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OER4Schools/Workshop for school leaders: Difference between revisions
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OER4Schools/Workshop for school leaders (view source)
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, 12 years ago→Interactive teaching and learning
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The OER4Schools programme explores how we can “listen” to and support learners and what that means in practice. | The OER4Schools programme explores how we can “listen” to and support learners and what that means in practice. | ||
== Examples of interactive teaching in Zambia NOTE PUT THIS IN SECTION 1?!== | |||
{{ednote|text= | |||
'''Sample activities''' | |||
Do a range of sample activities (in the sections below), that illustrate how the workshop progresses. | |||
Workshop participants take turns in facilitating the activity, and after each activity there is a reflection on how this went. You may not need to do all of the following activities or all parts of the activities, but only do those which participants find most challenging. | |||
}} | |||
Many African teachers aspire to be interactive teachers. Yet, interactive teaching is not common in the African classroom. However, it can work in this context! | |||
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|otr|: Watch a video of a whole class discussion.|5}} | |||
Watch video: | |||
{{: Video/Eness_vertebrates_12.mp4 }} | |||
{{ednote|text= | |||
(Clip shows whole class discussion of ‘is a bat a bird?', set unresolved problem as homework) | |||
}} | |||
{{activity|wcd|: Whole group discussion on the whole class discussion video.|10}} | |||
* What have you noticed? | |||
* How are the learners taught? | |||
* How do you think they will react to the homework task? | |||
* Is this classroom different from yours? | |||
* What is interactive teaching? | |||
{{ednote|text= | |||
'''Issues to discuss''' | |||
* Noisy but productive - A classroom can be noisy and productive at the same time | |||
* '''''interactive = inter-action (with view to sense making<nowiki>; </nowiki>i.e. purpose of inter-action is to make sense)''''' | |||
* Children making sense of ideas for themselves, developing their own classifications, relating to what they already know... | |||
* Teacher not telling answer, asking students to investigate for themselves | |||
Facilitator needs to know how to deal with criticisms (such as too noisy, too much chaos, not productive) | |||
The road is long. But it can be done! | |||
}} | |||
{{: OER4Schools/facilitator workshop activity review }} | |||
{{activity|Whole Group}} In this activity called “PMI” - “Positives, Minuses, Interesting” there are no correct answers.The PMI involves considering the positive, negative and interesting points related to a specific scenario. It was originally developed by Edward de Bono, father of the “thinking skills” movement. It encourages learners to look at both sides of a situation and also to be creative when considering the interesting possibilities. | |||
{{ednote|text= | |||
Possible responses: | |||
* P (positives): the plant could move to where there is more light or water | |||
* M (minusses): the plant would waste energy by moving | |||
* I (interesting): We have to be sensitive and aware of plants walking on the roads and in our houses. | |||
For further examples, navigate to: | |||
http://www.azteachscience.co.uk/resources/continuing-professional-development/bright-ideas-in-primary-science.aspx | |||
}} | |||
{{todo|clarify PMI - what does it refer to? }} | |||
= Values at your school = | = Values at your school = | ||
