Anonymous

OER4Schools/Leadership for Learning: Difference between revisions

From OER in Education

OER4Schools/Leadership for Learning (view source)

Revision as of 15:20, 3 December 2013

1,886 bytes removed ,  11 years ago
m
no edit summary
m (Various edits.)
mNo edit summary
 
(63 intermediate revisions by 4 users not shown)
Line 1: Line 1:
{{OER4S
{{OER4S
|title={{Get session title}}
|title=Leadership for Learning
|session=6.1
|session=1.6
}}[[Category:CCE]][[Category:Leadership]]__TOC__
}}[[Category:CCE]][[Category:Leadership]]__TOC__
{{OER4SchoolsWSInfo
{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}} Leadership for Learning and the five principles:
|intention={{ OER4SchoolsWSInfo/intention intro}}
Focus on learning,
* the lens metaphor for exploring the 5 LfL principles,
Conditions for learning,
*# Focus on learning
Learning Dialogue,
*# Conditions for learning
Shared Leadership,
*# Learning Dialogue
Shared Accountability
*# Shared Leadership
*# Shared Accountability
* leadership practices that support learning and which can be organized within the 5 LfL principles, and
* LfL in the classroom.
   
   
|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
 
* use the lens metaphor to identify LfL in the classroom and record your observations and reflections on a table mat,
* identify the LfL practices employed in the OER4schools programme,
* develop a personal and professional understanding of leadership practices that support learning and which can be organized within the 5 LfL principles, and
* watch a video of teachers in action to see if some or all of the 5 LfL principles can be identified.
|ict={{ OER4SchoolsWSInfo/ICT intro}}
|ict={{ OER4SchoolsWSInfo/ICT intro}}
 
* consolidate your skills with concept mapping, geogebra, images, and typing.
{{ OER4SchoolsWSInfo/ICT intro students}} 
* you will continue with Geogebra, images, and typing.
|resources=You'll need large pieces of paper (one per group of two or three) to use as table mats for recording observations.
}}
}}




= {{name for review of follow up|offset=2}} =
= {{name for review of follow up|offset=1}} =
 
{{review of follow up|offset=2}}
 
= Leadership for Learning – Introduction =
 
{{activity|Reading|5 }}  Read the following text.
 
{{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.
 
'''''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.'''''
 
 
Five principles of Leadership for Learning are as follows:


# Focus on learning
{{review of follow up|offset=1}}
# Conditions for learning
# Learning Dialogue
# Shared Leadership
# Shared Accountability


In this unit you will explore the five LfL principles in practice '''''with a view to contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.
= Leadership for 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.'''''<br>


LfL is not something that can be implemented, ‘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. The OER4schools programme adopts an approach similar to the one in LfL in how it defines '''''professional learning'''''. You will have an opportunity in this unit to reflect further on the application of LfL in every aspect of your own professional learning. }}
In a previous session you identified the leaders and learners in your school and considered your own potential as a leader. We will now examine each of the five LfL principles more closely.


{{activity|Small group activity|10 }}:  Form a different small group of three to four teachers and discuss these questions:
Here are the five principles of Leadership for Learning:


* What is your initial impression of the terms ‘leadership’ and ‘learning’?
{{: OER4Schools/LfL/5_principles }}
* Who are the leaders and learners in your school?
* Who are the leaders in your school who are responsible for learning within the school?
* Can you be a leader who promotes learning in your school? Why?


{{ednote|text=
In this session and throughout the programme you will reflect further on the five principles of LfL '''''with a view to contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.
Make sure that the participants think about this broadly. For instance, “Who are the leaders and learners in your school?” should include the head teacher, both as a leader and a learner. There may also be others (such as cleaners) who may not seem to play an important teaching or administrative role in the school but there is certainly plenty we could learn from them. (e.g. their stories of the school, their observations, and of course, how they have kept the school clean and tidy in an efficient manner to create a conducive environment of learning for all) }}


= What is LfL? Introduction to LfL: It's all around  =
'''''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 classrooms and schools, in your own community, and even in the setting in which you might be working through 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 working through this unit!


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 describe 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 describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects.
 
=Objectives=
 
The objectives of this session are to:
 
* Identify and explore the 5 LfL principles
* Develop a personal and professional understanding of leadership practices that support learning and which can be organized within the 5 LfL principles
* Watch teachers in action, and see if some or all of the 5 LfL principles can be identified.


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


[[Image:Critical_lense.jpg|150px|A critical lense]]
[[Image:Critical_lense.jpg|150px|A critical lense]]
Line 78: Line 57:
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? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying 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? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying what we mean by an LfL Lens.  


{{activity|stimulus|10 }} What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?
{{activity|tpr| your ideas on what an LfL lens means.|10}}   What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?




