2,188
edits
OER4Schools/Leadership for Learning: Difference between revisions
From OER in Education
OER4Schools/Leadership for Learning (view source)
Revision as of 09:33, 3 October 2012
, 13 years agofixed a typo
JanetBlair (talk | contribs) m (just fixed a few typos) |
JanetBlair (talk | contribs) m (fixed a typo) |
||
| Line 300: | Line 300: | ||
We would like you to practice using the LfL lenses when you are back in your own classroom settings, or even when you are watching others in the act of teaching and learning. | We would like you to practice using the LfL lenses when you are back in your own classroom settings, or even when you are watching others in the act of teaching and learning. | ||
1. Take time to think about the course, your own learning and how you contributed to and were supported in your learning. Use the LfL framework to organize your mental and audio reflections, enabling you to return to our next session ready to discuss your own teaching, teaching you have witnessed, and ideas about learning through the framework of the 5 LfL lenses. This will help us to focus our discussions and thinking about teaching and learning in a way | 1. Take time to think about the course, your own learning and how you contributed to and were supported in your learning. Use the LfL framework to organize your mental and audio reflections, enabling you to return to our next session ready to discuss your own teaching, teaching you have witnessed, and ideas about learning through the framework of the 5 LfL lenses. This will help us to focus our discussions and thinking about teaching and learning in a way that will help you develop your discussions with your peers. | ||
2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer would need to pay more attention to due to various reasons (e.g. learning difficulties). | 2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer would need to pay more attention to due to various reasons (e.g. learning difficulties). | ||
