OER4Schools/Detailed outline/full table

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Detailed list of learning objectives, success criteria and ICT use

1.1 - What is interactive teaching? An introduction to the interactive Zambian classroom
In this session you will learn about:
  • the interactive teaching technique of brainstorming, and how and when to use it in the classroom, and
  • activity templates for interactive teaching techniques, and how these can be introduced alongside current lesson plans.
To meet the learning intentions you will:
  • plan a brainstorm activity that has the potential to generate lots of ideas,
  • complete an activity template for the brainstorm activity that has a clear learning objective,
  • do this activity in the classroom, and
  • reflect on this activity (and revise, if necessary) to ensure maximum interaction from students.
There are no ICT components for this session — this will start in the next session.
1.2 - Introduction to interactive teaching with ICT
In this session you will learn about:
  • the cycle of ongoing reflective practice (plan - teach - reflect) and how this can be used to improve planned interactive teaching activities, and
  • an activity on how to use a netbook to open a web browser.
To meet the learning intentions you will:
  • use a netbook to open a web browser and induct students in the process before the next session, and
  • reflect on this activity (and revise, if necessary) to ensure maximum interaction from students.
The ICT components you will focus on are:
  • Netbook familiarisation: Switching on, logging in, opening a web browser.

Classroom based activities (with your students, after this session):

  • You will try the same activity in the classroom, introducing your students to the netbooks.
1.3 - Activity planning and reflection
In this session you will learn about:
  • keeping a reflective journal as part of the process of ongoing reflective practice, and using reflective questions to aid this process,
  • differences between an interactive teaching classroom and a traditional classroom,
  • using mini blackboards and digital images as tools in an interactive teaching activity, and
  • using the Think-Pair-Share technique to encourage cooperative learning.
To meet the learning intentions you will:
  • 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,
  • accept that during interactive teaching the classroom may be more noisy and children may move around independently,
  • 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.
The ICT components you will focus on are
  • viewing slideshows using the web browser and Open Office and
  • manipulating slides in Open Office.

Classroom based activities (with your students, after this session):

  • You will repeat the netbook familiarisation activity from last session, and
  • you will try the same activity with your students: viewing a slideshow.
1.4 - ICTs in interactive teaching
In this session you will learn about:
  • ICT and how it can be used to support interactive teaching,
  • the principles of interactive teaching as a reminder of what we are trying to achieve with this programme,
  • the kinds of resources (ICT and non ICT) needed for interactive teaching,
  • what seating arrangements work best when using ICT, and
  • making effective use of non ICT resources during groupwork with computers.
To meet the learning intentions you will:
  • identify collaborative and independent ICT use both inside and outside the classroom from videos and photos,
  • be mindful of the principles of interactive teaching when designing activities,
  • consider using a wide range of materials ranging from sticks to sophisticated software to support interactive teaching,
  • arrange students/desks into groups when doing ICT activities, and
  • plan and teach a second digital image/slideshow activity focusing on effective use of mini blackboards by groups of students.
The ICT components you will focus on are
  • GeoGebra
  • Typing practice
  • Email (optional)

Classroom based activities (with your students, after this session):

  • you will repeat an image classification activity with your students.
1.5 - Introduction to Leadership for Learning and effective use of ICT
In this session you will learn about:
  • Leadership for Learning as a framework that creates the opportunity for change in schools to promote the activity of learning,
  • Most Significant Change (MSC) as a technique for monitoring and evaluating this professional development programme by collecting stories of significant changes in areas of practice, and
  • sharing resources effectively across groups and within groups when doing activities that make use of ICT taking into account the number of students per computer and the need for all students to spend time on the computer.
To meet the learning intentions you will:
  • recognise the potential for leadership capacity to expand as a result of the professional development of staff on programmes like this,
  • contribute MSC stories on a regular basis either by writing them down or making an audio recording,
  • plan ICT activities that allow all students to see the computer well (no more than 6 per computer) being prepared to provide alternative activities for the rest of the class to work on at the same time, and
  • plan activities that allow all students equal access to a computer by e.g. giving them roles within groups and encouraging them to monitor use.
The ICT components you will focus on are
  • Searching for images and downloading images
  • OpenOffice Impress for making your own photo stories
  • Continuation of typing practice

