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OER4Schools/Engaging the community: Difference between revisions
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, 11 years agoadded Note: about policy change
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|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* using a 'combined' Leadership for Learning lens to evaluate student learning | * using a 'combined' Leadership for Learning lens to evaluate student learning | ||
* using the Leadership for Learning framework to structure discussion with a parent, colleague, head teacher or inspector | * using the '''Leadership for Learning''' framework to structure discussion with a parent, colleague, head teacher or inspector | ||
* involving students | * involving students | ||
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* make observations on student learning using a 'combined' Leadership for Learning lens and evaluate these during discussions with peers | * make observations on student learning using a 'combined' Leadership for Learning lens and evaluate these during discussions with peers | ||
* role play a discussion with a parent, colleague, head teacher or inspector | * role play a discussion with a parent, colleague, head teacher or inspector | ||
|ict= | |ict= In this session, you will learn how to communicate with parents about your use of ICTs in the classroom. Unlike the other sessions, there is no time set aside for specific ICT activities. | ||
}} | }} | ||
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= Introduction to this session = | = Introduction to this session = | ||
[[Image:The School.jpg|300px|left]] | [[Image:The School.jpg|300px|left|caption]] | ||
You can listen to the introduction to this session here and/or read it as 'background reading' below: | |||
{{: Video/Introduction to 2.5.mp3 }} | |||
<div style="clear: both;"></div> | |||
{{background|text= | |||
You have seen and heard many different ways of teaching and learning that challenge your previous views of classroom teaching. The challenge now for you is to be able to communicate some of these ideas about learning to a wider community of stakeholders. The objective for this session is to explore ways of talking with parents, other teachers, other schools, headteachers, school/college leadership team, inspectors, Ministry of Education officials, and other education stakeholders about new and exciting teaching and learning in your classroom and school. As a result, you will be able to have more confident and effective discussions and deliberations with these stakeholders. In this session, we also consider the role of students. They are often forgotten although they are the most important stakeholders in and outside the classroom! | You have seen and heard many different ways of teaching and learning that challenge your previous views of classroom teaching. The challenge now for you is to be able to communicate some of these ideas about learning to a wider community of stakeholders. The objective for this session is to explore ways of talking with parents, other teachers, other schools, headteachers, school/college leadership team, inspectors, Ministry of Education officials, and other education stakeholders about new and exciting teaching and learning in your classroom and school. As a result, you will be able to have more confident and effective discussions and deliberations with these stakeholders. In this session, we also consider the role of students. They are often forgotten although they are the most important stakeholders in and outside the classroom! | ||
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The OER4Schools resource and participating teachers themselves will almost certainly be introducing some ideas that are new to school and college leaders and community stakeholders. The ideas may even challenge national or regional educational policy, although they will be grounded in solid research evidence and classroom experience. It will take courage to explore new ideas that might not alway be consistent with conventional wisdom. But, innovation and change are part of growth and development in schools and at the centre of all learning experiences. | The OER4Schools resource and participating teachers themselves will almost certainly be introducing some ideas that are new to school and college leaders and community stakeholders. The ideas may even challenge national or regional educational policy, although they will be grounded in solid research evidence and classroom experience. It will take courage to explore new ideas that might not alway be consistent with conventional wisdom. But, innovation and change are part of growth and development in schools and at the centre of all learning experiences. | ||
In this session we consider how to introduce, discuss and listen to feedback from the key partners in children’s learning, namely, their parents and family, school colleagues and administrators, and the wider education bureaucracy. With change | In this session we consider how to introduce, discuss and listen to feedback from the key partners in children’s learning, namely, their parents and family, school colleagues and administrators, and the wider education bureaucracy. With change comes challenges and opportunities for cooperation and developing new ways of thinking, knowing, and learning. | ||
