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Leadership for Learning provides an excellent framework for structuring discussions about learning with parents, colleagues, headteachers and school inspectors. Before preparing for such a conversation with the community stakeholders, let’s revise what we have learnt about LfL. | Leadership for Learning provides an excellent framework for structuring discussions about learning with parents, colleagues, headteachers and school inspectors. Before preparing for such a conversation with the community stakeholders, let’s revise what we have learnt about LfL. | ||
Let’s consider once again | Let’s consider once again the 5 principles: | ||
#Focus on learning | #Focus on learning | ||
#Conditions for learning | #Conditions for learning | ||
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#Mutual accountability | #Mutual accountability | ||
Now imagine how you might structure a discussion about a student’s learning using these 5 principles. In this section we are watching two videos, to practice applying these principles. In the next section, we will then draw on these observations to have a discussion with someone in the community. | You might recall the list of question for reflection which were introduced in the last session. This list is repeated below for your reference. | ||
Now imagine how you might structure a discussion about a student’s learning using these 5 principles, e.g. with a parent, another teacher, or a government inspector. In this section we are watching two videos, to practice applying these principles. In the next section, we will then draw on these observations to have a discussion with someone in the community. | |||
{{activity|Video}} '''Viewing a video with focus on Leadership for Learning.''' Watch the following short video in which we can look out for and then discuss the five LfL principles. Pay particular attention to how children engage in learning, and how the teacher interacts with the children. Use a sheet of paper divided into five sections, each labeled with an LfL principle. As you watch the video, make notes in each respective section of your observation sheet. These will be your guide for discussing the child’s learning strengths and areas that might benefit from additional attention. | {{activity|Video}} '''Viewing a video with focus on Leadership for Learning.''' Watch the following short video in which we can look out for and then discuss the five LfL principles. Pay particular attention to how children engage in learning, and how the teacher interacts with the children. Use a sheet of paper divided into five sections, each labeled with an LfL principle. As you watch the video, make notes in each respective section of your observation sheet. These will be your guide for discussing the child’s learning strengths and areas that might benefit from additional attention. | ||
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'''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. | ||
'''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|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. | ||
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{{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. | {{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 = | |||
{{: OER4Schools/LfL/5_principles_with_questions}} | |||
= Involving parents – the issues = | = Involving parents – the issues = | ||
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Consider what you have learnt about interactive pedagogy - so instead of just telling your students about it, create a session on LfL, where students explore the ideas of Leadership for Learning (the “metaphor” of the LfL lenses) and then apply their new knowledge and critical framework to their own learning in their own class, with a view to generating a shared dialogue about leadership for learning. | Consider what you have learnt about interactive pedagogy - so instead of just telling your students about it, create a session on LfL, where students explore the ideas of Leadership for Learning (the “metaphor” of the LfL lenses) and then apply their new knowledge and critical framework to their own learning in their own class, with a view to generating a shared dialogue about leadership for learning. | ||
You can do this any any number of ways. But just to help get you thinking about a possible direction, consider the following as potential elements of a session on LfL in your class. | You can do this any any number of ways. But just to help get you thinking about a possible direction, consider the following as potential elements of a session on LfL in your class. Bear in mind the questions for reflection (which were used in the previous session, and which we have included above). See whether you can use some of those reflective questions with your students. | ||
{{background|text= | {{background|text= | ||
