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OER4Schools/Engaging the community: Difference between revisions
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Revision as of 15:41, 10 January 2013
, 12 years agoremoved the word 'fielding' as wrong
JanetBlair (talk | contribs) (changed time from 10 to 5) |
JanetBlair (talk | contribs) (removed the word 'fielding' as wrong) |
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Throughout this programme, we have talked about the role of ICT in interactive teaching. We now look at how you can communicate to others the role of ICT in interactive teaching. | Throughout this programme, we have talked about the role of ICT in interactive teaching. We now look at how you can communicate to others the role of ICT in interactive teaching. | ||
{{activity|Role play performance}} Choose three people to perform a role play in front of everybody. The theme for the role play is the use of ICT at the school. One of you is the teacher, and the others are a parent and an inspector. Here are two ideas that you can explore in the role play: | {{activity|Role play performance| on the role of ICT in interactive teaching.|5}} Choose three people to perform a role play in front of everybody. The theme for the role play is the use of ICT at the school. One of you is the teacher, and the others are a parent and an inspector. Here are two ideas that you can explore in the role play: | ||
* The parent asks: “I hear you have ICT at this school. Does that mean that your students learn the parts of the computer and how to operate a computer? That sounds very useful for their future life.” | * The parent asks: “I hear you have ICT at this school. Does that mean that your students learn the parts of the computer and how to operate a computer? That sounds very useful for their future life.” | ||
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Why do you think so? | Why do you think so? | ||
{{ednote|text= It may be very tempting to make use of the LfL framework as some kind of ‘repository’ to find solutions to answer parents or inspector’s queries (perhaps eventually as some kind of ‘FAQ’) '''We are not trying to give you ‘stock’ answers to reply to your stakeholders.''' It is important to note that using the LfL lens provides opportunities for all the stakeholders to come together to deliberate on the many issues of student learning from different perspectives. The teacher should not feel that he/she has to have an answer to all the questions that are | {{ednote|text= It may be very tempting to make use of the LfL framework as some kind of ‘repository’ to find solutions to answer parents or inspector’s queries (perhaps eventually as some kind of ‘FAQ’) '''We are not trying to give you ‘stock’ answers to reply to your stakeholders.''' It is important to note that using the LfL lens provides opportunities for all the stakeholders to come together to deliberate on the many issues of student learning from different perspectives. The teacher should not feel that he/she has to have an answer to all the questions that are asked by the other stakeholders. In fact, it may be better in the first few discussions, to LISTEN closely to the views of the different stakeholders before stating your own. It is easy to become very defensive of all the ‘new things’ that the participants have learnt so far. The conversation and discussion should be seen as a reflective and developmental one. This will eventually help the community as a whole to come together to support each other in your endeavours to provide quality teaching and learning experiences for your students. }} | ||
= Involving students = | = Involving students = | ||
