University of Cambridge OER4Schools

This is the professional learning resource of the OER4Schools project at the Centre for Commonwealth Education. For more information about this project, visit the OER4Schools project page. To learn more about the aims and content of the resource, see Overview. If you are planning to use this resource, then do contact us to see whether we can collaborate in some way. The resource was collaboratively authored, primarily by Sara Hennessy, Bjoern Hassler, Nitu Duggal, Wei Shin Leong, and Janet Blair of the University of Cambridge Faculty of Education, and Abel Makonga and Agness Tembo of Chalimbana Basic School (Chalimbana, Zambia)
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All resources in University of Cambridge OER4Schools

Mixed Pace Group Work with and without ICT

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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 Success criteria. 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.

Material Type: Unit of Study

Authors: Abel Makonga, Agness Tembo, Bjoern Hassler, Janet Blair, Nitu Duggal, Sara Hennessy, Wei Shin Leong

Introduction to Interactive Teaching with ICT

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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. Success criteria. 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.

Material Type: Unit of Study

Authors: Abel Makonga, Agness Tembo, Bjoern Hassler, Janet Blair, Nitu Duggal, Sara Hennessy, Wei Shin Leong

Assessment for Learning and Lesson Pacing

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The unit introduces how to find out what your pupils have learnt, and where they need more help, allowing you to use lesson time effectively whilst making sure that your pupils are making continued progress. In detail the unit covers; - using an assessment inventory as a self-assessment measure, - sharing learning objectives and success criteria, - summative feedback, - formative feedback, and - peer assessment.

Material Type: Unit of Study

Authors: Abel Makonga, Agness Tembo, Bjoern Hassler, Janet Blair, Nitu Duggal, Sara Hennessy, Wei Shin Leong

Group Work

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This unit introduces group work, how to agree on ground rules, and what sort of resources support group work (such as “talking points” and digital resources). In detail, the unit covers - exploratory talk, - same task group work, - different tasks group work, - group composition and formation, - ground rules for group work, - carousel of activities for group work, - mixed pace group work and differentiation, and - talking points activity for promoting group interaction.

Material Type: Unit of Study

Authors: Abel Makonga, Agness Tembo, Bjoern Hassler, Janet Blair, Nitu Duggal, Sara Hennessy, Wei Shin Leong

Enquiry-based Learning and Project Work

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The unit introduces how to work in an “enquiry-based” way, for instance learning through project work and in-depth, open-ended investigations. We explore a way of teaching and learning that encourages students to take the initiative to pose questions and explore their curiosity about the world around them, through a process of enquiry.

Material Type: Unit of Study

Authors: Abel Makonga, Agness Tembo, Bjoern Hassler, Janet Blair, Nitu Duggal, Sara Hennessy, Wei Shin Leong

Designing Interactive Lesson Plans

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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. Success criteria. 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.

Material Type: Unit of Study

Authors: Abel Makonga, Agness Tembo, Bjoern Hassler, Janet Blair, Nitu Duggal, Sara Hennessy, Wei Shin Leong

Whole Class Dialogue and Effective Questioning

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The unit’s focus is whole class dialogue and effective questioning. It covers creating a supportive environment for dialogue, introducing cumulative talk – creating a story together, promoting and managing whole class discussion, types and examples of effective questions to ask in class, and how to engage students in activity at the blackboard. At the end of this unit we consider how to communicate with other teachers at the school, with parents, head teachers, as well as officials who might seek to assess your new teaching practices. It also includes some material to support school leaders in providing a conducive learning environment for their staff.

Material Type: Unit of Study

Authors: Abel Makonga, Agness Tembo, Bjoern Hassler, Janet Blair, Nitu Duggal, Sara Hennessy, Wei Shin Leong

When to Use Group Work and How to Manage It

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In this session you will learn about: when and why to use group work in the classroom and 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 Success criteria. 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

Material Type: Unit of Study

Authors: Abel Makonga, Agness Tembo, Bjoern Hassler, Janet Blair, Nitu Duggal, Sara Hennessy, Wei Shin Leong

Concept Mapping

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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. Success criteria. 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

Material Type: Unit of Study

Authors: Abel Makonga, Agness Tembo, Bjoern Hassler, Janet Blair, Nitu Duggal, Sara Hennessy, Wei Shin Leong

Activity Planning and Reflection

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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. Success criteria. 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.

Material Type: Unit of Study

Authors: Abel Makonga, Agness Tembo, Bjoern Hassler, Janet Blair, Nitu Duggal, Sara Hennessy, Wei Shin Leong

Peer & Self Assessment

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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 Success criteria. 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

Material Type: Unit of Study

Authors: Abel Makonga, Agness Tembo, Bjoern Hassler, Janet Blair, Nitu Duggal, Sara Hennessy, Wei Shin Leong