Classroom based activities (with your students, after this session):

  • you will do group work around images (using OO Impress),
  • you will do typing practice in the classroom
1.6 - Leadership for Learning
In this session you will learn about:
  • the lens metaphor for exploring the 5 LfL principles,
    1. Focus on learning
    2. Conditions for learning
    3. Learning Dialogue
    4. Shared Leadership
    5. Shared Accountability
  • leadership practices that support learning and which can be organized within the 5 LfL principles, and
  • LfL in the classroom.
To meet the learning intentions you will:
  • use the lens metaphor to identify LfL in the classroom and record your observations and reflections on a table mat,
  • identify the LfL practices employed in the OER4schools programme,
  • develop a personal and professional understanding of leadership practices that support learning and which can be organized within the 5 LfL principles, and
  • watch a video of teachers in action to see if some or all of the 5 LfL principles can be identified.
The ICT components you will focus on are
  • consolidate your skills with concept mapping, geogebra, images, and typing.

Classroom based activities (with your students, after this session):

  • you will continue with Geogebra, images, and typing.
2.1 - Introduction to whole class dialogue and effective questioning
In this session you will learn about:
  • creating a supportive learning environment for dialogue through body language, emotional support and enthusiasm for pupil learning,
  • one aspect of whole class dialogue cumulative talk,
  • classroom management techniques for whole class dialogue such as forming classroom rules in consultation with pupils, and
  • the idea of an assessment portfolio.
To meet the learning intentions you will:
  • role play a cumulative talk activity using the magic microphone technique to generate enthusiasm,
  • plan a cumulative talk activity for use in the classroom and consider using a horseshoe seating arrangement to encourage peer co-operatively, and
  • identify features that illustrate 'a supportive classroom environment' whilst watching videos of whole class dialogue in action.
The ICT components you will focus on are
  • continuation of Geogebra practice
  • planning another slideshow with OpenOffice Impress

Classroom based activities (with your students, after this session):

  • another image sequencing activity
  • typing practice in the classroom
2.2 - Questioning
In this session you will learn about:
  • differentiating between types of questions (closed questions versus open questions and surface questions versus deep questions),
  • generating open and deep questions,
  • other types of questions that you can ask students (e.g. questions for remembering / understanding / applying / analysing / evaluating / creating), and
  • handling multiple responses.
To meet the learning intentions you will:
  • play a game to classify questions as open or closed,
  • further classify questions during discussion using an information sheet for reference, and
  • watch a video and identify techniques for handling multiple responses.
The ICT components you will focus on are
  • planning a lesson with Geogebra
  • using Etherpad to make shared notes

Classroom based activities (with your students, after this session):

  • do a lesson with Geogebra
2.3 - More on questioning
In this session you will learn about:
  • further techniques for questioning and handling responses
  • common mistakes made when asking questions in the classroom
  • how to increase pupil participation for answering questions
To meet the learning intentions you will:
  • practise effective questioning and handling responses
  • role-play a question and answer session with common questioning mistakes to highlight how ineffective some commonly employed questioning strategies can be
  • recognise and plan to use a range of effective strategies to increase pupil participation for answering questions
The ICT components you will focus on are
  • Using Etherpad to make shared notes
  • Planning a lesson with Geogebra

Classroom based activities (with your students, after this session):

  • try another lesson with Geogebra.
2.4 - Concept mapping
In this session you will learn about:
  • concept mapping as a technique to promote interactive teaching
  • developing ideas for concept maps
  • encouraging talk that involves reasoning and building on others’ ideas
To meet the learning intentions you will:
  • take part in a whole group brainstorm activity and record the results as a concept map
  • plan, present/listen to others present a concept map and use supportive dialogue
  • plan a concept mapping activity for use in the classroom
The ICT components you will focus on are
  • Consolidate your skills with Geogebra, images, and typing.
  • Learn about using OO Impress (e.g. adding titles to images)
  • (optional) Concept mapping software.

