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OER4Schools/Review of group work: Difference between revisions
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added a bit more on portfolios
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=Focus on reflection= | =Focus on reflection= | ||
{{activity|otr|: | {{activity|otr|: Listening to another Zambian teacher's audio reflection on a 10 talking points activity followed by personal work on portfolios.|20}} | ||
We now listen to a clip that was recorded after the teacher (Judith) had use talking points with her lesson. She is reflecting on the talking points activity and recording her own thoughts about how the pupils responded to the activity. Notice how she uses a specific example and records what the pupils said. She reflects on how successful (or otherwise) her planning was and concludes that there were too many talking points for the pupils to get through in the time allowed. | We now listen to a clip that was recorded after the teacher (Judith) had use talking points with her lesson. She is reflecting on the talking points activity and recording her own thoughts about how the pupils responded to the activity. Notice how she uses a specific example and records what the pupils said. She reflects on how successful (or otherwise) her planning was and concludes that there were too many talking points for the pupils to get through in the time allowed. | ||
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}} | }} | ||
[[File:Judith portfolio - talking points.jpg|right| | [[File:Judith portfolio - talking points.jpg|right|300px]] | ||
The image here shows a copy of Judith's portfolio submission. In this case she has written her reflection and then recorded herself reading it. It is not necessary to present two versions of your reflections, one or other would be fine. How are your portfolios's coming on? Ask yourself the following questions: | The image here shows a copy of Judith's portfolio submission. In this case she has written her reflection and then recorded herself reading it. It is not necessary to present two versions of your reflections, one or other would be fine. How are your portfolios's coming on? Ask yourself the following questions: | ||
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* Did you comment on how the pupils specifically/personally responded to the talking points? | * Did you comment on how the pupils specifically/personally responded to the talking points? | ||
* Where there any unexpected points made by the pupils? | * Where there any unexpected points made by the pupils? | ||
* Did your talking points spark a discussion between pupils (as | * Did your talking points spark a discussion between pupils (as it did in Judith's case with the snake)? If so, what was is? | ||
* What evidence do you have that interactive teaching and learning took place? This will most likely come from the conversations that took place between the pupils so you should record this in your reflection. | * What evidence do you have that interactive teaching and learning took place? This will most likely come from the conversations that took place between the pupils so you should record this in your reflection. | ||
* What adjustments will you make when you do the talking points activity again? | |||
Use the remaining time now to work on your portfolios, making sure that your reflections are meaningful and in enough depth with enough detail. You should include at least one portfolio entry based on an aspect of group work. Work with a partner if you would find it useful to have their feedback on what you have written. Use Judith's portfolio entry as a useful example to follow if you are unsure about how much to write. | |||
= Follow-up activities = | = Follow-up activities = | ||
