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OER4Schools/Talking points and effective group work: Difference between revisions
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Draw out the idea that an example is useful to illustrate a point also the idea of the Plan-Teach-Reflect cycle. How was it the first time you used talking points? What could you change so that they worked better next time? Where your statements pitched at the right level for all students to access? | Draw out the idea that an example is useful to illustrate a point also the idea of the Plan-Teach-Reflect cycle. How was it the first time you used talking points? What could you change so that they worked better next time? Where your statements pitched at the right level for all students to access? | ||
Remind participants why we reflect; when we reflect we are '''thinking for a purpose'''. When reflecting we can analyse how we teach and learn and evaluate how effectively we teach and learn in the hope of becoming more effective practitioners. Thus reflection involves '''being critical''', not in a negative or destructive way but in a way that allows us to probe deeply into how we teach and learn and to make judgements on our own performance for the purpose of improving it. This is not always an easy or comfortable process but evidence shows that it works, particularly when done in a group situation such as we do in these workshops. | |||
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