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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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* 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: | You can listen to the introduction to this session here and/or read it as 'background reading' below: | ||
{{: Video/Introduction to 2.5.mp3 }} | {{: 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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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. | 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. | ||
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= 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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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? | ||
