OLPC Oceania/Training/Lesson Plans/Notes and ideas for teacher training

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Training tips and ideas from trials

This page is updated by the deployment teams

Ideas from Nauru trials, August 2008

Training took place from Tuesday 5th – Thursday 7th August, in the afternoons when their school duties had finished. The OLPC Oceania training guides from the Wikieducator were used, with the following schedule:

Day 1

Day 2

Day 3

Linkage with Wikieducator training

Lessons learned from the teacher training

Activity 1: Starting to think about using the XO for teaching and learning

The teachers were divided into groups and asked the following:

Following the group feedbacks, the various hopes and fears were discussed.

This was a very useful way of starting the training and placing it in the right context – the XO as a tool for teaching and learning. On the whole the responses were very positive, with some constructive criticism and highlighting of some common fears.

Full responses from each group are given in the report on the OLPC Nauru page.

Activity 2: How can the Write activity be used in teaching?

To introduce this activity, an idea borrowed from the OLPC Niue deployment was used. This went as follows:

This exercise was very useful and interesting for all, and a good deal of fun. Feedback:

Trainees were then asked to divide in groups and give feedback on “How can the Write activity be used for teaching in class?”. They then noted that Speak and Chat are related activities that help with learning English.

Responses from each group are given in the report.

As result of the debate following this group work, one trainee had suggested a CLOZE activity. This is when a short piece of text has missing words, which are given in a list for students to select. The trainee teacher subsequently wrote a CLOZE activity using Write and it was copied to the server, and the whole group then simulated the lesson by accessing the resource and completing the CLOZE activity. Feedback:

Activity 3: Investigating tools and measuring activities on the XO

In this activity, a set of simple activities involving measuring and calculating were listed on the board and trainees were asked to to first try them all out, then work in groups to suggest how they might be used in class.

This was a useful exercise as it enabled them to consider a set of tools that can be used in various ways in class to measure and calculate things. The responses are given in the annex, and illustrate that the teachers have a good appreciation of the potential for using the laptops in these ways.

It was noted by the trainees, that using the laptops in these simple measuring activities will

Ideas from Niue trials, July-Aug 2008

The memory game has a really easy Create new game ability. The teachers here started creating games in Niuan, eg numbers 1-10 with the match being the Nuian word for each number. Then you can use pictures from the record activity as well, so they made a memory game with each teachers picture and their name. This is really easy and you can quickly create activities in the vernacular. Try it. It is great and you can make a new game in 5 mins.

We talked about using Write in the class room. One English Lit teacher has a standard word document with a number of deliberate spelling and grammar errors. Usually she photo copies this and hands it out to the students to correct. We discussed how she could have the documents stored on the journal, open it, ask the whole class to join the write activity and then she would ask individual students to make changes. The whole class sees the correction and then the teacher can ask to discuss if it is right or not. Great collaborate learning.

One teacher is quite keen on Music, so she is composing a music piece for the leaders meeting using TamTam.

The jigsaw puzzle - great as it is, but you can make a new puzzle with your photo from Record, or use paint to make a drawing and then turn it into a puzzle.

Ideas from Solomons trials, July 2008

More focus on was given on classroom integration throughout teacher training. This was aided by the fact that all three facilitators had teaching experience. The teachers were asked for their ideas on how they could use the laptops in the classroom right from the start. Before even using the laptops, a discussion was held on this topic, and was returned to at frequent intervals throughout the training, as the teachers gained experience of the laptops.

It was also emphasized from the start that “this is a learning project not a laptop project”.

Some improvements included:

Regarding Student training:* It worked well with all the teachers to help with the student training. A similar approach was used, with demonstrations from the front, followed by repeating the demonstrations in groups. However, much more time was allowed for the students to try things out themselves. They are not as able to follow instructions as well as the teachers. However, they learn better “by doing” and “by trying”. They also learn very well by discovery – and loudly so!!!!

  1. The school server as turned off (so that simple mesh connections would be formed)
  2. Everyone was told to reboot their laptops and listen to the trainer
  3. All computers checked that they have started up with simple mesh (takes a few minutes, go round and check all have a good neighbourhood screen)
  4. The teachers made sure kids wait and listen first and didn't start any activities
  5. The trainer started Record on a demo XO and took a photo to show the class.
  6. The trainer I changed “Private” to “My Neighbourhood”, so sharing the Record activity
  7. Students were then asked to look at their neighbourhood screen and say what is there – some of them will discover the record icon – and are asked to try clicking it
  8. The trainer secretly takes a funny face photo of him/herself
  9. A few students around the class will have a fun moment and yell out in pleasure as they see the picture pop up on their screens.
  10. Once this concept is so “seeded”, the class divides into groups each with a teacher, and are allowed to go off to another classroom or location under a tree outside, and to try sharing chat, record and memorise for themselves.
  11. A trainer can then remain in the classroom and start up some other activities and share them. For instance, start and share Write, and type in an interesting or funny question. As students locate the icon they are drawn into responding.

Ideas from Australian trials, November 2008

Create a book