Classroom based activities (with your students, after this session):

  • you will continue with Geogebra, images, and typing.
2.5 - Engaging the community
In this session you will learn about:
  • using a 'combined' Leadership for Learning lens to evaluate student learning
  • using the Leadership for Learning framework to structure discussion with a parent, colleague, head teacher or inspector
  • involving students
To meet the learning intentions you will:
  • make observations on student learning using a 'combined' Leadership for Learning lens and evaluate these during discussions with peers
  • role play a discussion with a parent, colleague, head teacher or inspector
In this session, you will learn how to communicate with parents about your use of ICTs in the classroom. Unlike the other sessions, there is no time set aside for specific ICT activities.
3.1 - Group work: Same task and different tasks group work
In this session you will learn about:
  • group work in interactive teaching as a way of encouraging participation and collaborative learning
  • different types of talk in groups, including exploratory talk
  • genuine group work (not just sitting in a groups)
  • how and when to use same task group work or different tasks group work
  • group composition and randomising roles to encourage participation
To meet the learning intentions you will:
  • watch a slideshow and draw out new knowledge of the importance of group work
  • devise same task/different tasks questions for use during group work
  • create groups by numbering and number group members for the purpose of randomising who reports back
The ICT components you will focus on are

You will plan a lesson for classroom use of

  • Geogebra,
  • Slideshows,
  • (optional) concept mapping software.

Classroom based activities (with your students, after this session):

  • You will do a lesson with your students that involves Geogebra, slideshows, or (optionally) concept mapping software.
3.2 - When to use group work and how to manage it
In this session you will learn about:
  • when and why to use group work in the classroom
  • three different aspects of managing group work:
    • group composition and formation
    • ground rules during group work
    • group size and seating arrangement
  • "carousel" group work (sometimes called a circus of activities) where different groups do the same activities but in a different order
To meet the learning intentions you will:
  • participate in a magic microphone reasoning activity, suggesting a specific example of when group work could be used in the classroom with reasons
  • work as part of a small group on one aspect of managing group work and prepare and deliver a presentation on it to the whole group
  • actively listen to other groups presentations on two other aspects of managing group work
  • watch a video and discuss 'carousel' group work, thinking particularly about its use in a limited resource environment
The ICT components you will focus on are

Classroom use of

  • Geogebra,
  • slideshows,
  • (optional) concept mapping software.

Classroom based activities (with your students, after this session):

  • You will do a lesson with your students that involves Geogebra, slideshows, or (optionally) concept mapping software.
3.3 - Mixed pace group work with and without ICT
In this session you will learn about:
  • pace grouping and its effect on students
  • strategies to discourage copying during mixed pace group work
  • differentiation by
    • task
    • support
    • outcome

as ways of allowing students to access work at their level and ensuring that all students produce results and progress in their learning

To meet the learning intentions you will:
  • listen to teachers talking about their experiences of using pace groups and discuss
  • discuss strategies to discourage copying by students during mixed pace group work
  • read some background text on differentiation and consider if its use might enable teachers to set high expectations of all students
  • plan to teach a mixed pace group work activity with ICT
The ICT components you will focus on are
  • Planning of another lesson with ICT (Geogebra / Slideshow / Concept mapping)

Classroom based activities (with your students, after this session):

  • you will ...
3.4 - Talking points and effective group work
In this session you will learn about:
  • using talking points to support productive, open-ended discussion
  • effective group work practices including team-building
  • reflective practices and being critical to get the most from activities
To meet the learning intentions you will:
  • discuss group work using talking points
  • devise some talking points for a classroom activity
  • plan the activity to included team building
  • do the activity and prepare to feedback reflections next session
  • analyse another teacher's reflective practice and look at ways of improving how we reflect
The ICT components you will focus on are
  • Planning of another lesson with ICT (Geogebra / slideshow / concept mapping / spreadsheets), for open-ended tasks

