choosing and managing resources. starter – the paper kettle work in your group to try and make a...
TRANSCRIPT
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Choosing and Managing Resources
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Starter – The Paper Kettle
• Work in your group to try and make a paper kettle form the instructions on the worksheet provided
• You have a maximum of ten minutes
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Session objectives
• You will think about the importance of human , media-based and physical resources
• You will analyse texts and other written resources for their suitability in achieving learning outcomes
• You will learn about matching resources to lesson objectives
• You will consider the financial costs of delivering secondary lessons
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A school’s resources
• Working in your group, make a list of the resources a typical science department might possesses
• Have you got items from the following categories on your list:– Buildings and grounds?– People?– Equipment and materials?– Text resources?
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The most important resource?
• Look again at your list of resources• In your group’s opinion:
– Which resource is the most important? Why?
• Do you agree with me that teachers are the most important?
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Human Resources: You!
• If YOU are the most important resource then it makes sense to look after yourself, particularly your voice
• Teachers have been described as ‘professional voice users’
• Effective use of your voice is probably the most important ‘teaching aid’ you possess – like a musical instrument, if you ‘play’ it well then your pupils will be an appreciative audience
• You will use your voice to instruct, inform, enthuse, motivate and control the pupils in their classes
• Certain voice qualities are fixed, but you can practice to alter your voice
• Clear communication is the key to effective teaching
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What happens next?……
• You have a good strong voice and you tend to shout a lot in your lessons …
• You have quite a high pitched voice which doesn’t project to the back of the classroom very well …
• You talk to the board and the teacher’s desk a lot of the time …
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So, look after your voice!
• Your voice is a tool needs to be kept in good condition
• Poor posture, tension and stress can have negative effects on your voice – so relax!
• Teachers who get painful throats can also relieve this with practical exercises
• Speak slowly , concisely create the moods with the tone of voice.
• Remember to let the silence work
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Human Resources: Other Teachers and Technicians• Working collaboratively is the key to success
here• Be prepared to listen carefully to advice from
teaching colleagues and act on it - you may have to be diplomatic here!
• Make sure that you adhere religiously to the technicians’ equipment ordering system
• Buy cake…
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Media-Based Resources:Terrific Text Books review
• In your group, use the following criteria to review and score the textbook you have been given.
• Score as follows:-1 = poor
0 = some concerns
1 = o.k.
2 = good
3 = excellent
1. Are the illustrations of good size, clarity, quality and use?2. Is the content accurate, accessible and well-structured3. Is the reading age appropriate? 4. Does the book encourage active reading?5. Would you as a teacher find the book useful?6. Will the book ‘wear well’?
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Media-Based Resources: Wicked worksheets
• In your group formulate 3 criteria by which you will analyse and judge the quality of any worksheet
• Use these criteria to analyse the worksheets that will be circulated
• Be prepared to briefly feedback to the whole class about which was the best worksheet in your opinion
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Main types of worksheet
• An instruction sheet e.g. how to carry out a particular activity or process
• An information sheet about a particular topic• An interactive sheet which requires pupils to
actively complete something on the worksheet itself (this covers a very wide variety of different types of activity, such as cloze; label the diagram; complete the table; rearrange the sequence etc.)
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Markerboards/Chalkboards
• Traditionally the chalkboard/blackboard and now increasingly the markerboard has been used in every situation in the classroom where visual material needed to be displayed to the class
• However, it is now generally acknowledged that the most effective way of using the board is for displaying material that develops through interaction in the lesson and cannot be planned beforehand
• Start the lesson with a clean board• Try to develop a neat printing style and don’t
stretch-up/bend down to reach that extra little bit of space
• The role of displaying pre-planned material is now usually undertaken by data projectors and IWBs
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Data projectors and IWBs
• These facilitate interactivity and not just passive reception of information (teacher and pupils can write on it, view and manipulate images and video, drag and drop, insert etc.
• Their size facilitates whole class/group working
• They are accessible for all ages and abilities• Information recorded on them can be saved
and used again
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The increasing importance of web-based resources
• The document on Learning Edge has some suggestions from us
• However, for homework email the hyperlinks of any good resource sites that you know to [email protected] and Tony will collate these and add them to this document
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PowerPoint is evil!
• Think about your frustration at seeing too many presentations where PowerPoint or other visual aids obscure rather than enhance the point and DON’T inflict this on your pupils!
• If you are going to use it then get help to make a good job of it e.g. http://www.nwlink.com/~donclark/hrd/templates/presentations.ppt
• But always remember - PowerPoint is evil! http://www.wired.com/wired/archive/11.09/ppt2.html
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Physical Resources:Your teaching laboratory
• In your group look at the handouts showing different types of layout
• Jot down some ideas about what your group thinks is the best layout
• Be prepared to feedback your answers to the rest of the class
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Choosing your resources – a planning sequence
1. What are your learning objectives and outcomes?2. What is the ability of the class? What are the
room facilities? What day/time is it?3. Which activities are suitable/possible (these
should match your objectives and outcomes)?4. What grouping arrangements will you use? (whole
class; groups; pairs; individual)5. What resources and how many do I need?
(posters; text books; worksheets; OHTs; computer-mediated)
6. Are these already prepared and available or do I need to prepare them?
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Equipment and materials:how much does it cost? (1)
• How much do you think is available per pupil per lesson for equipment and materials in a typical 11-16 high school? The tutor will record your prediction.
• Now work it out:– A typical 11-16 comprehensive has 650 pupils. The school year is
39 weeks.– Your department has:
• 5xYr7 classes with 2 lessons pw in your subject• 5xYr8 classes with 2 lessons pw in your subject• 5xYr9 classes with 3 lessons pw in your subject• 5xYr10 classes with 4 lessons pw in your subject• 5xYr11 classes with 4 lessons pw in your subject
– Your departmental capitation is £5500– First work out how much money is available for each lesson– Then if the average class size is 28 work out how much is
available per pupil per lesson
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How much does it cost? (2)
• Your department has £5500/39 = £141 pw• You have 10 year 7 lessons; 10 year 8
lessons; 15 year 9 lessons; 20 year 10 lessons and 20 year 11 lessons = 75 lessons per week
• You have £141/75 = £1.88 per lesson• You have £1.88/28 = 7p per pupil per lesson
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Plenary – What Would You Do?
• You have got Year 9 set 5 (bottom set) last lesson tomorrow (Friday) and haven’t prepared your lesson yet. It is 8.30 p.m. and you have had a hell of a week so far - you are tired and have a cold coming on
• What would you do?
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And finally, something for the weekend…
• Bernie swallowed a bottle of Tippex the other day by mistake
• He actually thought it was his bottle of Viagra
• He woke up the next morning with an enormous correction…