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OER4Schools/Engaging the community: Difference between revisions
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{{activity|Whole group discussion}} Discuss the role play. How differently would the discussion be between the teacher-parent and teacher-inspector? What does that suggest to you about the role of the teacher in communicating student learning? Discuss in particular whether the parent and inspector were convinced about the use of ICT, and what sort of message they have taken away from this. Do you think there will be value in having a discussion whereby the parents, teachers, head teacher and inspector are '''ALL''' present? | {{activity|Whole group discussion| on role play.|5}} Discuss the role play. How differently would the discussion be between the teacher-parent and teacher-inspector? What does that suggest to you about the role of the teacher in communicating student learning? Discuss in particular whether the parent and inspector were convinced about the use of ICT, and what sort of message they have taken away from this. Do you think there will be value in having a discussion whereby the parents, teachers, head teacher and inspector are '''ALL''' present? | ||
Why do you think so? | Why do you think so? | ||
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The Leadership for Learning principles apply to everybody, including the students. For instance, students taking responsibility for their own learning does not just mean that they learn a piece of information in a lesson. '''It means students taking responsibility for ensuring that they really understand, and that peers have understood.''' You may remember we introduced this as a criterion for successful groupwork in [[OER4Schools/3.3_Mixed_pace_groupwork_with_and_without_ICT|Unit 3]], emerging from Slavin’s research. Moreover it also includes students taking appropriate responsibility for the learning environment and for the school as a whole (and in particular for learning at the school). | The Leadership for Learning principles apply to everybody, including the students. For instance, students taking responsibility for their own learning does not just mean that they learn a piece of information in a lesson. '''It means students taking responsibility for ensuring that they really understand, and that peers have understood.''' You may remember we introduced this as a criterion for successful groupwork in [[OER4Schools/3.3_Mixed_pace_groupwork_with_and_without_ICT|Unit 3]], emerging from Slavin’s research. Moreover it also includes students taking appropriate responsibility for the learning environment and for the school as a whole (and in particular for learning at the school). | ||
{{activity|Group discussion}} Discuss the five LfL principles in relation to the students. What might the LfL principles mean for students? | {{activity|Group discussion| on the LfL principles|5}} Discuss the five LfL principles in relation to the students. What might the LfL principles mean for students? | ||
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{{activity|Reading and discussion in pairs}} In the homework, we will ask you to discuss the LfL principles with the students in your class. Discuss in pairs: How would you do this? Can you draw on material from the previous and this session to draw something together? The following text has some suggestions! Read through it together, and discuss. Make a plan for a session with your students. | {{activity|Reading and discussion in pairs| on using LfL principles with students|5}} In the homework, we will ask you to discuss the LfL principles with the students in your class. Discuss in pairs: How would you do this? Can you draw on material from the previous and this session to draw something together? The following text has some suggestions! Read through it together, and discuss. Make a plan for a session with your students. | ||
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. | ||