Classroom based activities (with your students, after this session):

  • you will ...
3.5 - Review of group work
In this session you will learn about:
  • ways of consolidating learning about group work
  • strategies for dealing with group work issues i.e making sure that all students participate, how best to arrange groups to make good use of resources etc
  • reflecting in a way that makes learning explicit by giving specific examples of where learning has taken place (or not)
To meet the learning intentions you will:
  • complete a questionnaire on group work practices/strategies and plan an agenda to use these in the classroom
  • take part in a brainstorm to come up with strategies for dealing with group work issues
  • listen to a Zambian teacher's portfolio reflection and work on making portfolio reflections more meaningful
The ICT components you will focus on are
  • Introduction of EtherPad in the classroom

Classroom based activities (with your students, after this session):

  • you will ...
3.6 - Designing interactive lesson plans
In this session you will learn about:
  • using lesson templates as a tool when planning interactive lessons
  • designing interactive lesson plans to include a range of interactive techniques
  • planning to use effective questions by referring to Bloom's Taxonomy
To meet the learning intentions you will:
  • watch a sequence of videos and map them on to an interactive lesson plan
  • plan an interactive lesson using a lesson template
  • complete a range of activities to become familiar with Bloom's hierarchy of question types
The ICT components you will focus on are

Classroom based activities (with your students, after this session):

  • you will ...
4.1 - Introduction to Assessment for Learning
In this session you will learn about:
  • using an assessment inventory as a self-assessment measure
  • using Traffic Lights as a tool in AfL
  • the concept of ‘Assessment’ vs ‘Assessment for Learning’
  • Assessment for Learning as the process of seeking and interpreting evidence for use by learners and their teachers to decide:
    • where the learners are in their learning,
    • where they need to go next,
    • and how best to get there.
To meet the learning intentions you will:
  • keep a record of the assessment methods that you have used on your assessment inventory
  • come up with ways that Traffic Lights can be used to help with the review of progress that is part of AfL
  • watch an introductory video on AfL and draw out the important points for discussion
  • watch a powerpoint presentation on AfL, pausing for reflection and to think about how interactive teaching techniques can help with the application of AfL in the classroom
In this session you will continue consolidating the ICT skills you have learnt so far, and apply them in the classroom. You will be able to apply AfL techniques in conjunction with ICT classroom use as well.
4.2 - Learning objectives and success criteria
In this session you will learn about:
  • using an assessment inventory as a self-assessment measure
  • two AfL strategies that improve students metacognition and lead to better learning: sharing learning objectives and sharing success criteria
  • writing/forming learning objectives and success criteria
  • activities covered in previous sessions that can be adapted for AfL e.g. magic microphone, concept mapping, talking points
To meet the learning intentions you will:
  • keep a record of the assessment methods that you have used on your assessment inventory
  • listen to some Zambian teachers' experience of sharing learning objectives and think about the pros and cons of doing so
  • understand the need for sharing learning objectives and sharing success criteria by completing an activity to illustrate this
  • plan to write learning objectives and success criteria
  • revisit activities covered in previous sessions and think about ways of adapting them for use with AfL
In this session you will continue consolidating the ICT skills you have learnt so far, and apply them in the classroom. You will be able to apply AfL techniques in conjunction with ICT classroom use as well.
4.3 - Formative feedback
In this session you will learn about:
  • using an assessment inventory as a self-assessment measure
  • two types of feedback (summative feedback and formative feedback) and their use in AfL
  • how to give formative feedback
To meet the learning intentions you will:
  • keep a record of the assessment methods that you have used on your assessment inventory
  • watch videos of formative and summative feedback in action and draw out the salient points
  • read about the differences between summative and formative feedback
  • role play giving and receiving formative feedback
In this session you will continue consolidating the ICT skills

you have learnt so far, and apply them in the classroom. You will be able to apply AfL techniques in conjunction with ICT classroom use as well.

