2,188
edits
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
, 12 years agono edit summary
JanetBlair (talk | contribs) (cut →Reflecting and Sharing your Learning: as too conclusive for now - put it in the discussion section) |
JanetBlair (talk | contribs) mNo edit summary |
||
| (30 intermediate revisions by 4 users not shown) | |||
| Line 1: | Line 1: | ||
{{OER4S | {{OER4S | ||
|title= | |title=Leadership for Learning | ||
|session=1. | |session=1.6 | ||
}}[[Category:CCE]][[Category:Leadership]]__TOC__ | }}[[Category:CCE]][[Category:Leadership]]__TOC__ | ||
{{OER4SchoolsWSInfo | {{OER4SchoolsWSInfo | ||
|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* the lens metaphor for exploring the 5 LfL principles | * the lens metaphor for exploring the 5 LfL principles, | ||
# Focus on learning | *# Focus on learning | ||
# Conditions for learning | *# Conditions for learning | ||
# Learning Dialogue | *# Learning Dialogue | ||
# Shared Leadership | *# Shared Leadership | ||
# Shared Accountability | *# Shared Accountability | ||
* leadership practices that support learning and which can be organized within the 5 LfL principles | * leadership practices that support learning and which can be organized within the 5 LfL principles, and | ||
* LfL in the classroom | * LfL in the classroom. | ||
|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. | * consolidate your skills with concept mapping, geogebra, images, and typing. | ||
| Line 28: | Line 28: | ||
= {{name for review of follow up|offset= | = {{name for review of follow up|offset=1}} = | ||
{{review of follow up|offset= | {{review of follow up|offset=1}} | ||
= Leadership for Learning = | = 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> | '''''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> | ||
| Line 58: | 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|tpr| your ideas on | {{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? | ||
| Line 65: | Line 64: | ||
'''Pedagogy:''' {{activitytag|tpr}} | '''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). | 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 103: | Line 102: | ||
# 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 for 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 110: | 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 | # 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 | # 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 | 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 154: | 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 174: | 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 | * 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? ( | * 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 193: | Line 194: | ||
{{activity|Think-Pair-Share:| Does the OER4schools programme support LfL?|10 }} | {{activity|Think-Pair-Share:| Does the OER4schools programme support LfL?|10 }} | ||
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 thinking about your learning, the learning around you, and how you can go about improving learning capacity. | 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. | ||
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. | 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 = | = ICT practice = | ||
{{:OER4Schools/ICT/include}} | |||
{{ | |||
= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
| Line 216: | 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 | 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 | 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. | ||
