OER4Schools/LfL/Introduction - Revision history

Bjoern: /* Practical */

2013-11-11T21:09:52Z

Practical

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	Watch the video.		Watch the video.

	{{~~video\|src=kY2Ow7PuseI\|duration=4~~:~~18\|name=19~~ Eness 3 vertebrates 12~~\|title=Is a bat a bird?~~}}		{{:Video/Eness vertebrates 12.mp4}}


	{{activity\|whole group discussion}}		{{activity\|whole group discussion}}

Bjoern: Bjoern moved page OER4Schools/LfL to OER4Schools/LfL/Introduction

2012-10-09T10:24:37Z

Bjoern moved page OER4Schools/LfL to OER4Schools/LfL/Introduction

← Older revision

Revision as of 10:24, 9 October 2012

Bjoern at 12:38, 24 September 2012

2012-09-24T12:38:24Z

← Older revision		Revision as of 12:38, 24 September 2012
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	[[Image:CCElogo.jpg\|thumb\|link=CCE\|200px\|The Centre for Commonwealth Education]]		[[Image:CCElogo.jpg\|thumb\|link=CCE\|200px\|The Centre for Commonwealth Education]]
	__TOC__		__TOC__

	~~= Review of homework =~~

	= Leadership for Learning - Introduction =		= Leadership for Learning - Introduction =

	~~{{activity\|Reading}}~~

	~~{{background\|text=~~
	[[Image:LfL_photo.jpg\|thumb\|300px]][http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/leadership/index.html Leadership for Learning (LfL)] is a framework of ideas and principles originating in the international Carpe Vitam Leadership for Learning project co-ordinated at the University of Cambridge. The framework has been used for 10 years in different contexts, particularly as a programme for school leadership professional development.		[[Image:LfL_photo.jpg\|thumb\|300px]][http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/leadership/index.html Leadership for Learning (LfL)] is a framework of ideas and principles originating in the international Carpe Vitam Leadership for Learning project co-ordinated at the University of Cambridge. The framework has been used for 10 years in different contexts, particularly as a programme for school leadership professional development.

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	LfL is not something that can be implemented or done-to a school or imposed on a person. LfL provides a framework that creates an opportunity for change; for expanding leadership capacity in schools and improving the quality of learning.		LfL is not something that can be implemented or done-to a school or imposed on a person. LfL provides a framework that creates an opportunity for change; for expanding leadership capacity in schools and improving the quality of learning.
	}}

			This unit is presented in 7 sections or sessions. You can work through each at your own pace.

	= What is LfL? =		= What is LfL? =
	= Introduction to LfL: It's all around =		== Introduction to LfL: It's all around ==
	Leadership for learning is happening all around you.		Leadership for learning is happening all around you.

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	* Watch a teacher in action, and see if some or all of the 5 LfL principles can be identified.		* Watch a teacher in action, and see if some or all of the 5 LfL principles can be identified.

	= Practical: Seeing is believing =		== Practical: Seeing is believing ==
	== Practical ==		=== Practical ===
	[[Image:Critical_lense.jpg\|thumb\|150px\|FIgure 5A.]]Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.		[[Image:Critical_lense.jpg\|thumb\|150px\|FIgure 5A.]]Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.

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	}}		}}

	== Practical ==		=== Practical ===
	[[Image:LfL_lenses.png\|thumb\|300px\|Figure 5B]]Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:		[[Image:LfL_lenses.png\|thumb\|300px\|Figure 5B]]Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:

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	}}		}}

	== Practical ==		=== Practical ===

	[[Image:LfL_combined_lense.png\|thumb\|300px\|Figure 5C]]Thinking ahead, you are probably already wondering why we don’t simply put all the LfL lenses together, in one! This way we could see all the 5 LfL principles at once in classrooms and schools.		[[Image:LfL_combined_lense.png\|thumb\|300px\|Figure 5C]]Thinking ahead, you are probably already wondering why we don’t simply put all the LfL lenses together, in one! This way we could see all the 5 LfL principles at once in classrooms and schools.
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	}}		}}

	== Practical ==		=== Practical ===
	Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.		Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.