}} | |||
= Preparing for a discussion with a parent, colleague, head teacher or inspector = | = Preparing for a discussion with a parent, colleague, head teacher or inspector = | ||
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In this section we are going to watch two videos, to practice applying the principles in a combined way. In the next section, we will then draw on these observations to role play a discussion with someone in the community. | In this section we are going to watch two videos, to practice applying the principles in a combined way. In the next section, we will then draw on these observations to role play a discussion with someone in the community. | ||
{{activity|Small group activity:| Use 'table mats' to record observations and reflections on LfL in the classroom.| | {{activity|Small group activity:| Use 'table mats' to record observations and reflections on LfL in the classroom.|15 }} Let’s try putting this idea of looking at students' learning through a combined LfL lens into practice. | ||
Before we do, plan in pairs or groups of three how you will record your observations on your table mats, remember, this time your ‘critical lens' is a combined one through which you will 'see' all the student leadership and learning opportunities in the classroom. Decide as a group the best way to prepare your table mats so that you can each record observations on all 5 LfL principles for both videos. | Before we do, plan in pairs or groups of three how you will record your observations on your table mats, remember, this time your ‘critical lens' is a combined one through which you will 'see' all the student leadership and learning opportunities in the classroom. Decide as a group the best way to prepare your table mats so that you can each record observations on all 5 LfL principles for both videos. | ||
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}} | }} | ||
You can listen to the following background text here: | You can listen to the following background text here: | ||
{{: Video/ Involving_parents_Unit_2.5.mp3}} | |||
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Here are some possible scenarios to illustrate what we hope the participants would come up with: | Here are some possible scenarios to illustrate what we hope the participants would come up with: | ||
* A teacher goes to a different school - how do they convince the headteacher to try interactive teaching? (OR: A new teacher comes to your school - what do you tell them about interactive teaching?) | * A teacher goes to a different school - how do they convince the headteacher to try interactive teaching? (OR: A new teacher comes to your school - what do you tell them about interactive teaching?) | ||
* The inspector says …. “You need to do pace groups – in Zambia, we do pace groups!” - what do you say? Perhaps you can remind the participants of the “banana group” in Agness’ class who kept going off to sit in other groups (Unit 3.3.2), and of the incident of some of Judith’s students laughing at the group who got all wrong answers in a maths lesson (3.3.3). Agness and Judith use mixed pace groups now because they found that more students participate. | * The inspector says …. “You need to do pace groups – in {{Zambia|Zambia}}{{Kenya|Kenya}}, we do pace groups!” - what do you say? Perhaps you can remind the participants of the “banana group” in Agness’ class who kept going off to sit in other groups (Unit 3.3.2), and of the incident of some of Judith’s students laughing at the group who got all wrong answers in a maths lesson (3.3.3). Agness and Judith use mixed pace groups now because they found that more students participate. | ||
[It may not be the inspector who says this as there is now a move towards wider acceptance of mixed pace groups - it may be a parent who was taught themselves in pace groups who is questioning your rationale.] | [It may not be the inspector who says this as there is now a move towards wider acceptance of mixed pace groups - it may be a parent who was taught themselves in pace groups who is questioning your rationale.] Note: Since the time of writing this, mixed ability groupings have become a requirement of the Zambian education policy and are not solely something advocated by the OER4Schools programme. | ||
* Headteacher says to you that “writing on the board is better, because children then remember”, so you should not do so much interactive teaching. How do you respond? | * Headteacher says to you that “writing on the board is better, because children then remember”, so you should not do so much interactive teaching. How do you respond? | ||
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}} | }} | ||
