OER4Schools/Activity planning and reflection: Difference between revisions

* keeping a '''reflective journal''' as part of the process of ongoing reflective practice and using '''reflective questions''' to aid this process,

* record reflections on trialled activities in a learning journal soon after the activities have been carried out and use reflective questions to help structure journal entries,

* plan an activity that makes use of mini blackboards and digital images and trial it in the classroom, and

* plan an activity using the Think-Pair-Share technique that allows students to interact with each other and trial it in the classroom.

{{activity|wcd|: Whole group discussion on reflective questions.|10}} As a group, read through the following questions, making sure that everybody understands how to use them.

Generally we have experienced that teachers welcome interactive ways of teaching. However, it is possible that teachers may object or have major concerns to the interactive teaching shown in the videos as well as what has emerged from this discussion. For instance, they may say that this just will not work in their classroom, that it may not work with large classes, or perhaps that such styles of teaching would not be welcome by parents or head teachers for various reasons.

At this stage, you could introduce interactive teaching as an international trend. Research evidence from different countries shows that this kind of active learning is both motivating and far more effective for learning than direct instruction (“chalk-and-talk” or lecturing). In particular independent, collaborative or oral work, as well as questioning and whole-class discussion that encourage pupils to grapple with ideas are effective. They lead to long-term and deeper learning rather than memorising facts (resulting in short-term, superficial learning).