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{{OER4S
{{OER4S
|title=A workshop for school leaders
|title=A workshop for school leaders
|session=7.3
|session=8.1
}}{{OER4SchoolsWSInfo
|description=
|intention=
|success criteria=
|ict=
|resources=
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The following clip shows Eness, a teacher in a community school near Lusaka interacting with a Grade 3 class. Watch the clip of her class discussion about ''Is a bat a bird?''
The following clip shows Eness, a teacher in a community school near Lusaka interacting with a Grade 3 class. Watch the clip of her class discussion about ''Is a bat a bird?''


{{activity|otr|: Watch a video of a whole class discussion.|5}}
{{activity|otr|: Watch a video of a whole class discussion.|5}} Read the following questions for reflection, and then watch the video.
 
{{: Video/Eness vertebrates 12.mp4/reflection }}
Watch video:  
 
{{: Video/Eness_vertebrates_12.mp4 }}
{{: Video/Eness_vertebrates_12.mp4 }}


{{ednote|text=
{{activity|wcd|: Whole group discussion on the whole class discussion video.|10}} We asked you look at the following questions:
(Clip shows whole class discussion of ‘is a bat a bird?', set unresolved problem as homework)
{{: Video/Eness vertebrates 12.mp4/reflection }}
}}
Now discuss these questions as a group.
 
{{activity|wcd|: Whole group discussion on the whole class discussion video.|10}}
 
* What have you noticed?
* How are the learners taught?
* How do you think they will react to the homework task?
* Is this classroom different from yours?
* What is interactive teaching?


{{ednote|text=
{{ednote|text=
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{{: OER4Schools/facilitator workshop activity review }}
{{activity|wcd| using PMI|10}} In this activity called “PMI” - “Positives, Minuses, Interesting” there are no correct answers.The PMI involves considering the positive, negative and interesting points related to a specific scenario. It was originally developed by Edward de Bono, father of the “thinking skills” movement. It encourages learners to look at both sides of a situation and also to be creative when considering the interesting possibilities.
 
{{activity|Whole Group}} In this activity called “PMI” - “Positives, Minuses, Interesting” there are no correct answers.The PMI involves considering the positive, negative and interesting points related to a specific scenario. It was originally developed by Edward de Bono, father of the “thinking skills” movement. It encourages learners to look at both sides of a situation and also to be creative when considering the interesting possibilities.


{{ednote|text=
{{ednote|text=
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{{todo|clarify PMI - what does it refer to? }}
= The structure of a workshop session =
 
If there is interest in how a workshop session progresses (consisting of a range of activities), you may now want to review Session 1.1, drawing out the generic features of a workshop session. Alternatively, you may want to continue on to the values discussion.
 
{{activity|otr| on the structure of a session|15}} Go through the structure of a workshop session:
* Review of follow up activities. At the beginning of each session, you should review the previous session (if you are running more than one session).
* Session activitiy 1: e.g. Brainstorm on interactive teaching (new topic)
* Session activity 2: Brainstorming in the classroom (new topic)
* Session activity 3: ICT-based activity
* Session activity 4: Planning
* Discussion of LfL or MSC
* {{Name for connecting with overarchiving goals}}
* Agreement of Follow-up activities


= Values at your school =
= Values at your school =


In order to support interactive teaching at your school, it is important to create a supportive climate at the school. School leaders have primary role to play in the right creating conditions for learning. We start by looking at the conditions for learning by looking at the values at your school.
In order to support interactive teaching at your school, it is important to create a supportive climate at the school. School leaders have a primary role to play in creating the right conditions for learning. We start by looking at the conditions for learning by looking at the values at your school.


{{activity|wgd| on school values|30}}  
{{activity|wgd| on school values|30}}  
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(Adapted from Index for inclusion, p. 27, Figure 3)
(Adapted from Index for inclusion, p. 27, Figure 3)


= Barriers, resources and support NOTE CONTENT OVERLAPS WITH 4.2?=
= Leadership for Learning activities =


{{activity|wcb| on barriers and support|30}}.
'''''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.'''''  Leadership for Learning is based on five principles, which are:
Brainstorm about the following questions regarding barriers, resources and support.
* What barriers to learning and participation arise within the school and its communities (including who they affect)?
* How can barriers to learning and participation be minimised?
* Are any additional resources needed to support learning and participation? If so how can these be mobilised and deployed?
(Adapted from Index for inclusion, p. 40, Figure 12)


= Leadership for Learning activities =
{{: OER4Schools/LfL/5_principles }}


The following text gives the five Leadership for Learning principles, see [[OER4Schools/LfL|Leadership for Learning]] for more information. The principles with questions are given here, so that you can use them with the five exercises below. Do not read them in detail now, but skip to the next exercise.
We now reflect further on the five principles of LfL '''''with a view to contributing your own ideas''''' about Leadership for Learning through interactive learning opportunities.  '''''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 the programme!