{{activity|Whole group discussion}} Discuss the role play. How differently would the discussion be between the teacher-parent and teacher-inspector? What does that suggest to you about the role of the teacher in communicating student learning? Discuss in particular whether the parent and inspector were convinced about the use of ICT, and what sort of message they have taken away from this. Do you think there will be value in having a discussion whereby the parents, teachers, head teacher and inspector are '''ALL''' present? | {{activity|Whole group discussion| on role play.|5}} Discuss the role play. How differently would the discussion be between the teacher-parent and teacher-inspector? What does that suggest to you about the role of the teacher in communicating student learning? Discuss in particular whether the parent and inspector were convinced about the use of ICT, and what sort of message they have taken away from this. Do you think there will be value in having a discussion whereby the parents, teachers, head teacher and inspector are '''ALL''' present? | ||
Why do you think so? | Why do you think so? | ||
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The Leadership for Learning principles apply to everybody, including the students. For instance, students taking responsibility for their own learning does not just mean that they learn a piece of information in a lesson. '''It means students taking responsibility for ensuring that they really understand, and that peers have understood.''' You may remember we introduced this as a criterion for successful groupwork in [[OER4Schools/3.3_Mixed_pace_groupwork_with_and_without_ICT|Unit 3]], emerging from Slavin’s research. Moreover it also includes students taking appropriate responsibility for the learning environment and for the school as a whole (and in particular for learning at the school). | The Leadership for Learning principles apply to everybody, including the students. For instance, students taking responsibility for their own learning does not just mean that they learn a piece of information in a lesson. '''It means students taking responsibility for ensuring that they really understand, and that peers have understood.''' You may remember we introduced this as a criterion for successful groupwork in [[OER4Schools/3.3_Mixed_pace_groupwork_with_and_without_ICT|Unit 3]], emerging from Slavin’s research. Moreover it also includes students taking appropriate responsibility for the learning environment and for the school as a whole (and in particular for learning at the school). | ||
{{activity|Group discussion}} Discuss the five LfL principles in relation to the students. What might the LfL principles mean for students? | Here are some Zambian teachers' experiences of introducing Leadership for Learning to their students: | ||
:::''When I was doing the leadership for learning, so I say if you find that your friend hasn't done well, create a situation whereby that person will have work to do at home, then you check the following morning. So it has continued just like that in class, yes, so they are used to doing it.'' | |||
:::''Leadership for Learning, it was very nice. To me, I discovered that three quarters of my class they are able to be leaders, yes. So it's things that, even somebody that say "she is young, she cannot do it", they have that capacity and they showed it when we were doing those topics, yes. Like for one of my students, she looks babyish, sometimes she cries, sometimes.. so, give them an expression, you say "find a leader", and do one or two things, then she'll be in the forefront, doing it. So when I gave them an assignment on Leadership for Learning, she came out the best, I was really amazed! So now, what is the connection? Her crying, her babyish she is, and now she is able to lead the whole class, it was very impressive for me, I thought God!'' | |||
{{activity|Group discussion| on the LfL principles|5}} Discuss the five LfL principles in relation to the students. What might the LfL principles mean for students? | |||
{{ednote|text= | {{ednote|text= | ||
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}} | }} | ||
{{activity|Reading and discussion in pairs}} In the homework, we will ask you to discuss the LfL principles with the students in your class. Discuss in pairs: How would you do this? Can you draw on material from the previous and this session to draw something together? The following text has some suggestions! Read through it together, and discuss. Make a plan for a session with your students. | {{activity|Reading and discussion in pairs| on using LfL principles with students|5}} In the homework, we will ask you to discuss the LfL principles with the students in your class. Discuss in pairs: How would you do this? Can you draw on material from the previous and this session to draw something together? The following text has some suggestions! Read through it together, and discuss. Make a plan for a session with your students. | ||
Consider what you have learnt about interactive pedagogy - so instead of just telling your students about it, create a session on LfL, where students explore the ideas of Leadership for Learning (the “metaphor” of the LfL lenses) and then apply their new knowledge and critical framework to their own learning in their own class, with a view to generating a shared dialogue about leadership for learning. | Consider what you have learnt about interactive pedagogy - so instead of just telling your students about it, create a session on LfL, where students explore the ideas of Leadership for Learning (the “metaphor” of the LfL lenses) and then apply their new knowledge and critical framework to their own learning in their own class, with a view to generating a shared dialogue about leadership for learning. | ||
