OER4Schools/What is interactive teaching: Difference between revisions

* the interactive teaching technique of '''brainstorming''', and how and when to use it in the classroom,

* '''activity templates''' for interactive teaching techniques, and how these can be introduced alongside current lesson plans, and

* the '''cycle of ongoing reflective practice''' (plan - teach - reflect), and how this can be used to improve planned interactive teaching activities.  

{{activity|wcd|: Introduction to the programme|30}}

It is imperative that you read the text of this session, and the following sessions very carefully, and clarify any issues.  You should make the learning intentions and the success criteria for the sessions explicit to the participants perhaps by writing them on the board or printing them out separately.  These should be referred to when appropriate as you proceed through the session/s.

* keeping of a register,

At this point, you should make a programme agreement, as a set of "ground rules" if you like.

* When you discuss ICT-use later in this session, you should also devise a rota for ICT equipment use.

You are now starting the first activitiy. Make sure that participants are alert and excited. If necessary, do another quick ice breaker, and then launch into the first activity.  

'''Record the brainstorm. '''The facilitator writes on a board or a large sheet of paper, or makes notes for everybody to see on the overhead projector. Alternatively, participants write on small pieces of paper which are placed on a table. If there are no facilities, then it is ok to not make a record.  There should be no evaluation of responses when using the brainstorming technique.

Make it clear to the participants that you want to hear from everyone and that they shouldn't worry if they're not sure but should have a go at making a suggestion... we will develop our collective understanding as time goes on (what are teachers’ expectations?).  There are no wrong answers, just ideas.  Here we have used a number of questions to give participants an idea of how wide ranging their responses can be.  The aim of this brainstorm is to find out what participants know, think and feel about interactive teaching.

The following activity is same-task group work, done in pairs. So for this part of the session you are doing group work, where the groups are pairs. Just ask participants to turn to each other.  

Note that the clip shows the start of a session but it can be done at any point in a lesson. It shows a brainstorm – with unique contributions, allowing time to think first, {{activitytag|'no hands up’}} technique.

During the discussion, record what participants are contributing. You could do this on a piece of paper, or on the board. You could also appoint a scribe, who does this for you, leaving you free to manage the discussion.

* reduces the fear of risk taking, and

* shows respect for all participants (making sure that students do not laugh at each other).

{{activity|otr|: Summary|5}}. Summarise, and discuss the proper meaning of what a brainstorm is. You can refer to [[OER4Schools/activities/brainstorming]] to find out more.

{{activity|wcd|: Discussion on activity plans.|10}}  Have a brief discussion about current practice on lesson planning.  Consider such things as:  Where do the lesson plans themselves come from? What do you think about the activities that are being done?  Can you see a way that new activities could be introduced alongside your current lesson plans? Do you forsee any difficulties in doing this?

In designing 'activities' we do not aim to replace whole lesson plans. We simply try to make some activities in the lessons more interactive.

{{activity|Introduction| to activity templates.|10}} In this section, we consider strategies to incorporate new interactive elements in your lessons, including things you might say, and things you might do. To help you structure your planning, we provide an activity template. The template includes details of

* what the activity is (a technique such as a brainstorm, group work, mini blackboard use plus an activity in which it is used, e.g. “a brainstorm on what animals are found in your environment”),  

* resources to be used (such as blackboard, mini blackboards, paper, objects, etc), and

{{activity|stgw|: Planning in pairs for activity templates.|10}} Break into pairs, and capture the activity shown in the video above in the activity template.  Remember to include the '{{activitytag|no hands up}}' technique - this works very well with brainstorming but can also be used for general questioning.

Here are some questions, you could consider to help you plan:

* What do you need to know about students’ knowledge or understanding of the topic? What will you ask them to brainstorm?

The topic of the brainstorm needs to generate lots of ideas. Look out for topics that have correct responses and/or are narrow in scope e.g. name the parts of a flower.  This would not be a suitable topic to brainstorm, instead the topic could be 'what do we know about flowers?'.  (Further questions could be asked by the teacher as the brainstorm proceeds in order to find out the depth of the students' knowledge).  Encourage participants to accept all responses without evaluation and if possible, to make a note of them for all to see.   

{{activity|stgw|: Planning in pairs to revise the planned brainstorm activity.|5}} Based on what you have learned from the brainstorm trialling activity, revise your brainstorm, making sure that you have phrased your topic in a way that will generate lots of ideas. You can do this activity in pairs but each one of you should plan an individual brainstorm activity that you will use with your class before the next session.

{{activity|Agreeing follow up activities|5}}

{{fup|A}} ''Practical classroom activities and reflection.'' Complete an activity template for the brainstorm activity that you planned and revised in this session.  Do the activity with your class and be prepared to reflect on how it went.  

{{fup|B}} Don’t forget to bring your activity plans again, and your recorded reflections. (Use your dictaphone if you have one, or make notes on paper or electronically)