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OER4Schools/Workshop for school leaders: Difference between revisions
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{{OER4S | {{OER4S | ||
|title=A workshop for school leaders | |title=A workshop for school leaders | ||
|session= | |session=8.1 | ||
}}{{OER4SchoolsWSInfo | |||
|description= | |||
|intention= | |||
|success criteria= | |||
|ict= | |||
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{{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| | |||
{{ednote|text= | {{ednote|text= | ||
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{{ | = 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 | 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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(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]].) | (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]].) | ||
== Focus on Learning == | |||
{{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. | {{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. | ||
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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" | {{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}}. | {{activity|wcb| on barriers, resources and support|30}}. | ||
Brainstorm about the following questions regarding barriers, resources and support. | 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)? | * 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? | * 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? | * 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) | (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 == | == Learning Dialogue == | ||
{{activity|otr|: Learning Dialogue|10}} Read the text below, in conjunction with the questions for "Learning Dialogue" | {{activity|otr|: Learning Dialogue|10}} Read the text below, in conjunction with the questions for "Learning Dialogue" below. | ||
{{background|text= | {{background|text= | ||
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{{lfl ghana paper}} | {{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 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. | {{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. | ||
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== Shared Leadership == | == Shared Leadership == | ||
{{activity|otr|: Shared Leadership|10}} Read the text below, in conjunction with the questions for "Shared Leadership" | {{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" | {{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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[Repeat above background text on Talking Points] | [Repeat above background text on Talking Points] | ||
{{activity|{{activitytag|wcd}} with {{activitytag|tp}}|: Discussing statements about | {{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. | ||
* The purpose of a school is for children to learn. | * The purpose of a school is for children to learn. | ||
* Learning is about memorising facts. | * Learning is about memorising facts. | ||
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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 | 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}} | |||
