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| Watch the video. | | Watch the video. |
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| 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. | | 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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| Pedagogy: Debate preceded by Think, Pair, Share.
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| 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.
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| Each group now undertakes the think, pair, share process.
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| 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).
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| PAIR: In pairs, participants discuss and compare ideas.
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| 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.
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| 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.
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| 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.
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