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OER4Schools/Engaging the community: Difference between revisions

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There are other opportunities for discussion in school, for instance other colleagues might be curious about interactive teaching. You may also be talking with senior teachers, headteachers, or government inspectors who may be unaware or unconvinced about interactive teaching. As in the discussion with parents, the Leadership for Learning principles can provide a good framework for discussion with other teachers, headteachers, and inspectors.  
There are other opportunities for discussion in school, for instance other colleagues might be curious about interactive teaching. You may also be talking with senior teachers, headteachers, or government inspectors who may be unaware or unconvinced about interactive teaching. As in the discussion with parents, the Leadership for Learning principles can provide a good framework for discussion with other teachers, headteachers, and inspectors.  


{{activity|Whole group brainstorm}} As a group, do a brainstorm about what another teacher, headteacher, or government inspector might notice about your class? What might they be concerned about? What is their understanding of student learning? See whether you can come up with a broad range of questions or issues another teacher, headteacher, or government inspector might raise. As these issues are brought up, see whether you can relate them to the LfL principles. How can you diplomatically challenge their assumptions about what teaching and learning should be like, if these are counter to your own views of interactive teaching? How would you defend what you have been doing in your classroom as a result of the OER4Schools programme?
{{activity|Whole group brainstorm| on what another teacher/headteacher/government official might question about your class|10}} As a group, do a brainstorm about what another teacher, headteacher, or government inspector might notice about your class? What might they be concerned about? What is their understanding of student learning? See whether you can come up with a broad range of questions or issues another teacher, headteacher, or government inspector might raise. As these issues are brought up, see whether you can relate them to the LfL principles. How can you diplomatically challenge their assumptions about what teaching and learning should be like, if these are counter to your own views of interactive teaching? How would you defend what you have been doing in your classroom as a result of the OER4Schools programme?


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* Headteacher says to you that “writing on the board is better, because children then remember”, so you should not do so much interactive teaching. How do you respond?
* Headteacher says to you that “writing on the board is better, because children then remember”, so you should not do so much interactive teaching. How do you respond?


With each of these items (and any other items raise), see whether you can draw out one or more LfL principle(s) that relate to the question.
With each of these items (and any other items raised), see whether you can draw out one or more LfL principle(s) that relate to the question.
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{{activity|Role play in pairs}} Break into pairs, do another set of role plays, as above, but now with one person being the teacher, the other one being another teacher, a headteacher, or an “inspector”. The person playing the other teacher / headteacher / inspector asks questions or raises concerns (based on the brainstorm you have just done), and you try and answer those question, or discuss the issue. Do a role play for 5 minutes. Then swap roles.
{{activity|Role play in pairs| a conversation between a teacher and another teacher/headteacher/inspector.|5}} Break into pairs, do another set of role plays, as above, but now with one person being the teacher, the other one being another teacher, a headteacher, or an “inspector”. The person playing the other teacher/headteacher/inspector asks questions or raises concerns (based on the brainstorm you have just done), and you try and answer those question, or discuss the issue. Do a role play for 5 minutes. Then swap roles and do the role play again.


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Limit the time to 5 minutes.
Limit the time to 5 minutes and ensure that there are enough of each different type of role play going on:
::::*teacher-teacher
::::*teacher-headteacher
::::*teacher-inspector
 
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}}


{{activity|Discussion}} Come back together as a group. Discuss the role play. How did it go? How did you address the concerns that came up? What were the suggestions and concerns? How did this relate to Leadership for Learning? Be explicit about which LfL principle a particular point relates to.
{{activity|wgd|: Whole group discussion on role plays.|10}} Come back together as a group. Discuss the role play. How did it go? How did you address the concerns that came up? What were the suggestions and concerns? How did this relate to Leadership for Learning? Be explicit about which LfL principle a particular point relates to.


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In the discussion issues around payment and transparency might come up. Often we dwell so much on money and not work, e.g. trying to attend workshops just to gain money, but putting work as a second priority. This could apply to people at all levels, and indeed corruption is a big disease in many countries.  
In the discussion, issues around payment and transparency might come up. Often we dwell so much on money and not work, e.g. trying to attend workshops just to gain money, but putting work as a second priority. This could apply to people at all levels, and indeed corruption is a big disease in many countries.  


As a facilitator, you may want to steer the discussion towards what this means for the participants. How does it affect their lives, and the life of the school? Transparency is related to “inclusion”, which in turn means involving parents (PTA) and students (students’ association). More “transparency” for instance means that those groups have insight into finances, and can therefore flag up problems. You could discuss with the participants where they see issues, and what could be done to increase transparency and inclusion.  
As a facilitator, you may want to steer the discussion towards what this means for the participants. How does it affect their lives, and the life of the school? Transparency is related to “inclusion”, which in turn means involving parents (PTA) and students (students’ association). More “transparency” for instance means that those groups have insight into finances, and can therefore flag up problems. You could discuss with the participants where they see issues, and what could be done to increase transparency and inclusion.  
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