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OER4Schools/Programme review and action research: Difference between revisions
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Revision as of 09:42, 23 October 2013
, 12 years ago→Preparing final portfolios
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The traffic lights activity worked very well because it made me as a teacher know whether my teaching was understood or not by seeing the most colour of cards which were displayed. If most of them displayed green then I concluded that teaching and learning took place. If most of displayed red cards, again I could tell that proper learning hasn’t taken place. I thought of using other | The traffic lights activity worked very well because it made me as a teacher know whether my teaching was understood or not by seeing the most colour of cards which were displayed. If most of them displayed green then I concluded that teaching and learning took place. If most of displayed red cards, again I could tell that proper learning hasn’t taken place. I thought of using other methods to achieve the objectives of learning and teaching i.e. I could emphasise more during conclusion and give home work or give remedial work sometimes as peer assessment. | ||
What I learnt from the usage of traffic lights is that during teaching and learning pupils concentrate. This is so because there is no pupil who feels happy displaying a red card all the time. During interactive teaching and learning, pupils in groups work very hard through collaboration in order to get correct answers and display green cards. | What I learnt from the usage of traffic lights is that during teaching and learning pupils concentrate. This is so because there is no pupil who feels happy displaying a red card all the time. During interactive teaching and learning, pupils in groups work very hard through collaboration in order to get correct answers and display green cards. | ||
This activity applies to all subjects whether using ICT or non-ICT. | This activity applies to all subjects whether using ICT or non-ICT. | ||
The only challenges usually | The only challenges are usually that those who don’t understand concepts fast then feel shy to show the red card. However, they are encouraged. In all it is a very good activity to use when learning and teaching. | ||
Judith | Judith | ||
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I used traffic lights when we were doing some revision work in social and development studies on the different types of writing in the bible in my grade five class. The learning objective was that learners should be able to understand what the different types of writing in the bible are. The learners sat in groups sizes of three to four with mixed abilities. | I used traffic lights when we were doing some revision work in social and development studies on the different types of writing in the bible in my grade five class. The learning objective was that learners should be able to understand what the different types of writing in the bible are. The learners sat in groups sizes of three to four with mixed abilities. | ||
The lesson was introduced by asking the learners to say the meanings of the traffic | The lesson was introduced by asking the learners to say the meanings of the traffic lights found on the roads. Thereafter the class monitors helped me to share out the traffic lights. Each learners were given three different traffic lights with different colours. Then I explained to the learners how to use them. I ask the learners to say why the bible was written in different types. The learners flashed out the traffic lights and I pointed to a learner who had lifted the orange light so that he can be free to express himself and to my surprise he gave a correct answer. I ask the second question and learners lifted different types of colours this time around. I pointed out the ones with red. I wanted to find out what they did not understand. | ||
Afterwards, I pointed out the ones with green to say their answer, so that they can explain to their fellow learners why they gave out the answers they gave. In the end I pointed out the ones with red lights to try and explain what they had learnt from the other learners who flashed out green. At the end of the lesson I was able to assess my learners if they had learnt something from the lesson. Because they were able to say out correct things. | Afterwards, I pointed out the ones with green to say their answer, so that they can explain to their fellow learners why they gave out the answers they gave. In the end I pointed out the ones with red lights to try and explain what they had learnt from the other learners who flashed out green. At the end of the lesson I was able to assess my learners if they had learnt something from the lesson. Because they were able to say out correct things. | ||
I feel that traffic lights support interaction among learners because learners were able to share out ideas with both learners and the teacher. It increases participation among learners in a way that all learners learnt not to sit idle. Leaners are free to express themselves if they are not very clear about something. In the end they get the help needed unlike before were some learners who did not understand used to feel shy to speak out. As a teacher I think it has helped me to understand the progress of my learners. I am also able to give my learners the attention needed. | I feel that traffic lights support interaction among learners because learners were able to share out ideas with both learners and the teacher. It increases participation among learners in a way that all learners learnt not to sit idle. Leaners are free to express themselves if they are not very clear about something. In the end they get the help needed unlike before were some learners who did not understand used to feel shy to speak out. As a teacher I think it has helped me to understand the progress of my learners. I am also able to give my learners the attention needed. | ||