4.4 - Peer and self-assessment
In this session you will learn about:
  • peer and self-assessment as AfL methods that promote independent learning, communication and support in the classroom
  • combining the use of two self-assessment measures - inventory and traffic lights
  • strategies for peer and self-assessment such as two stars and a wish/thinking hats/checklist
To meet the learning intentions you will:
  • give examples of how you could use inventory and traffic lights in the classroom
  • read about peer and self-assessment and formulate your ideas during discussion
  • peer assess each others homework
  • role play peer assessment between students working at different paces
  • try out some strategies for peer and self-assessment in the classroom
In this session you will continue consolidating the ICT skills

you have learnt so far, and apply them in the classroom. You will be able to apply AfL techniques in conjunction with ICT classroom use as well.

4.5 - Review of AfL and lesson pacing
In this session you will learn about:
  • self assessment and review as a way of consolidating learning about AfL
  • ways to ensure lessons are paced appropriately and adapted to learners' needs
To meet the learning intentions you will:
  • complete a review document about what has been learnt and tried out for AfL
  • watch two videos and analyse the pace of the lesson shown
In this session you will continue consolidating the ICT skills

you have learnt so far, and apply them in the classroom. You will be able to apply AfL techniques in conjunction with ICT classroom use as well.

5.1 - Introduction to enquiry-based learning
In this session you will learn about:
  • De Bono's PMI (positive/minus/interesting) technique to encourage analytical thinking
  • the aims and process of enquiry-based learning
  • preparing for enquiry-based learning through a series of lessons and a ‘project day’ or ‘field trip’ for mathematics or science classes
To meet the learning intentions you will:
  • apply DeBono's PMI technique to the fictitious scenario of plants being able to walk
  • watch videos of different teachers introducing enquiry-based lessons and discuss
  • in groups, decide on a suitable topic area for extended project work and plan an outline (to include learning objectives)
The ICT components you will focus on are
  • online simulations
  • how to use these in the context of EBL
5.2 - Starting the enquiry-based learning process
In this session you will learn about:
  • posing real and productive questions to get the most from enquiry-based learning
  • different ways to start off an enquiry-based learning lesson (e.g. brainstorm)
  • preparing for an enquiry-based learning session through a series of lessons and a ‘project day’ or ‘field trip’ for maths or science classes
  • 4 levels of enquiry involving different amounts of student independence:
    • demonstrated enquiry
    • structured enquiry
    • problem-solving enquiry
    • independent enquiry
To meet the learning intentions you will:
  • play a questioning game to practise using open and real questions
  • continue to plan a a ‘project day’ or ‘field trip’ taking into account the four main parts of an enquiry based learning lesson:
    • posing productive questions
    • finding resources/doing an experiment
    • interpreting information
    • reporting findings
  • do a PMI activity on the 4 levels of enquiry
  • watch a sequence of videos focusing on the nature of the questions used by the teacher
In this session you will continue to apply the ICT skills you have learnt so far for EBL, and to think about how they help you implement EBL in the classroom.
5.3 - Collecting and interpreting information: Part one
In this session you will learn about:
  • using short enquiry tasks to introduce the idea of enquiry based learning to your students
  • collecting and interpreting data in an enquiry-based lesson
  • the importance of recording the results of enquiries
  • collecting accurate and reliable data
  • preparing for an enquiry-based learning session through a series of lessons and a ‘project day’ or ‘field trip’ for maths or science classes
To meet the learning intentions you will:
  • review a short perimeter and area enquiry task on Geogebra
  • complete a simple data collection exercise on personal profiles
  • watch a video as a stimulus for discussion on encouraging students to record their findings during enquiries
  • watch a video sequence illustrating a procedural error and refine resources and data collection process to minimise such errors
The ICT components you will focus on are
  • GeoGebra, perimeter and area.

