{activity|wcd|: Discussion on the brainstorm video.|15}} Let's now discuss this. We asked some questions above, which were: | ||
* What have you noticed? | * What have you noticed? | ||
* At what point(s) in the lesson could this be used? | * At what point(s) in the lesson could this be used? | ||
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= Planning an activity - “activity template” = | = Planning an activity - “activity template” = | ||
{{activity| | {{activity|wcd| Discussion on activity plans.|10}} Have a brief discussion on current practice on lesson planning. Consider such things as: Where do the lesson plans themselves come from? Do you think about the activities that are being done? Can you see a way that new activities could be introduced along side your current lesson plans? Do you forseee any difficulties in doing this? | ||
{{ednote|text= | {{ednote|text= | ||
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* how is the activity carried out. | * how is the activity carried out. | ||
{{activity| | {{activity|stgw|: Planning in pairs for activity templates.|10}} Break into pairs, and capture the activity shown in the video above in the activity template. | ||
= The cycle of plan - teach - reflect = | = The cycle of plan - teach - reflect = | ||
{{ednote|text= | {{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| | 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|ptr}}". | ||
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. | ||
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= Planning a brainstorm activity = | = Planning a brainstorm activity = | ||
{{activity|Planning in pairs | {{activity|stgw|: 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. | ||
Here are some questions, you could consider to help you plan: | Here are some questions, you could consider to help you plan: | ||
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* What makes for a good topic? | * What makes for a good topic? | ||
{{activity| | {{activity|wcb| 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. | ||
{{ednote|text= | {{ednote|text= | ||
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}} | }} | ||
{{activity| | {{activity|wcd|: discussion of the trialled brainstorm activity.|5}} Did this work? How do you know? Did everyone participate? | ||
{{activity|Planning in pairs | {{activity|stgw|: 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. | ||
= ICT practice: Netbook familiarisation = | = ICT practice: Netbook familiarisation = | ||
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}} | }} | ||
{{activity|Practical activity | {{activity|stgw|: Practical activity exploring netbooks.|20}} Here is a netbook familiarisation activity that you can use with your students, spend some time working through the activity yourself now and think about how your students will respond to it. Make sure that you can answer all of the questions. | ||
{{oinc|OER4Schools/Netbook familiarisation}} | {{oinc|OER4Schools/Netbook familiarisation}} | ||