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	{{video\|src=kY2Ow7PuseI\|duration=4:18\|name=19 Eness 3 vertebrates 12\|title=Is a bat a bird?}}		{{video\|src=kY2Ow7PuseI\|duration=4:18\|name=19 Eness 3 vertebrates 12\|title=Is a bat a bird?}}

	~~{{ednote\|text=~~
	~~Need an educator note here with some explanantion.~~

	~~E.g. what are the elements of shared leadership?~~

	}}

	{{activity\|whole group discussion}}		{{activity\|whole group discussion}}
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	}}		}}

	= Reflecting and Sharing your Learning =		== Reflecting and Sharing your Learning ==
			Congratulations. You have successfully completed the first LfL session.

	You now understand that LfL is all about learning. It is about seeing the component parts that contribute to creating learning and leadership opportunities in classrooms, schools and communities.		You now understand that LfL is all about learning. It is about seeing the component parts that contribute to creating learning and leadership opportunities in classrooms, schools and communities.
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	Practice using the LfL lenses when you are back in your own schools, or even when you are watching others in the act of teaching and learning.		Practice using the LfL lenses when you are back in your own schools, or even when you are watching others in the act of teaching and learning.

	~~= HOMEWORK =~~		'''Acknowledgement'''
	~~peer obs based on afl~~


	= Acknowledgement =

	This page was authored by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.		This page was authored by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.

Bjoern at 12:36, 24 September 2012

2012-09-24T12:36:09Z

← Older revision		Revision as of 12:36, 24 September 2012
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	[[Image:CCElogo.jpg\|thumb\|link=CCE\|200px\|The Centre for Commonwealth Education]]		[[Image:CCElogo.jpg\|thumb\|link=CCE\|200px\|The Centre for Commonwealth Education]]
	__TOC__		__TOC__

			= Review of homework =

	= Leadership for Learning - Introduction =		= Leadership for Learning - Introduction =

			{{activity\|Reading}}

			{{background\|text=
	[[Image:LfL_photo.jpg\|thumb\|300px]][http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/leadership/index.html Leadership for Learning (LfL)] is a framework of ideas and principles originating in the international Carpe Vitam Leadership for Learning project co-ordinated at the University of Cambridge. The framework has been used for 10 years in different contexts, particularly as a programme for school leadership professional development.		[[Image:LfL_photo.jpg\|thumb\|300px]][http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/leadership/index.html Leadership for Learning (LfL)] is a framework of ideas and principles originating in the international Carpe Vitam Leadership for Learning project co-ordinated at the University of Cambridge. The framework has been used for 10 years in different contexts, particularly as a programme for school leadership professional development.

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	LfL is not something that can be implemented or done-to a school or imposed on a person. LfL provides a framework that creates an opportunity for change; for expanding leadership capacity in schools and improving the quality of learning.		LfL is not something that can be implemented or done-to a school or imposed on a person. LfL provides a framework that creates an opportunity for change; for expanding leadership capacity in schools and improving the quality of learning.
			}}

	~~This unit is presented in 7 sections or sessions. You can work through each at your own pace.~~

	= What is LfL? =		= What is LfL? =
	== Introduction to LfL: It's all around ==		= Introduction to LfL: It's all around =
	Leadership for learning is happening all around you.		Leadership for learning is happening all around you.

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	* Watch a teacher in action, and see if some or all of the 5 LfL principles can be identified.		* Watch a teacher in action, and see if some or all of the 5 LfL principles can be identified.

	== Practical: Seeing is believing ==		= Practical: Seeing is believing =
	=== Practical ===		== Practical ==
	[[Image:Critical_lense.jpg\|thumb\|150px\|FIgure 5A.]]Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.		[[Image:Critical_lense.jpg\|thumb\|150px\|FIgure 5A.]]Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.

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	}}		}}

	=== Practical ===		== Practical ==
	[[Image:LfL_lenses.png\|thumb\|300px\|Figure 5B]]Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:		[[Image:LfL_lenses.png\|thumb\|300px\|Figure 5B]]Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:

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	}}		}}

	=== Practical ===		== Practical ==

	[[Image:LfL_combined_lense.png\|thumb\|300px\|Figure 5C]]Thinking ahead, you are probably already wondering why we don’t simply put all the LfL lenses together, in one! This way we could see all the 5 LfL principles at once in classrooms and schools.		[[Image:LfL_combined_lense.png\|thumb\|300px\|Figure 5C]]Thinking ahead, you are probably already wondering why we don’t simply put all the LfL lenses together, in one! This way we could see all the 5 LfL principles at once in classrooms and schools.
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	}}		}}

	=== Practical ===		== Practical ==
	Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.		Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.