{{ednote|text=
{{ednote|text=
Pedagogy: Think, Pair, Share


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).  
'''Pedagogy:'''  {{activitytag|tpr}}
 
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.  
Line 93: Line 73:
}}
}}


= Practical: The five lenses =
= LfL: The five lenses =


[[Image:LfL_lenses.png|300px|The five lenses]]
[[Image:LfL_lenses.png|300px|The five lenses]]
Line 109: Line 89:
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?


{{activity|Small group activity|25 }}   
{{activity|Small group activity| on what to look out for in the classroom as evidence of LfL.|25 }}   


Your facilitator will explain to you how to go about this group activity. Before that, you may like to take some time to refer to the background reading to help you understand all the 5 LfL principles.
Your facilitator will explain to you how to go about this group activity. Before that, you may like to take some time to refer to the background reading to help you understand all the 5 LfL principles.
Line 121: Line 101:


# Ensure that the participants are in five different groups.
# Ensure that the participants are in five different groups.
# Assign each group to one particular lens to discuss what are the kind of things they may look out in the classrooms using that one particular lens. This should take at least 10 minutes.
# Assign each group to one particular lens to discuss what are the kind of things they may look out for in the classrooms using that one particular lens. This should take at least 10 minutes.
# One member from each group will share with everyone in a plenary format. (ie. each person to take turn to share what they have discussed in the group)
# One member from each group will share with everyone in a plenary format. (ie. each person to take a turn to share what they have discussed in the group)
# The rest of the participants can ask questions for clarification or raise comments on the overlaps and links across the 5 LfL principles. This should take another 15 minutes.
# The rest of the participants can ask questions for clarification or raise comments on the overlaps and links across the 5 LfL principles. This should take another 15 minutes.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.  
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.  
Line 129: Line 109:


# Ensure that the participants are in at least two groups of 5 participants each.
# Ensure that the participants are in at least two groups of 5 participants each.
# Assign each member in each group to one particular lens to think about what are the kind of things that he/she may look out in the classrooms using that one particular lens. This should take at least 5 minutes.
# Assign each member in each group to one particular lens to think about what kind of things he/she may look out for in the classroom using that one particular lens. This should take at least 5 minutes.
# The members who are assigned to the same lens from the different groups will meet together as a temporary ‘expert’ group to exchange ideas. This should take another 5 minutes or so.
# The members who are assigned to the same lens from the different groups will meet together as a temporary ‘expert’ group to exchange ideas. This should take another 5 minutes or so.
# The members return back to their original group and share their findings to the rest of the members. Each person will have about 2 minutes to share their findings.
# The participants return to their original groups and share their findings with the rest of the members. Each person will have about 2 minutes to share their findings.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.  
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.  


Use the following background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session as the participants may need your prompting to help them ‘see’ through each of the lens.
Use the following background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session as the participants may need your prompting to help them ‘see’ through each lens.
}}
}}
{{activity|reading:| expanded LfL principles|10 }}


{{background|text=
{{background|text=
Line 150: Line 132:
= Application of LfL lenses to a classroom situation =
= Application of LfL lenses to a classroom situation =


{{activity|Small group activity|30 }}  Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.
{{activity|Small group activity:| Use 'table mats' to record observations and reflections on LfL in the classroom.|30 }}  Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.


We are going to watch a short teaching/classroom video.  
We are going to watch a short teaching/classroom video.  
Line 161: Line 143:
It is helpful if different participants choose different lenses so at least two, ideally more, are represented.
It is helpful if different participants choose different lenses so at least two, ideally more, are represented.


Pedagogy: ‘Table mats’ to record observation and reflection (2s or 3s)
'''Pedagogy:''' ‘Table mats’ to record observation and reflection  


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).
Invite participants to work in pairs or groups of three, 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 threes) 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).


Agree which LfL principle each group will adopt as their critical lens for watching the video.  
Agree which LfL principle each group will adopt as their critical lens for watching the video.  
Line 173: Line 155:
Emphasise that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens.  
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:''' The table mats could be collected and displayed for the 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.  


}}
}}
Line 193: Line 175:
(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)  
(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)  


* Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they have chosen to focus on? Were they able to come to any conclusion about what were some problems they had identified and how they could improve on it? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?
* Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they had chosen to focus on? Were they able to come to any conclusions about what were some of the problems they had identified and how they could be improved on? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?


* Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson?
* Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson?


* Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations?  
* Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (Or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations?  


}}
}}
Line 203: Line 185:
= LfL across the OER4schools programme =
= LfL across the OER4schools programme =


{{activity|Reading|5 }}
LfL is not only an effective framework for exploring others’ teaching and learning, it is also very useful for reflecting upon your own learning pathways. Teachers, student teachers and other participants are autonomous thinkers and learners, doing their own learning both individually and collectively. We hope that the new (and familiar) ideas presented in the OER4schools programme and the supporting resources will feed into your understanding of learning, classroom conditions and your leadership role, impact on student learning and what you can do to enrich and enhance learning opportunities.
 