{{background|text=
(See  [[OER4Schools/LfL|Leadership for Learning]] for more information.  Some of the text below draws on the [[OER4Schools/LfL/5 principles with questions|five LfL principles with questions]].)
{{: OER4Schools/LfL/5 principles with questions }}
}}


== Focus on Learning ==
== Focus on Learning ==


{{activity|otr|: Focus on Learning|10}} Read the text below, in conjunction with the questions for "Focus on Learning" above, and then do the activity below.
{{activity|otr|: Focus on Learning|10}} Read the text below, in conjunction with the questions for "Focus on Learning" following the text, and then do the activity below.


{{background|text=
{{background|text=
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{{lfl ghana paper}}
{{lfl ghana paper}}
}}
}}
To reflect further on the "Focus on Learning", consider the following questions:
* Are students the only learners in our school? How about the teachers? Parents? Headteachers?
* Do we think about what is learning about? Is it about memorising and applying certain facts?
* Are we given the opportunities to make decisions on our learning?


{{activity|stgw| on looking at school issues.|15}} Now consider a number of issues at your school. What issues have recently arisen? What issues have been discussed in recent teacher meetings? Perhaps brainstorm and make a list of them, or write them on small cards. Now decide how how these issues relate to "Focus on Learning", and regarding "Focus on Learning" decide whether they are important and/or urgent. Go through some of the issues you came up with, and place them into these categories:
{{activity|stgw| on looking at school issues.|15}} Now consider a number of issues at your school. What issues have recently arisen? What issues have been discussed in recent teacher meetings? Perhaps brainstorm and make a list of them, or write them on small cards. Now decide how how these issues relate to "Focus on Learning", and regarding "Focus on Learning" decide whether they are important and/or urgent. Go through some of the issues you came up with, and place them into these categories:
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== Conditions for Learning ==
== Conditions for Learning ==


{{activity|otr|: Conditions for Learning|10}} Read the text below, in conjunction with the questions for "Conditions on Learning" above.
{{activity|otr|: Conditions for Learning|10}} Read the text below, in conjunction with the questions for "Conditions on Learning" below.


{{background|text=
{{background|text=
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{{lfl ghana paper}}
{{lfl ghana paper}}
}}
}}
Here are some questions you can ask yourself about the conditions for learning:
# What kind of background (e.g. families, age, interests) would be most helpful to support learning?
# Are we providing a safe environment for learners to take risks, cope with failure and respond positively to challenges? How are we doing that?
{{activity|wcb| on barriers, resources and support|30}}.
Brainstorm about the following questions regarding barriers, resources and support. Record answers on board or on a large sheet of paper.
* What barriers to learning and participation arise within the school and its communities (including who they affect)?
* How can barriers to learning and participation be minimised?
* Are any additional resources needed to support learning and participation? If so how can these be mobilised and deployed?
(Adapted from Index for inclusion, p. 40, Figure 12)
{{activity|otr|: Conditions for learning in action|15}}  {{: Video/New Abel clip 4.m4v/background}}
{{: Video/New Abel clip 4.m4v }}
== Learning Dialogue ==
{{activity|otr|: Learning Dialogue|10}} Read the text below, in conjunction with the questions for "Learning Dialogue" below.
{{background|text=
The force field can be used by any individual to think through the forces acting against you and the assets you have, or the potential assets still unexploited. Even in the most dire of circumstances the best resources are likely to be people. The force field comes into its own as a tool, a ‘tin opener’ for opening up the dialogue, for extending and challenging the status quo, for trying to think ‘outside the box’. It may reveal the hidden resources of staff or of children which have remained untapped and uncelebrated.
"Your school is a place for children to learn. If they do not learn much, you have not fulfilled your first priority. How can you, as headteacher, make sure that the children in your school are learning something new every day?" (Headteachers’ Handbook, Ghana Education Service)
{{lfl ghana paper}}
}}
Here are some questions about learning dialogue:
# Do we talk about learning? Are we able to discuss it and reflect on it fruitfully? How do we do that?
#  Do we discuss and find out how we can take the lead to decide what learning should be like in our school? How can we go about doing that?
#  Do we discuss and share the values and understanding of the ways we learn and teach? What are they?


