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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)
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, 13 years agofixed a few typos
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'''Reflection as part of Planning-Doing-Reflecting.''' Often we just plan and then do something without reflecting on how the "doing" went. For instance, we plan a classroom activity, we teach this activity, but we don't reflect. | '''Reflection as part of Planning-Doing-Reflecting.''' Often we just plan and then do something without reflecting on how the "doing" went. For instance, we plan a classroom activity, we teach this activity, but we don't reflect. | ||
In the context of this programme, we emphasise reflection, as a key part of learning. We often call this "Plan-Teach-Reflect": We plan, we teach, and then we reflect on how it went. We could even say that some degree of | In the context of this programme, we emphasise reflection, as a key part of learning. We often call this "Plan-Teach-Reflect": We plan, we teach, and then we reflect on how it went. We could even say that some degree of reflection should happen at each stage: we reflect during the planning, during the teaching, and then after the teaching. | ||
'''Questioning as a tool for reflection.''' If we are not used to reflection, we often do not know how to reflect. Questions are a really important tool to help you reflect. For instance, when we develop an interactive activity, we should not just mechanically write down what we think makes an interactive activity. Instead, we may want to look at the interactive principles, as ask ourselves whether these are reflected in what we have planned. | '''Questioning as a tool for reflection.''' If we are not used to reflection, we often do not know how to reflect. Questions are a really important tool to help you reflect. For instance, when we develop an interactive activity, we should not just mechanically write down what we think makes an interactive activity. Instead, we may want to look at the interactive principles, as ask ourselves whether these are reflected in what we have planned. | ||
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'''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 | '''Important:''' Make sure that you are clear about the difference between "interactive pedagogy", and "interactive computer applications" (such as certain types 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. | ||
= Resources you will need (including ICT) = | = Resources you will need (including ICT) = | ||