Also, as in the previous session, you will continue to apply the ICT skills you have learnt so far for EBL, and to think about how they help you implement EBL in the classroom.

5.4 - Collecting and interpreting information: Part two
In this session you will learn about:
  • making predictions during enquiries
  • dealing with unexpected outcomes
  • similarities between the scientific method and enquiry based learning
  • collecting accurate and reliable data
  • preparing for an enquiry-based learning session through a series of lessons and a ‘project day’ or ‘field trip’ for maths or science classes
To meet the learning intentions you will:
  • watch a video sequence as a stimulus for discussion on encouraging students to make predictions during enquiries
  • watch a video sequence of students recording data and discuss the level of guidance provided by the teacher
  • do an activity to correctly organise the steps in the scientific method
The ICT components you will focus on are
  • GeoGebra, perimeter and area.

Also, as in the previous session, you will continue to apply the ICT skills you have learnt so far for EBL, and to think about how they help you implement EBL in the classroom.

5.5 - Presenting findings of enquiries
In this session you will learn about:
  • what to look out for in presenting data and findings for an EBL lesson
  • how to present the results of an EBL activity
  • how EBL activities can be carried out more seamlessly in ‘everyday’ lessons
To meet the learning intentions you will:
  • watch three examples of student presentations and discuss stimulus questions as a whole group
  • present in groups the results of an enquiry using presentation rubric as guidance
  • reflect on what you have learned about EBL using an inventory based on the material covered in this unit
In this session you will continue to apply the ICT skills

you have learnt so far for EBL, and to think about how they help you implement EBL in the classroom.

6.1 - Programme review and action research
In this session you will learn about:
  • becoming reflective educators
  • teacher leadership
  • lesson study
  • action research

and do some preparation for

  • final portfolios
  • most significant change stories
To meet the learning intentions you will:
  • review the units of study in the OER4Schools programme with a partner, highlighting challenges and successes
  • get items for final portfolio ready for submission
  • do some think/pair/share activities to determine how reflective an educator you are
In this session, you will review the ICT components across the programme, and discuss those.
7.1 - List of concepts, methods and techniques for reference.
7.2 - A session template for making your own sessions
In this session you will learn about:
  • how to make your own session.
  • So start by replacing this text with the learning objectives for your own session.
To meet the learning intentions you will:
  • make your own session.
  • Again, replace this text by your own success criteria.
The ICT components you will focus on are
  • nothing in particular, but as you use the template, you can say here what ICTs will be used, and what participants learn.

Classroom based activities (with your students, after this session): ...

  • Say here what will do the following week, with your students in class.
7.3 - Video for OER4Schools
8.1 - A workshop for school leaders
8.2 - A workshop for OER4Schools programme facilitators
8.3 - OER4Schools Taster Session
8.4 - Mobile Learning Week 2014
The learning intention is for participants to get a good practical overview of the OER4Schools programme, and to evaluate whether the programme could be useful for their sessions. Success criteria are:
  • Participants are able to select one or more activities and sessions that are useful for them.
  • Participants are able to evaluate how the programme fits into their own education planning.
Participants have been asked to bring laptops and tablets where available, so that they are able to browse the resource during the session.
8.5 - eLearning Africa 2014
The learning intention is for participants to get a good practical overview of the OER4Schools programme, and to evaluate whether the programme could be useful for their sessions.


Success criteria are:
  • Participants are able to select one or more activities and sessions that are useful for them.
  • Participants are able to evaluate how the programme fits into their own education planning.
Participants have been asked to bring laptops and tablets (where available) so that they are able to browse the resource during the session.
8.6 - Faculty of Education Workshop May 2014
The learning intention is for participants to get a good practical overview of the OER4Schools programme, and to evaluate whether the programme could be useful for their sessions.


Success criteria are:
  • Participants are able to select one or more activities and sessions that are useful for them.
  • Participants are able to evaluate how the programme fits into their own education planning.
Participants have been asked to bring laptops and tablets (where available) so that they are able to browse the resource during the session.