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OER4Schools/Engaging the community: Difference between revisions

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OER4Schools/Engaging the community (view source)

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'''Pedagogy:''' ‘Table mats’ to record observation and reflection  
'''Pedagogy:''' ‘Table mats’ to record observation and reflection  


Each group has a large piece of paper that they will prepare in an agreed way.  As they watch the video, participants make notes on their table mat.  Encourage participants to include an area for reflection on their table mats that they can record salient points on after a brief discussion with other group members.
Allow about 5 minutes for each group to agree on and prepare their large sheet of paper (table mat).  As they watch the video, participants make notes on their table mat.  Encourage participants to include an area for reflection on their table mats that they can record salient points on after a brief discussion with other group members.


The table mat should ideally be divided into five sections, each labeled with an LfL principle. Notes should be made in each respective section by members of the group.  All members should use a combined lens rather than dividing up the principles.  There is enough information in the videos for participants to discover different things simultaneously.  For ease of discussion afterwards there should be a way of differentiating which observations come from which video, perhaps by ruling a line under those for the first video before proceeding.  Participants may come up with there own way of doing this and that should be encouraged as a way of them taking responsibility for their own learning.  
The table mat should ideally be divided into five sections, each labeled with an LfL principle. Notes should be made in each respective section by members of the group.  All members should use a combined lens rather than dividing up the 5 principles between them.  There is enough information in the videos for participants to discover different things simultaneously.  For ease of discussion afterwards there should be a way of differentiating which observations come from which video, perhaps by ruling a line under those for the first video before proceeding.  Participants may come up with there own way of doing this and that should be encouraged as a way of them taking responsibility for their own learning.
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The following videos show group work in Eness’ Grade 3 class. We are revisiting these videos you saw in Unit 1.1.  Clip 6 depicts group work using animal pictures on tablets and mini-blackboards: a group of 5 is recording under their own category of ‘animals with no legs’ and interacting as a group. Clip 8 shows a group presentation where the teacher detects an error and asks for input from the children.
These videos show group work in Eness’ Grade 3 class. We are revisiting these videos you saw in Unit 1.1.  Clip 6 depicts group work using animal pictures on tablets and mini-blackboards: a group of 5 is recording under their own category of ‘animals with no legs’ and interacting as a group. Clip 8 shows a group presentation where the teacher detects an error and asks for input from the children.


{{: Video/Eness_vertebrates_6.mp4 }}
{{: Video/Eness_vertebrates_6.mp4 }}
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{{activity|Small group discussion:| 5}} }Now turn to the other members of your group and discuss your join notes, being careful to structure your discussions using the five LfL principles, and avoiding talking about global issues regarding a child’s learning behaviours.  Make any additional notes on your table mats that you will need to engage with a whole group discussion on the videos.  
{{activity|Small group discussion: on recorded observations|5}} Now turn to the other members of your group and discuss your join notes, being careful to structure your discussions using the five LfL principles, and avoiding talking about global issues regarding a child’s learning behaviours.  Make any additional notes on your table mats that you will need to engage with a whole group discussion on the videos.  


'''Note:''' You might find that you can also discuss the absence of learning behaviours within the five LfL principles on your observation sheet. Again, noting that your discussion is about the absence of the specific type of learning behaviour, not the child him/herself.  
'''Note:''' You might find that you can also discuss the absence of learning behaviours within the five LfL principles on your observation sheet. Again, noting that your discussion is about the absence of the specific type of learning behaviour, not the child him/herself.  
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'''Example:''' You might notice that a child was not engaged in what might be identified as learning behaviours that indicate LfL Principle 4, Shared Leadership. If this is the case, try articulating this in the following way: “While a child has demonstrated a consistent focus on his/her learning and contributes to creating positive '''conditions for learning''' through sharing resources and cooperating as discussed, there is room for her to increase her role in promoting shared leadership with her peers in class.”
'''Example:''' You might notice that a child was not engaged in what might be identified as learning behaviours that indicate LfL Principle 4, Shared Leadership. If this is the case, try articulating this in the following way: “While a child has demonstrated a consistent focus on his/her learning and contributes to creating positive '''conditions for learning''' through sharing resources and cooperating as discussed, there is room for her to increase her role in promoting shared leadership with her peers in class.”


{{activity|Discuss as a group}}  What did you find in your discussion of the clip? Was it difficult to limit your discussion to only those issues that were identified by the LfL principles? If so, why do you think this might be? Notice that you are having this conversation with your colleagues here who are familiar and know the language of LfL. Consider also how you might communicate some of your observations to someone else in the community? We will come back to this in the next section.
{{activity|wcd|: Whole group discussion of the LfL principles identified in the video and how these contribute to students' learning.|5}}  What did you find in your discussion of the clip? Was it difficult to limit your discussion to only those issues that were identified by the LfL principles? If so, why do you think this might be? Notice that you are having this conversation with your colleagues here who are familiar and know the language of LfL. Consider also how you might communicate some of your observations to someone else in the community? We will come back to this in the next section.
 
{{activity|Optional reflection}} You have seen these videos before, at the beginning of the programme - now we are asking you to look back at them, having completed almost all the programme. You might want to reflect on how you see these videos differently now, through the LfL lenses, or because of the fact that you have participated in this programme.


= For reference - the 5 principles with questions for reflection =
= For reference - the 5 principles with questions for reflection =
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