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OER4Schools/How to use this resource: Difference between revisions
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OER4Schools/How to use this resource (view source)
Revision as of 18:56, 23 January 2013
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= Important information about how to use this resource = | = Important information about how to use this resource = | ||
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We envisage this resource to be used in a variety of circumstances, most likely by individual teachers, groups of teachers, or teacher educators. We also assume that in some sense you are a practising teacher, and are able to put what you have learnt into practise, for instance in the context of running a programme at your school, or during teaching practice. | We envisage this resource to be used in a variety of circumstances, most likely by individual teachers, groups of teachers, or teacher educators. We also assume that in some sense you are a practising teacher, and are able to put what you have learnt into practise, for instance in the context of running a programme at your school, or during teaching practice. | ||
The programme | The programme's main mode of delivery would be as weekly, or bi-weekly workshops, for all teachers at the school, over the course of one or two years. However, you can use the programme in other ways, such as running a few sessions, dipping in and out of the units or sessions. | ||
The programme is intended to be used by teachers, and would typically be facilitated by one or two teachers at the school, working with a larger group of teachers. While you could use the programme individually, and would hopefully find some inspiration from it, we recommend that you use the programme at least in a pair of teachers, so that you are both able to give and receive feedback. | The programme is intended to be used by teachers, and would typically be facilitated by one or two teachers at the school, working with a larger group of teachers. While you could use the programme individually, and would hopefully find some inspiration from it, we recommend that you use the programme at least in a pair of teachers, so that you are both able to give and receive feedback. | ||
If you are facilitating the programme (working with a group of teachers) we recommend that you facilitate | If you are facilitating the programme (working with a group of teachers) we recommend that you facilitate as a pair with another facilitator. This is advantageous as you can prepare sessions together, take turns in the workshop, as well as give and receive feedback on how the sessions went. | ||
= Being aware of the wider context and the overarching goals = | = Being aware of the wider context and the overarching goals = | ||
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* What are they expecting to learning? | * What are they expecting to learning? | ||
* How will they attend? | * How will they attend? | ||
Consider that some teachers attending will be concerned with big picture, others with detail. | Consider that some teachers attending will be concerned with the big picture, others with the detail. | ||
You should also consider the overarching goals of the programme. For instance, what is the rationale for running workshops in the first place? One important element is that workshops model practices | You should also consider the overarching goals of the programme. For instance, what is the rationale for running workshops in the first place? One important element is that workshops model practices that teachers are supposed to implement in the school e.g. offering opportunities for dialogue. | ||
If you are running this programme for all teachers at the school, then what is the best way of organising that? How do you do a whole-school process at your school? Who needs to be involved? | If you are running this programme for all teachers at the school, then what is the best way of organising that? How do you do a whole-school process at your school? Who needs to be involved? | ||
