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OER4Schools/How to use this resource: Difference between revisions
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'''Reflection as part of Planning-Doing-Reflecting.''' Often we just plan and then do something without reflecting on how the "doing" went. In the context of this programme, we often call this "Plan-Teach-Reflect": We plan a classroom activity, we teach this activity, but we don't reflect. Ideally, we reflect at each stage: during the planning, during the teaching, and then after the teaching. | '''Reflection as part of Planning-Doing-Reflecting.''' Often we just plan and then do something without reflecting on how the "doing" went. In the context of this programme, we often call this "Plan-Teach-Reflect": We plan a classroom activity, we teach this activity, but we don't reflect. Ideally, we reflect at each stage: during the planning, during the teaching, and then after the teaching. | ||
'''Questioning as a tool for reflection.''' | '''Questioning as a tool for reflection.''' If we are not used to reflection, we often do not know how to reflect. Questions are a really important tool to help you reflect. | ||
A key “interactive” principle is for the “students” to start from what they know, and then to extend that knowledge. | A key “interactive” principle is for the “students” to start from what they know, and then to extend that knowledge. | ||