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	{{video\|src=kY2Ow7PuseI\|duration=4:18\|name=19 Eness 3 vertebrates 12\|title=Is a bat a bird?}}		{{video\|src=kY2Ow7PuseI\|duration=4:18\|name=19 Eness 3 vertebrates 12\|title=Is a bat a bird?}}

			{{ednote\|text=
			Need an educator note here with some explanantion.

			E.g. what are the elements of shared leadership?

			}}

	{{activity\|whole group discussion}}		{{activity\|whole group discussion}}
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	}}		}}

	== Reflecting and Sharing your Learning ==		= Reflecting and Sharing your Learning =
	~~Congratulations. You have successfully completed the first LfL session.~~

	You now understand that LfL is all about learning. It is about seeing the component parts that contribute to creating learning and leadership opportunities in classrooms, schools and communities.		You now understand that LfL is all about learning. It is about seeing the component parts that contribute to creating learning and leadership opportunities in classrooms, schools and communities.
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	Practice using the LfL lenses when you are back in your own schools, or even when you are watching others in the act of teaching and learning.		Practice using the LfL lenses when you are back in your own schools, or even when you are watching others in the act of teaching and learning.

	~~'''~~Acknowledgement~~'''~~		= HOMEWORK =
			peer obs based on afl


			= Acknowledgement =

	This page was authored by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.		This page was authored by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.

SimonKnight at 08:07, 24 July 2012

2012-07-24T08:07:56Z

← Older revision		Revision as of 08:07, 24 July 2012
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	{{ednote\|text=		{{ednote\|text=
	Pedagogy: ~~Observe~~ and ~~Reflect~~ (~~Small Group~~)		Pedagogy: ‘Table mats’ to record observation and reflection (2s or 3s)

	Invite participants to work in ~~pairs~~ or ~~small groups~~. Each group ~~agrees~~ which ~~LfL lens~~ they ~~will adopt as their critical lens for watching the video. Suggest each pair/group~~ draw a ~~round circle representing their chosen LfL lens viewing~~ the ~~lesson – writing this in the middle~~ of the ~~circle/lens. Suggest each pair/~~group ~~write down/brainstorm ideas on, in, and around this circle as they watch~~. ~~Emphasize that there are no wrong answers, and groups should try their best~~ to ~~focus their attention using their chosen LfL lens~~.		Invite participants to work in 2s or 3s, and prepare a ‘table mat’ for recording. Each group has a large piece of paper, in the middle of which they draw a quadrant (if pairs) or a triangle (if 3s) big enough to record the outcomes of the group discussion. Divide the outside area of the paper into half or third (to match the group size).

	~~Sample responses: Participants~~ will ~~produce a circle/chart~~ that ~~has notes~~ and ~~ideas related~~ to the LfL principle.		Agree which LfL principle each group will adopt as their critical lens for watching the video.

			As they watch the video, participants make notes in their outside area of the table mat.

			After watching, participants share their observations and reflections, and together agree the salient points of the lesson from the perspective of their chosen LfL principle to record in the central area of the table mat.

			Emphasise that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens.

			'''Extension:''' The table mats could be collected and displayed for whole group, firstly comparing any that focused on the same LfL principle, then comparing those that used differing lenses. Exploration of the similarities and differences is likely to reinforce the understanding that using a single lens brings specific aspects of a lesson into sharper focus, and that the five principles are interrelated and overlap.

	Extension: If the note taking/circle chart is made on a paper and can be collected, these can be used to demonstrate overlap across the LfL principles using a Venn diagram schematic that the instructor/course leader can prepare. This concept could also be explored directly with the group by way of the instructor drawing the 5 overlapping circles (LfL principles) as a visual on a blackboard/whiteboard – indicating unique and shared observations across all 5 LfL principles.
	}}		}}

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	Congratulations. You have successfully completed the first LfL session.		Congratulations. You have successfully completed the first LfL session.

