12,782
edits
OER4Schools/Activity planning and reflection: Difference between revisions
From OER in Education
OER4Schools/Activity planning and reflection (view source)
Revision as of 23:20, 11 December 2012
, 12 years agoEdits to unit 1: Activity names
m (Edits to unit 1: Activity names) |
m (Edits to unit 1: Activity names) |
||
| Line 47: | Line 47: | ||
}} | }} | ||
{{activity|Whole group discussion | {{activity|wcd|: Whole group discussion on reflective questions|10}} As a group, read through the following questions, making sure that everybody understands how to use them. | ||
{{oinc|OER4Schools/reflective journal questions}} | {{oinc|OER4Schools/reflective journal questions}} | ||
| Line 65: | Line 65: | ||
The following clip shows Eness, a teacher in a community school near Lusaka interacting with a Grade 3 class. Watch the clip of her class discussion about ''Is a bat a bird?'' | The following clip shows Eness, a teacher in a community school near Lusaka interacting with a Grade 3 class. Watch the clip of her class discussion about ''Is a bat a bird?'' | ||
{{activity| | {{activity|otr|: Watch a video of a whole class discussion.|5}} | ||
Watch video: | Watch video: | ||
| Line 75: | Line 75: | ||
}} | }} | ||
{{activity|Whole group discussion | {{activity|wcd|: Whole group discussion on the whole class discussion video.|10}} | ||
* What have you noticed? | * What have you noticed? | ||
| Line 97: | Line 97: | ||
= Practitioner reflection on interactive teaching = | = Practitioner reflection on interactive teaching = | ||
{{activity| | {{activity|otr|: Practitioner reflection on interactive teaching.|5}} The key to interactive teaching is ''teachers'' ''shifting “from telling to listening”'' and ''learners shifting from receiving information to making sense ''of it for themselves. | ||
How can we “listen” to learners? What does that mean in practice? | How can we “listen” to learners? What does that mean in practice? | ||
| Line 113: | Line 113: | ||
}} | }} | ||
{{activity| | {{activity|otr|: Watch a video on one Zambian teacher’s experience of interactive teaching.|5}} | ||
{{:Video/Agness_Tembo_at_eLA_2010_Zambia.mp4 }} | {{:Video/Agness_Tembo_at_eLA_2010_Zambia.mp4 }} | ||
| Line 128: | Line 128: | ||
You will now use this technique to help you to formulate your ideas on interactive teaching. | You will now use this technique to help you to formulate your ideas on interactive teaching. | ||
{{ednote|text= | {{ednote|text= | ||
{{activitytag| | {{activitytag|tpr}}: | ||
Teachers should cue the progress from one step to the next. In the primary classroom, hand signals for each step can be developed with the students and these can be used along with verbal cues. | Teachers should cue the progress from one step to the next. In the primary classroom, hand signals for each step can be developed with the students and these can be used along with verbal cues. | ||
| Line 138: | Line 138: | ||
}} | }} | ||
{{activity| | {{activity|tpr| your ideas on the differences between interactive teaching and traditional teaching|10}} | ||
We mentioned that interactive teaching involves moving from “telling” to “listening.” What other words do you feel might describe the difference between traditional approaches and interactive teaching? What are the two kinds of classroom like? Think on your own for a minute and then pair up and discuss your ideas with a partner. Write your ideas on the board for all to see. Aim for each person to write a word or phrase for each approach perhaps under the headings 'traditional classroom' vs 'interactive classroom'. | We mentioned that interactive teaching involves moving from “telling” to “listening.” What other words do you feel might describe the difference between traditional approaches and interactive teaching? What are the two kinds of classroom like? Think on your own for a minute and then pair up and discuss your ideas with a partner. Write your ideas on the board for all to see. Aim for each person to write a word or phrase for each approach perhaps under the headings 'traditional classroom' vs 'interactive classroom'. | ||
| Line 155: | Line 155: | ||
= ICT practice: Practical activity = | = ICT practice: Practical activity = | ||
{{activity|Practical activity in small groups | {{activity|stgw|:Practical activity in small groups on the exploration of a slideshow using the a web browser.|20}} In the [[OER4Schools/1.1_What_is_interactive_teaching?|last session]], we looked at a basic netbook familiarisation. Make sure that you are happy with that activity so far. Discuss any issues with your partner. | ||
We now use the browser to display images, and do a learning activity. Take a netbook per pair, start the netbook, open the browser, and navigate to this page: | We now use the browser to display images, and do a learning activity. Take a netbook per pair, start the netbook, open the browser, and navigate to this page: | ||
| Line 167: | Line 167: | ||
= Classifying animals using digital images = | = Classifying animals using digital images = | ||
{{activity| | {{activity|otr|: Watch the following video sequence of a Zambian teacher's interactive lesson on classifying animals using digital images|15}}. Pause after each clip for a brief discussion with a partner: What would you record on an activity template to capture this activity? (There is no need to actually write on it.) | ||
Eness_vertebrates_clips 2,4,6: (1 min. 40, 2 mins. 43, 3 mins. 43 = 8 mins. 06 total) | Eness_vertebrates_clips 2,4,6: (1 min. 40, 2 mins. 43, 3 mins. 43 = 8 mins. 06 total) | ||
| Line 183: | Line 183: | ||
{{activity|Whole group discussion | {{activity|wcd|: Whole group discussion on a Zambian teacher's interactive lesson on classification using digital images|10}}. When you have discussed these clips one by one in pairs, come together as a whole group and continue to discuss the clips, using the following questions to help guide the discussion: | ||
* What '''new techniques''' was Eness using this time? | * What '''new techniques''' was Eness using this time? | ||
| Line 191: | Line 191: | ||
* What kind of '''classroom atmosphere''' supports learning? | * What kind of '''classroom atmosphere''' supports learning? | ||
{{activity|Pair work | {{activity|stgw|: Pair work on planning a classification activity|5}}. In a pair, plan your own classification activity using the browser based slideshow that you have been exploring. The classification activity that you choose should be appropriate for the age of your students and be for use in a lesson that you are teaching imminently. You may want to pair up with a teacher of the same grade if this is possible. Plan to make use of the mini blackboards during the activity. For younger groups of students you may want to choose a few images to use at the front of the class to stimulate discussion. | ||
Record the planned activity in an [[OER4S/activity template|activity template]]. | Record the planned activity in an [[OER4S/activity template|activity template]]. | ||
