12,782
edits
OER4Schools/How to use this resource: Difference between revisions
From OER in Education
OER4Schools/How to use this resource (view source)
Revision as of 12:41, 22 January 2013
, 12 years agopreface
m (preface) |
m (preface) |
||
| Line 51: | Line 51: | ||
A key principle is taking '''responsibility''' for your own teaching and learning. This means that as a facilitator, you take responsibility for providing a successful workshop, teachers take responsibility for their learning during the workshop and their teaching practice in schools, while school students take responsibility for learning, as well as supporting each other in that process. | A key principle is taking '''responsibility''' for your own teaching and learning. This means that as a facilitator, you take responsibility for providing a successful workshop, teachers take responsibility for their learning during the workshop and their teaching practice in schools, while school students take responsibility for learning, as well as supporting each other in that process. | ||
'''Jointly building an understanding of interactive teaching:''' A key interactive principle is for the “students” to start from what they know, and then to extend that knowledge. In the workshops, this means taking teachers' previous experience seriously. | '''Jointly building an understanding of interactive teaching:''' A key interactive principle is for the “students” to start from what they know, and then to extend that knowledge. In the workshops, this means taking teachers' previous experience seriously, and asking the teachers about their own experience of interactive teaching. | ||
For instance, at the end of Session 1, ask participants: What does interactive teaching offer you? You might return to the principles of interactive teaching as a group after a few sessions and classroom trials to see which ones are / are not being addressed. | For instance, at the end of Session 1, ask participants: What does interactive teaching offer you? You might return to the principles of interactive teaching as a group after a few sessions and classroom trials to see which ones are / are not being addressed. | ||
'''Modelling:''' Some expectations about what a workshop should be like. Modelling activities in the workshop on activities planned for the classroom. (Modelling participation and interactivity at all levels.) | '''Modelling:''' Some expectations about what a workshop should be like. Modelling activities in the workshop on activities planned for the classroom. (Modelling participation and interactivity at all levels.) | ||
'''Taking a non-judgemental stance.''' The facilitator should make very clear that they will not judge the views put forward, but simply make notes of the views put forward. | '''Taking a non-judgemental stance.''' The facilitator should make very clear that they will not judge the views put forward, but simply make notes of the views put forward. | ||
'''Important:''' Make sure that you are clear about the difference between "interactive pedagogy", and "interactive computer applications" (such as certaintypes of multi-media, e.g. interactive video). In this professional learning resource, "interactive" always means "interactive pedagogy",i.e. people interacting with each other, not one person interacting with a computer application. | '''Important:''' Make sure that you are clear about the difference between "interactive pedagogy", and "interactive computer applications" (such as certaintypes of multi-media, e.g. interactive video). In this professional learning resource, "interactive" always means "interactive pedagogy",i.e. people interacting with each other, not one person interacting with a computer application. | ||
= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