	You now understand that LfL is all about learning. ~~But also it~~ is about seeing the component parts that contribute to creating learning opportunities in schools and ~~classrooms~~.		You now understand that LfL is all about learning. It is about seeing the component parts that contribute to creating learning and leadership opportunities in classrooms, schools and communities.

	By seeing things differently, through the 5 LfL lenses (or all at once with a combined lens when you are ready to give it try) we are better able to understand what it is we do as practitioners in support of the activity of learning.		By seeing things differently, through the 5 LfL lenses (or all at once with a combined lens when you are ready to give it try) we are better able to understand what it is we do as practitioners in support of the activity of learning.

	It is ~~only~~ through insights ~~and knowledge~~ of the ~~contributing factors to~~ learning that we are able to reflect upon and share our experiences and understandings with our colleagues.		It is through knowledge and insights of the leadership for learning principles that we are able to reflect upon and share our experiences and understandings with our colleagues.

	Practice using the LfL lenses when you are in your own schools, or even when you are watching others in the act of teaching and learning.		Practice using the LfL lenses when you are back in your own schools, or even when you are watching others in the act of teaching and learning.

	'''Acknowledgement'''		'''Acknowledgement'''

	This page was authored by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.		This page was authored by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.

SimonKnight at 08:03, 24 July 2012

2012-07-24T08:03:01Z

← Older revision		Revision as of 08:03, 24 July 2012
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	Prioritisation should be achieved through dialogue to reach consensus.		Prioritisation should be achieved through dialogue to reach consensus.
	Once the snowball has brought together everyone considering each of the aspects (benefits / drawbacks), only three items should be prioritised.		Once the snowball has brought together everyone considering each of the aspects (benefits / drawbacks), only three items should be prioritised.

	DEBATE:		DEBATE:

	Each half-group considers their agreed top three items and draws together the arguments for each point in preparation for the debate.		Each half-group considers their agreed top three items and draws together the arguments for each point in preparation for the debate.
	Moderate a turn-by-turn debate about the benefits and drawbacks of observing/reviewing classrooms and schools through a single, combined lens.		Moderate a turn-by-turn debate about the benefits and drawbacks of observing/reviewing classrooms and schools through a single, combined lens.

SimonKnight at 08:01, 24 July 2012

2012-07-24T08:01:22Z

← Older revision		Revision as of 08:01, 24 July 2012
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	== Practical: Seeing is believing ==		== Practical: Seeing is believing ==
	=== Practical ===		=== Practical ===
	[[Image:Critical_lense.jpg\|thumb\|150px\|FIgure 5A.]]Let’s start by ~~consider~~ a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.		[[Image:Critical_lense.jpg\|thumb\|150px\|FIgure 5A.]]Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.

	We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? Figure 5A depicts a familiar image of spectacles or glasses that we can use to depict or stand in as a metaphor for what we mean by an LfL Lens.		We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? Figure 5A depicts a familiar image of spectacles or glasses that we can use to depict or stand in as a metaphor for what we mean by an LfL Lens.
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	{{ednote\|text=		{{ednote\|text=
	Pedagogy: ~~Whole group brainstorm –~~ Think, Pair, Share		Pedagogy: Think, Pair, Share

	THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 -3 responses/contributions. Participants make a ~~mental~~ note of each (or preferably, written down to support recall and reference).		THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 -3 responses/contributions. Participants make a note of each (mentally, or preferably, written down to support recall and reference).

	PAIR: In pairs, participants discuss and compare ideas.		PAIR: In pairs, participants discuss and compare ideas.
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	{{ednote\|text=		{{ednote\|text=
	Pedagogy: '''Jigsaw~~'''~~ (~~parallel~~ small group~~/pair work – coming together to share ‘expert’~~ knowledge ~~as a whole group)~~		'''Pedagogy:''' Jigsaw (or small group plenary) - creating and sharing 'expert' knowledge.

