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OER4Schools/Review of group work: Difference between revisions
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=Focus on reflection= | =Focus on reflection= | ||
{{activity|otr|: Listening to another Zambian teacher's audio reflection on a | {{activity|otr|: Listening to another Zambian teacher's audio reflection on a talking points activity followed by individual work on portfolios.|15}} | ||
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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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. | 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. | ||
{{ednote|text= | |||
Ensure that participants are fully aware of what makes a good 'reflection'. Agness's reflections from the previous session contained a useful general description of the talking points activity and Judith's reflection contains a specific example of talking points in action - both of these reflections contain useful information. The 'perfect' reflection with contain both elements i.e Agness's description of the activity + Judith's detailed critical account of how the activity went. | |||
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= Follow-up activities = | = Follow-up activities = | ||
