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OER4Schools/LfL/Introduction: Difference between revisions
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'''Consider''' Figure 5C | '''Consider''' Figure 5C | ||
What do you think might be the benefits of combining all LfL lenses into one? | * What do you think might be the benefits of combining all LfL lenses into one? | ||
* What do you think could be the drawbacks of looking at classrooms and schools with a single, combined lens? | |||
{{ednote|text= | |||
Pedagogy: Debate preceded by Think, Pair, Share. | |||
Firstly, divide group equally and request a representative from one of the two groups who decides whether they would prefer to explore and discuss either the ‘benefits’ or the ‘drawbacks’ as introduced for this practical. | |||
Each group now undertakes the think, pair, share process. | |||
THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 -3 responses/contributions. Participants make a mental note of each (or preferably, written down to support recall and reference). | |||
PAIR: In pairs, participants discuss and compare ideas. | |||
SHARE: Each half of the group comes together (the ‘benefits’ group and the ‘drawbacks’ group), with each pair contributing one or two ideas from their discussion with their respective group. | |||
DEBATE: Gain the attention of the two groups by requesting that each identify the top 3 benefits or drawbacks, respectively, that they will share with the whole group in an effort to make a case for their side/position. Give the groups adequate time to agree their top 3 items. 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 begin to understand that there are benefits of focussing on one thing (one LfL principle) at a time: ‘You can identify how often or effective a person is at attending to each of the 5 LfL principles”. Participants will also begin to recognize that people, classrooms, and schools are complex, and 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 and effectiveness of pedagogical tools/procedures in action. | |||
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=== Practical === | === Practical === | ||