{{activity|stgw| with force-field analysis.|15}}  Use the "force-field analysis" technique to look at the conditions for learning. Leaning on a metaphor from physics, force-field analysis is a useful technique for looking at facilitating and constraining forces. Identify the issue, then write down three things that help on the left, and three things that hinder on the right.
{{activity|stgw| with force-field analysis.|15}}  Use the "force-field analysis" technique to look at the things that support or hinder learning dialogue. Leaning on a metaphor from physics, force-field analysis is a useful technique for looking at facilitating and constraining forces. Identify the issue, then write down three things that help on the left, and three things that hinder on the right.


{|border=1
{|border=1
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Options for action can be considered in how effective they will be in shifting the balance in favour of the positive forces.
Options for action can be considered in how effective they will be in shifting the balance in favour of the positive forces.
{{lfl blue book}}
{{lfl blue book}}
== Learning Dialogue NOTE THEY NEED TO KNOW WHAT THIS IS FIRST! ALSO 2 FORCE FIELDS IN A ROW IS REPETITIVE - MAKE THE PREVIOUS ONE A BRAINSTORM AND SCRAP THE EARLIER BRAINSTORM? ==
{{activity|otr|: Learning Dialogue|10}} Read the text below, in conjunction with the questions for "Learning Dialogue" above.
{{background|text=
The force field can be used by any individual to think through the forces acting against you and the assets you have, or the potential assets still unexploited. Even in the most dire of circumstances the best resources are likely to be people. The force field comes into its own as a tool, a ‘tin opener’ for opening up the dialogue, for extending and challenging the status quo, for trying to think ‘outside the box’. It may reveal the hidden resources of staff or of children which have remained untapped and uncelebrated.
"Your school is a place for children to learn. If they do not learn much, you have not fulfilled your first priority. How can you, as headteacher, make sure that the children in your school are learning something new every day?" (Headteachers’ Handbook, Ghana Education Service)
{{lfl ghana paper}}
}}
{{activity|stgw| with force-field analysis.|15}} Use the force-field analysis to determine the things that support or hinder learning dialogue.


== Shared Leadership ==
== Shared Leadership ==
{{activity|otr|: Shared Leadership|10}} Read the text below, in conjunction with the questions for "Shared Leadership" above.  
{{activity|otr|: Shared Leadership|10}} Read the text below, in conjunction with the questions for "Shared Leadership" below.  


{{background|text=
{{background|text=
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{{lfl ghana paper}}
{{lfl ghana paper}}
}}
}}
Some questions about shared leadership at your school:
# Are there ways we can participate in learning within the school?
#  Can we see leadership being shared? E.g. by various colleagues and students in the day-to-day running of the school?
#  Do we ourselves take the initiative to take a lead in various learning or research projects? What kind or projects or research can we embark on?


{{activity|wgd| on command, consultation, consensus.|15}} Discuss the meaning of command, consultation, consensus, and give examples how these occur in the day-to-day activities of the school. Now imagine a pie. It can be divided into three quadrants to represent the balance of three decision-making processes in your school, district office or circuit supervision. What percentage of those decisions are Command, Consultation, or Consensus?
{{activity|wgd| on command, consultation, consensus.|15}} Discuss the meaning of command, consultation, consensus, and give examples how these occur in the day-to-day activities of the school. Now imagine a pie. It can be divided into three quadrants to represent the balance of three decision-making processes in your school, district office or circuit supervision. What percentage of those decisions are Command, Consultation, or Consensus?
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== Mutual Accountability ==
== Mutual Accountability ==
{{activity|otr|: Mutual accountability|10}} Read the text below, in conjunction with the questions for "Mutual Accountability" above.  
{{activity|otr|: Mutual accountability|10}} Read the text below, in conjunction with the questions for "Mutual Accountability" below.  


