OER4Schools/Effective use of ICT: Difference between revisions

|title=Introduction to Leadership for Learning and effective use of ICT

|session=1.5

* '''Leadership for Learning''' as a framework that creates the opportunity for change in schools to promote the activity of learning,

*''' sharing resources''' effectively across groups and within groups when doing activities that make use of ICT taking into account the number of students per computer and the need for all students to spend time on the computer.

|success criteria={{ OER4SchoolsWSInfo/criteria intro}}

* plan ICT activities that allow all students to see the computer well (no more than 6 per computer) being prepared to provide alternative activities for the rest of the class to work on at the same time, and

|ict={{ OER4SchoolsWSInfo/ICT intro}}  

* you will do group work around images (using OO Impress),

* you will do typing practice in the classroom

= Why are we doing this? An introduction to Leadership for Learning =

{{activity|ia|: Reading about the five principles of Leadership for Learning|5 }}. Read the following 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.'''''

 

Throughout this programme we will explore the five LfL principles in practice with a view to you '''''contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.  

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. }}

{{activity|stgw|: Small group discussion on LfL in school|10 }}. Form a different small group of three to four teachers and discuss these questions:

* What is your initial impression of the terms ‘leadership’ and ‘learning’?

* Can you be a leader who promotes learning in your school? Why?

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)

 

This is only an introduction to Leadership for Learning, but we will use those principles throughout the programme, and return to it in more depth shortly.

{{: Video/Ghana_Leadership_for_Learning_-_The Context.mp4 }}

= Where are we going? Overview of the resource topics =

The present resource intends to cover a number of units. You have now come to the end of Unit 1.

{{oinc|OER4Schools/Unit overview}}

Go through the above text (not spending too much time), making sure that everybody understands.

[[Image:Many students behind one netbook.jpg|300px|Many students trying to use one netbook]]

[[Image:oer4s groupwork with computers2.jpg|300px|Interaction around a tablet]]

 

{{activity|ia|: Reading|5}}.  Read the following.

{{activity|stgw|: Pair work on sharing computers.|5}}. Spend 5 minutes as pairs, considering the following scenario: You have 60 children in your class, and 10 computers. How would you arrange the groups, how would you distribute the computers, how would you structure the lesson?

{{activity|wcd|: Presentation and discussion|10}} Go round all the pairs, who very briefly present their suggestions. Discuss the various outcomes. What different proposals are there?

{{activity|stgw|: Pair work|5}}. In pairs, consider the following questions:  

{{activity|wcd|: Discussion|10}} Discuss the outcomes of your reflection as a whole class.

{{ednote|text=You should discuss strategies for access to computers within the group, i.e. rotating access to the trackpad. You could also discuss the benefits of using tablets or putting the computer screen flat (where this is possible).  

= {{Name for connecting with overarchiving goals}} =

{{Activity for connecting with overarching goals}}

= Follow-up activities =

{{fup|A}} Come to the teacher lab at least once each week to learn more ICT skills.

# In preparation for developing some image-based lesson activities, you should search suitable images.

* If there is internet, you can use the "search images on flickr" link from your school homepage (http://192.168.128.1).

* Alternatively, if connectivity is poor, you can do this by browsing the schools edition of Wikipedia, also linked from the school homepage.

{{fup|B}} Try out your groupwork with ICT. As the week progresses, the teachers within each grade should share the experiences. That is to say, if you are the first teacher to teach this lesson, meet your colleagues afterwards, and discuss with them how it went, and what improvements could be made.  Remember to keep a note of your reflections and of peer feedback in your reflective journal.

As you teach the lesson remember to think about your own role in the classroom; it is not just to monitor progress but also to interact with pupils, assess their understanding, offer support and help move their thinking forward. Sometimes a group will even need you to sit with them and offer intensive support to progress. Think about how you can identify this need?

 

During the lessons, remember to encourage groups to let everybody within the group have a go at using the ICT!

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