	Extending the lens metaphor from the previous exercise, create ~~an opportunity for pairs/~~groups ~~(ideally 5) to~~ each ~~choose a different~~ LfL principle to discuss ~~‘what~~ are the kinds of things you might see…”. ~~Bring the~~ groups ~~together and share outcomes~~ of each ~~discussion, respectively~~. Identify natural overlaps and links across the 5 LfL principles and re-direct new questions back to the group for elaboration. This is a purely exploratory exercise, with no incorrect answers.		Extending the lens metaphor from the previous exercise, create five groups each focusing on one LfL principle to discuss “what are the kinds of things you might see…”. ''Either'' jigsaw, creating new groups with 'expert' envoys from each of five LfL principle groups, ''Or'' representatives from each group share with everyone in plenary. Identify natural overlaps and links across the 5 LfL principles and re-direct new questions back to the group for elaboration. This is a purely exploratory exercise, with no incorrect answers.
	}}		}}

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	{{ednote\|text=		{{ednote\|text=
	Pedagogy: Debate preceded by ~~Think, Pair, Share~~.		Pedagogy: Debate preceded by snowballing and prioritisation.

	Firstly, ~~divide group equally and request a representative from~~ one of the ~~two groups who decides whether they would prefer to explore~~ and ~~discuss either~~ the ~~‘benefits’ or~~ the ‘drawbacks’ ~~as introduced for this practical~~.		SNOWBALL AND PRIORITISATION:
			Firstly create two groups, one considering the ‘benefits’ and the other the ‘drawbacks’ of looking at practice through a single combined lens.

	~~Each~~ group ~~now undertakes~~ the ~~think~~, ~~pair~~, ~~share process~~.		In each group the process proceeds in stages: people first work independently, then in pairs, then two pairs join to create a four, then two fours join to create an eight and so on, until each of the two groups has ‘snowballed’ together.

	~~THINK~~: ~~Suggest each person works independently for 1 minute~~ and ~~identifies/thinks of 1 -3 responses/contributions~~. ~~Participants make a mental note~~ of ~~each~~ (~~or preferably~~, ~~written down to support recall and reference)~~.		At each stage, the task is: (a) to think about the benefits or drawbacks (depending which half of the whole group) of looking at practice through a single combined lens, and (b) to prioritise them into the top five items.
			Prioritisation should be achieved through dialogue to reach consensus.
			Once the snowball has brought together everyone considering each of the aspects (benefits / drawbacks), only three items should be prioritised.
			DEBATE:

	~~PAIR: In pairs, participants discuss and compare ideas.~~		Each half-group considers their agreed top three items and draws together the arguments for each point in preparation for the debate.
			Moderate a turn-by-turn debate about the benefits and drawbacks of observing/reviewing classrooms and schools through a single, combined lens.
	~~SHARE:~~ Each half ~~of the~~ group ~~comes~~ together (the ~~‘benefits’ group and the ‘drawbacks’ group), with~~ each ~~pair contributing one or two ideas from their discussion with their respective group.~~

	~~DEBATE: Gain the attention of the two groups by requesting that each identify the top 3 benefits or drawbacks, respectively, that they will share with the whole group~~ in ~~an effort to make a case~~ for ~~their side/position. Give~~ the ~~groups adequate time to agree their top 3 items~~. Moderate a turn-by-turn-debate about the benefits and drawbacks of observing/reviewing classrooms and schools through a single, combined lens.

	Sample responses: Participants will ~~begin to~~ understand that there are benefits of focussing on one thing (one LfL principle) at a time: ~~‘You can identify how often or effective a person is at attending to each~~ of the 5 LfL ~~principles”~~. Participants will also ~~begin to recognize~~ that people, classrooms, and schools are complex, and that the LfL principles don’t naturally occur in isolation of the others. A global view is also an essential component of observing the effects ~~and effectiveness~~ of ~~pedagogical tools/procedures~~ in action.		'''Sample responses:''' Participants will understand that there are benefits of focussing on one thing (one LfL principle) at a time: “Focusing on one of the 5 LfL principles really helps to identify the specifics of practice”. Participants will also acknowledge that people, classrooms, and schools are complex, and begin to recognise that that the LfL principles don’t naturally occur in isolation of the others. A global view is also an essential component of observing the effects of practices in action.
	}}		}}

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	For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video.		For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video.

	OK, watch the video now, ~~with~~ your chosen LfL spectacles on!		OK, watch the video now, wearing your chosen LfL spectacles!