{{background|text=
{{background|text=
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{{lfl ghana paper}}
{{lfl ghana paper}}
}}
}}
Some questions about mutual accountability at your school:
# Do you evaluate yourself?
# Is the teaching and learning documented in some way?
# Do we take the initiative to be accountable to ourselves? For instance in ensuring the quality of teaching and learning?


{{activity|wcd| with questions starters|15}} Use the 'question starters' below, to investigate scenarios that have various degrees of shared accountability.
{{activity|wcd| with questions starters|15}} Use the 'question starters' below, to investigate scenarios that have various degrees of shared accountability.
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{{: OER4Schools/facilitator workshop activity review }}
{{: OER4Schools/facilitator workshop activity review }}


== Talking points on statements about group work ==
== Talking points on statements about Leadership for Learning ==
{{todo| change group work to LfL / ... }}
{{todo| change group work to LfL / ... }}


[Repeat above background text on Talking Points]
[Repeat above background text on Talking Points]


{{activity|{{activitytag|wcd}} with {{activitytag|tp}}|: Discussing statements about group work|15|link=none}} Discuss in a small group whether the following statements about group work (talking points) are ‘true’, ‘false’ or ‘not sure’. '''Explain your reasoning in each case.''' Then tick (“✔”) if your group agrees that they are true, cross (“X”) if your group agrees that they are false and question mark (“?”) if your group is not sure.
{{activity|{{activitytag|wcd}} with {{activitytag|tp}}|: Discussing statements about Leadership for Learning|15|link=none}} Discuss in a small group whether the following statements about Leadership for Learning (talking points) are ‘true’, ‘false’ or ‘not sure’. '''Explain your reasoning in each case.''' Then tick (“✔”) if your group agrees that they are true, cross (“X”) if your group agrees that they are false and question mark (“?”) if your group is not sure.
* Group work '''should '''finish in one lesson
* The purpose of a school is for children to learn.
* Groups should be formed with the '''same''' pupils every time
* Learning is about memorising facts.
* Teacher should assist pupils for effective group work
* When learning, the background of students is unimportant: Because facts are universally true, so learning of facts does not depend on students' backgrounds.
* '''All''' pupils in the group should be active during group work
* If parents do not encourage their children to learn, children will not learn anything in school.
* Noise is '''not acceptable''' during group work
* Teachers should have low expectations of students' ability: It is not good for students to be challenged in lessons, because it will make them unhappy. It is better for students to work on very simple problems, that they can solve easily.
* Agreements and disagreements are inevitable during group work
* The head teacher knows what's best for the school, and therefore does not need to consult teachers, parents, or students.
* Mixed pace groups are better than same pace groups
* Students do not know what's best for them, so they do not need to be consulted regarding learning or school leadership.
* Group work should '''always promote''' competition amongst different groups
* Group work by pupils is free time for the teacher
* Effective group work needs planning and preparation by the teacher before the lesson


Discuss each talking point mentioned above. Each group should explain their stance on the point, giving their reasons.
Discuss each talking point mentioned above. Each group should explain their stance on the point, giving their reasons.
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Encourage reasoning for all talking points. Get participants to explain '''why''' they agree or disagree with something?
Encourage reasoning for all talking points. Get participants to explain '''why''' they agree or disagree with something?


Finally explain the concept of talking points: The above points stimulated participants discussion about group work. In the same way, you can use talking points in the classroom, e.g. when discussing a science topic.
Finally explain the concept of talking points: The above points stimulated participants discussion about Leadership for Learning. In the same way, you can use talking points in the classroom, e.g. when discussing a science topic.


Also remind the participants of the idea of "modelling": We use similar techniques in the workshops sessions to what we would use in the classroom.
Also remind the participants of the idea of "modelling": We use similar techniques in the workshops sessions to what we would use in the classroom.
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{{: OER4Schools/facilitator workshop activity review }}
{{: OER4Schools/facilitator workshop activity review }}
== Childrens' ability to learn independently ==
{{Activity|otr| on group work|5}} {{: Video/Geogebra-group-interaction.m4v/background }}  Watch the video, and reflect on the following:
{{: Video/Geogebra-group-interaction.m4v/reflection }}
{{: Video/Geogebra-group-interaction.m4v  }}
= Activity summary =
{{activity summary}}
{{OER4S_NextSession}}
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