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OER4Schools/Leadership for Learning: Difference between revisions
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= Leadership for Learning | = Leadership for Learning – Introduction = | ||
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Leadership for learning is happening all around you. | 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 | 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 this unit! | ||
You may be wondering, ''“If Leadership for Learning is all around me already, why am I doing this unit?”'' Well … the short answer is that even though the LfL principles describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects. | You may be wondering, ''“If Leadership for Learning is all around me already, why am I doing this unit?”'' Well … the short answer is that even though the LfL principles describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects. | ||
The | =Objectives= | ||
The objectives of this session are to: | |||
* Explore a metaphor for describing how we can start to ‘see’ Leadership for Learning in classrooms and schools | * Explore a metaphor for describing how we can start to ‘see’ Leadership for Learning in classrooms and schools | ||
* Identify and explore the 5 LfL principles | * Identify and explore the 5 LfL principles | ||
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Moderate a turn-by-turn debate about the benefits and drawbacks of observing/reviewing classrooms and schools through a single, combined lens. | Moderate a turn-by-turn debate about the benefits and drawbacks of observing/reviewing classrooms and schools through a single, combined lens. | ||
'''Sample responses:''' Participants will understand that there are benefits of focussing on one thing (one LfL principle) at a time: “Focusing on one of the 5 LfL principles really helps to identify the specifics of practice”. Participants will also acknowledge that people, classrooms, and schools are complex, and begin to recognise | '''Sample responses:''' Participants will understand that there are benefits of focussing on one thing (one LfL principle) at a time: “Focusing on one of the 5 LfL principles really helps to identify the specifics of practice”. Participants will also acknowledge that people, classrooms, and schools are complex, and begin to recognise that the LfL principles don’t naturally occur in isolation of the others. A global view is also an essential component of observing the effects of practices in action. | ||
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For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video. | For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video. | ||
{{ednote|text= | {{ednote|text= | ||
It is helpful if different participants choose different lenses so at least 2 are represented. | |||
Pedagogy: ‘Table mats’ to record observation and reflection (2s or 3s) | Pedagogy: ‘Table mats’ to record observation and reflection (2s or 3s) | ||
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}} | }} | ||
OK, watch the video now, wearing your chosen LfL spectacles! | |||
{{video|src=kY2Ow7PuseI|duration=4:18|name=19 Eness 3 vertebrates 12|title=Is a bat a bird?}} | |||
{{ednote|text= | |||
}} | |||
{{activity|whole group discussion}} | |||
* Was there a supportive environment for pupil participation and dialogue in this lesson? If so, how did the teacher achieve this? | |||
* How did she help pupils to work out whether the bat was a mammal? Did this discussion move their thinking forward? | |||
* What did you think about teacher control and pupil learning in this video clip? | |||
* How would you manage something similar in your classroom? How would you encourage pupil talk without losing too much control? | |||
= LfL across | = LfL across the OER4schools programme = | ||
LfL is not only an effective framework for exploring others teaching and learning, it is also very useful for reflecting upon your own learning pathways. Consider all of what you have learned in the sessions leading up to this point in the | LfL is not only an effective framework for exploring others teaching and learning, it is also very useful for reflecting upon your own learning pathways. Consider all of what you have learned in the sessions leading up to this point in the programme. Did your workshop facilitator and/or the materials ‘focus on learning’, create the ‘conditions for learning’, promote and enable ‘learning dialogue’, provide opportunities for ‘shared leadership’ and ‘mutual accountability’? | ||
Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity | Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity throughout the programme for you and your colleagues? | ||
LfL is an effective way thinking about your learning, the learning around you, and how you can go about improving learning capacity. | LfL is an effective way thinking about your learning, the learning around you, and how you can go about improving learning capacity. | ||
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You now understand that LfL is all about learning. It is about seeing the component parts that contribute to creating learning and leadership opportunities in classrooms, schools and communities. | You now understand that LfL is all about learning. It is about seeing the component parts that contribute to creating learning and leadership opportunities in classrooms, schools and communities. | ||
By seeing things differently, through the 5 LfL lenses (or all at once with a combined lens when you are ready to give it try) we are better able to understand what it is we do as practitioners in support of the activity of learning. | By seeing things differently, through the 5 LfL lenses (or all at once with a combined lens when you are ready to give it a try) we are better able to understand what it is we do as practitioners in support of the activity of learning. | ||
It is through knowledge and insights of the leadership for learning principles that we are able to reflect upon and share our experiences and understandings with our colleagues. | It is through knowledge and insights of the leadership for learning principles that we are able to reflect upon and share our experiences and understandings with our colleagues. | ||
Practice using the LfL lenses when you are back in your own | Practice using the LfL lenses when you are back in your own settings, or even when you are watching others in the act of teaching and learning. | ||
= HOMEWORK = | = HOMEWORK = | ||
1. Take time to think about the course, your own learning and how you both 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 with 5 categories that will help you shape your discussion with your peers. | |||
2. Please undertake a 30-minute peer observation, where you explore aspects of a colleague’s principles and practices 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. We suggest that if you use more than one lens, that you configure your notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way you can jot down elements you observe under each heading in your prepared framework. | |||
We won’t be surprised if you report back that certain LfL headings are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings. | We won’t be surprised if you report back that certain LfL headings are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings. | ||
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This page was authored by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge. | This page was authored primarily by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge. | ||
http://www.educ.cam.ac.uk/centres/cce/ccepeople/staff.html | http://www.educ.cam.ac.uk/centres/cce/ccepeople/staff.html | ||