	Watch the video.		Watch the video.

SimonKnight: changes to 5.1 July revision

2012-07-24T07:46:55Z

changes to 5.1 July revision

SimonKnight: para 1 revision July

2012-07-24T07:41:45Z

para 1 revision July

← Older revision		Revision as of 07:41, 24 July 2012
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	= Leadership for Learning - Introduction =		= Leadership for Learning - Introduction =

	[[Image:LfL_photo.jpg\|thumb\|300px]][http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/leadership/index.html Leadership for Learning (LfL) is a ~~programme~~ of ~~school leadership/headship developed~~ at the University of Cambridge~~] over a period of~~ 10 years, ~~originating from the international Carpe Vitam Leadership~~ for ~~Learning project~~.		[[Image:LfL_photo.jpg\|thumb\|300px]][http://www.educ.cam.ac.uk/centres/cce/initiatives/projects/leadership/index.html Leadership for Learning (LfL)] is a framework of ideas and principles originating in the international Carpe Vitam Leadership for Learning project co-ordinated at the University of Cambridge. The framework has been used for 10 years in different contexts, particularly as a programme for school leadership professional development.

	Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.		Leadership for Learning is a way of thinking, doing, communicating, working, and reflecting about educational leadership in schools for the singular purpose of promoting the activity of learning.

Sara hennessy: /* Reflecting and Sharing your Learning */

2012-07-08T14:02:44Z

Reflecting and Sharing your Learning

← Older revision		Revision as of 14:02, 8 July 2012
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	Practice using the LfL lenses when you are in your own schools, or even when you are watching others in the act of teaching and learning.		Practice using the LfL lenses when you are in your own schools, or even when you are watching others in the act of teaching and learning.

			'''Acknowledgement'''

			This page was authored by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.

← Older revision		Revision as of 07:46, 24 July 2012
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	This unit adopts the principles of LfL within its curriculum and pedagogy: creating the conditions for learning at a pace, time, and level of interaction of your own choosing.		This unit adopts the principles of LfL within its curriculum and pedagogy: creating the conditions for learning at a pace, time, and level of interaction of your own choosing.

	You will have opportunities for discussing/sharing ideas about your learning and the learning experience.		You will have opportunities for discussing and sharing ideas about your learning and the learning experience.

	LfL is not something that can be implemented or done-to a school or imposed on a person. LfL provides a framework that creates an opportunity for change; for expanding leadership capacity in schools and improving the quality of learning.		LfL is not something that can be implemented or done-to a school or imposed on a person. LfL provides a framework that creates an opportunity for change; for expanding leadership capacity in schools and improving the quality of learning.

	~~LfL is operates in an ‘assessment-free’ setting where both the unit itself and you, the learner, will share the successes.~~

	This unit is presented in 7 sections or sessions. You can work through each at your own pace.		This unit is presented in 7 sections or sessions. You can work through each at your own pace.
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	Leadership for learning is happening all around you.		Leadership for learning is happening all around you.

	If you know what to look for you will see elements of LfL in schools ~~and classrooms~~ in your own community, and even in the ~~university where~~ you might be doing this unit!		If you know what to look for you will see elements of LfL in classrooms and schools, in your own community, and even in the setting in which you might be doing this unit!

	~~The first question you might have could very well~~ be ~~something like~~, “''If Leadership for Learning is all around me already, why am I doing this unit?”'' ~~Well…the~~ short answer is that even though the LfL principles are common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects.		You may be wondering, ''“If Leadership for Learning is all around me already, why am I doing this unit?”'' Well … the short answer is that even though the LfL principles are common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects.

	The aims of this session are to:		The aims of this session (5.1) are to:
	* Explore a metaphor for describing how we can start to ‘see’ Leadership for Learning in classrooms and schools		* Explore a metaphor for describing how we can start to ‘see’ Leadership for Learning in classrooms and schools
	* Identify and explore the 5 LfL principles		* Identify and explore the 5 LfL principles
	* Watch a teacher in action, and ~~identify~~ if some or all of the 5 LfL principles can be ~~seen/are present~~.		* Watch a teacher in action, and see if some or all of the 5 LfL principles can be identified.

	== Practical: Seeing is believing ==		== Practical: Seeing is believing ==