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OER4Schools/Workshop for school leaders: Difference between revisions
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OER4Schools/Workshop for school leaders (view source)
Revision as of 18:50, 7 January 2013
, 12 years ago→Techniques
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== Question starts == | == Question starts == | ||
{{activity|Dialogue| using question starts|30}} Question starts are explained below. Use question starts to initiate some discussion to explore a topic in the teacher meeting. | |||
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Question Starts (A Visible Thinking routine) - A routine for creating thought-provoking questions | Question Starts (A Visible Thinking routine) - A routine for creating thought-provoking questions | ||
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{{lfl blue book}} | {{lfl blue book}} | ||
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== Critical incident analysis == | == Critical incident analysis == | ||
Resolve an issue at school using Critical Incident Analysis | {{activity|Dialogue|: Resolve an issue at school using critical incident analysis.|30}} The idea of critical incident analysis is explained below. Read the technique below, and use it to resolve an issue in a teacher meeting using the technique. | ||
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Critical Incident Analysis is a way of analysing a recent event significant event in order to examine it in detail and learn from the experience. | |||
The group of people involved sit in a circle and firstly go back over the incident in descriptive detail. The aim is to recall the event in terms of what happened, the context, the key players, what preceded and what followed. Everyone will have different perceptions, recollections and angles. This is an important aspect of the exercise and should be recorded in some way. It may hold the key to the way in which people respond, allocate responsibility and decide on a course of action. | The group of people involved sit in a circle and firstly go back over the incident in descriptive detail. The aim is to recall the event in terms of what happened, the context, the key players, what preceded and what followed. Everyone will have different perceptions, recollections and angles. This is an important aspect of the exercise and should be recorded in some way. It may hold the key to the way in which people respond, allocate responsibility and decide on a course of action. | ||
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{{lfl blue book}} | {{lfl blue book}} | ||
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