LfL is not only an effective framework for exploring others’ teaching and learning, it is also very useful for reflecting upon your own learning pathways. Teachers, student teachers and other participants are autonomous thinkers and learners, doing their own learning both individually and collectively. We hope that the new (and familiar) ideas presented in all the past units and the supporting resources are feeding into your understanding of learning, classroom conditions and your leadership role, impact on student learning and what you can do to enrich and enhance learning opportunities.


There are no "right ways" but lots of possibilities to explore; in this sense you always a "leader" – leading learning in your classroom. Hopefully you can also share the responsibility for leading learning within your school or institution. We will explore this in 6.2 and 6.3.
There are no "right ways" but lots of possibilities to explore; in this sense you always a "leader" – leading learning in your classroom. Hopefully you can also share the responsibility for leading learning within your school or institution. We will explore this in 6.2 and 6.3.
Line 212: Line 192:




{{activity|Think-Pair-Share|10 }}  
{{activity|Think-Pair-Share:| Does the OER4schools programme support LfL?|10 }}  
 
Consider all of what you have learned in the sessions leading up to this point in the programme. Did your workshop facilitator and/or the materials ‘focus on learning’, create the ‘conditions for learning’, promote and enable ‘learning dialogue’, provide opportunities for ‘shared leadership’ and ‘mutual accountability’?  Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity throughout the programme for you and your colleagues? LfL is an effective way thinking about your learning, the learning around you, and how you can go about improving learning capacity.


Think about these questions and pair up with one other colleague to share your ideas.
Consider what you have learned in the sessions leading up to this point in the programme. Did your workshop facilitator and/or the materials ‘focus on learning’, create the ‘conditions for learning’, promote and enable ‘learning dialogue’, provide opportunities for ‘shared leadership’ and ‘mutual accountability’?  Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity in the programme thus far for you and your colleagues? LfL is an effective way of thinking about your learning, the learning around you, and how you can go about improving learning capacity.  


= Reflecting and Sharing your Learning =
Think about these questions and pair up with one other colleague to share your ideas before feeding back any salient points to the rest of the group.


= ICT practice =
{{:OER4Schools/ICT/include}}


You now understand that LfL is about a journey on learning. In this journey, you have seen and responded to many different ways of what learning, teaching and leadership can be about. We have given you many ‘big pictures’ and also concrete examples of how the different aspects of teaching, learning and leadership can be like in the classrooms, schools and communities.
= {{Name for connecting with overarching goals}} =


By seeing things differently, through the 5 LfL lenses (or all at once with a combined lens when you are ready to give it a try) we hope you are able to better understand what a teacher-leader should do to support the activity of learning within and outside the classrooms. The knowledge and insights of the leadership for learning principles challenge your previous views of learning, teaching and leadership. It helps you to reflect upon and share your current learning and teaching experiences with your colleagues, school leaders and parents. We will explore all these in greater details in 6.2 and 6.3. 
{{Activity for connecting with overarching goals}}


= Follow-up activities =
{{activity|Agreeing follow up activities|5}}


= HOMEWORK =




Line 235: Line 216:
2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer would need to pay more attention to due to various reasons (e.g. learning difficulties).
2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer would need to pay more attention to due to various reasons (e.g. learning difficulties).


We suggest that if both of you agree to use more than one lens, then the observer can configure his/her notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way he/she can jot down elements he/she observe under each heading in the prepared framework. It is important for the observer to remember that he/she is observing '''practices''', not people.  
We suggest that if both of you agree to use more than one lens, then the observer can configure his/her notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way he/she can jot down elements he/she observes under each heading in the prepared framework. It is important for the observer to remember that he/she is observing '''practices''', not people.  


If possible, conduct a quick post-lesson discussion as soon as possible. Try to ensure that the discussion focuses on observations about practices and contextualise comments by framing the observations as ‘ I noticed pupils...’ or ‘When you supported pupils to... I noticed...’. Remember, the observer is not reporting what he/she THINKS he/she should have seen in a lesson, but what him/her DID see. By doing this, the discussion can avoid problems of possible unhelpful critique of peer professional practices.  
If possible, conduct a quick post-lesson discussion as soon as possible. Try to ensure that the discussion focuses on observations about practices and contextualise comments by framing the observations as ‘ I noticed pupils...’ or ‘When you supported pupils to... I noticed...’. Remember, the observer is not reporting what he/she THINKS he/she should have seen in a lesson, but what he/she DID see. By doing this, the discussion can avoid problems of possibly unhelpful critique of peer professional practices.  


We would not be surprised if both of you report back that certain LfL principles are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings.
We would not be surprised if both of you report back that certain LfL principles are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings.
Retrieved from "https://oer.opendeved.net/wiki/Special:MobileDiff/14927...20473"