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OER4Schools/Leadership for Learning: Difference between revisions

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{{OER4S}}[[Category:CCE]][[Category:Leadership]]
{{OER4S}}[[Category:CCE]][[Category:Leadership]]
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{{activity|Small group activity}}: (30 mins) Get into your small group of last week’s ‘making use of enquiry ideas A-D’ activity to discuss your homework tasks.
{{activity|Small group activity}}: (25 mins) Get into your small group of last week’s ‘making use of enquiry ideas A-D’ activity to discuss your homework tasks.


All the participants should have tried out a mini-EBL lesson or have organised an extended EBL ‘field or project day’. Check with each other that you have the following documentation that should be included in your portfolio:
All the participants should have tried out a mini-EBL lesson or have organised an extended EBL ‘field or project day’. Check with each other that you have the following documentation that should be included in your portfolio:
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= Leadership for Learning – Introduction =
= Leadership for Learning – Introduction =


{{activity|Reading}} Read the following text.
{{activity|Reading}} (5 mins) Read the following text.


{{background|text=
{{background|text=
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LfL is not something that can be implemented, ‘done-to’ a school or imposed on a person. LfL provides a framework that creates an opportunity for change; for expanding leadership capacity in schools and improving the quality of learning. The OER4schools programme adopts an approach similar to the one in LfL in how it defines '''''professional learning'''''. You will have an opportunity in this unit to reflect further on the application of LfL in every aspect of your own professional learning. }}
LfL is not something that can be implemented, ‘done-to’ a school or imposed on a person. LfL provides a framework that creates an opportunity for change; for expanding leadership capacity in schools and improving the quality of learning. The OER4schools programme adopts an approach similar to the one in LfL in how it defines '''''professional learning'''''. You will have an opportunity in this unit to reflect further on the application of LfL in every aspect of your own professional learning. }}


{{activity|Small group activity}}: Form a different small group of three to four teachers and discuss these questions:
{{activity|Small group activity}}: (10 mins) Form a different small group of three to four teachers and discuss these questions:


* What is your initial impression of the terms ‘leadership’ and ‘learning’?  
* What is your initial impression of the terms ‘leadership’ and ‘learning’?  
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We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying what we mean by an LfL Lens.  
We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying what we mean by an LfL Lens.  


{{activity|stimulus}} What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?
{{activity|stimulus}} (10 mins) What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?




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* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Accountability’'''?


You can use the following background reading to help you understand these terms.
{{activity|Small group activity}} (25 mins)
 
Your facilitator will explain to you how to go about this group activity. Before that, you may like to take some time to refer to the background reading to help you understand all the 5 LfL principles.


{{ednote|text=
{{ednote|text=
'''Pedagogy:''' Jigsaw (or small group plenary) - creating and sharing 'expert' knowledge.
‘''Pedagogy:''' Plenary session or Jigsaw
‘Extending the lens metaphor from the previous exercise, create five groups each focusing on one LfL principle to discuss “what are the kinds of things you might see…”. ''Either'' jigsaw, creating new groups with 'expert' envoys from each of five LfL principle groups, ''Or'' representatives from each group share with everyone in plenary. Identify natural overlaps and links across the 5 LfL principles and re-direct new questions back to the group for elaboration. This is a purely exploratory exercise, with no incorrect answers.  
 
Extending the use of lens metaphor from the previous think-pair-share exercise, the facilitator can suggest one the following group activity to help the participants make further use of the LfL lens.
 
Plenary Activity
 
1. Ensure that the participants are in five different groups.
2. Assign each group to one particular lens to discuss what are the kind of things they may look out in the classrooms using that one particular lens. This should take at least 10 minutes.
3. One member from each group will share with everyone in a plenary format. (ie. each person to take turn to share what they have discussed in the group)
4. The rest of the participants can ask questions for clarification or raise comments on the overlaps and links across the 5 LfL principles. This should take another 15 minutes.
5. Remind the participants that this is a purely exploratory exercise, with no incorrect answers.
 
Jigsaw Activity
 
1. Ensure that the participants are in at least two groups of 5 participants each.
2. Assign each member  in each group to one particular lens to think about what are the kind of things that he/she may look out in the classrooms using that one particular lens. This should take at least 5 minutes.
3. The members who are assigned to the same lens from the different groups will meet together as a temporary ‘expert’ group to exchange ideas. This should take another 5 minutes or so.
4. The members return back to their original group and share their findings to the rest of the members. Each person will have about 2 minutes to share their findings.
5. Remind the participants that this is a purely exploratory exercise, with no incorrect answers.  


Use the background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session.
Use the background reading to explain the terms. There is another educator note below this background reading, that gives further details for each point in turn. Make sure that you have spent time reading and thinking about this before the session as the participants may need your prompting to help them ‘see’ through each of the lens.
}}
}}


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{{ednote|text=
{{ednote|text=
This educator note is meant to be read in conjunction with the above background reading. It provies additional prompts for each of the points above.
This educator note is meant to be read in conjunction with the above background reading. It provides additional prompts for each of the points above.


'''Focus on Learning'''
'''Focus on Learning'''
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}}
}}


{{ednote|text=
[[Image:LfL_combined_lense.png|thumb|300px|The lenses combined.]]
Thinking ahead, you are probably already wondering why we don’t simply put all the LfL lenses together, in one! This way we could see all the 5 LfL principles at once in classrooms and schools.
'''Consider''' the Figure above.
* 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 snowballing and prioritisation.
SNOWBALL AND PRIORITISATION:
Firstly create two groups, one considering the ‘benefits’ and the other the ‘drawbacks’ of looking at practice through a single combined lens.
In each group the process proceeds in stages: people first work independently, then in pairs, then two pairs join to create a four, then two fours join to create an eight and so on, until each of the two groups has ‘snowballed’ together.
At each stage, the task is: (a) to think about the benefits or drawbacks (depending which half of the whole group) of looking at practice through a single combined lens, and (b) to prioritise them into the top five items.
Prioritisation should be achieved through dialogue to reach consensus.
Once the snowball has brought together everyone considering each of the aspects (benefits / drawbacks), only three items should be prioritised.
DEBATE:
Each half-group considers their agreed top three items and draws together the arguments for each point in preparation for the debate.
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 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.
}}


= Application of LfL lenses to a classroom situation =
= Application of LfL lenses to a classroom situation =


{{activity|Small group activity}} Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.
{{activity|Small group activity}} (30 mins) Let’s try putting this idea of looking at classroom teaching and learning through an LfL lens into practice.


We are going to watch a short teaching/classroom video.  
We are going to watch a short teaching/classroom video.  
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#Conditions for learning - did all the teachers have an opportunity to share what they have learnt? Did the teacher who was observed, appear to be nervous? Did all the teachers feel ‘safe’ to share their opinions and to listen to one another? How much time did they have to set aside for meeting together? Would it be easy to set aside time to observe their colleague teaching?
#Conditions for learning - did all the teachers have an opportunity to share what they have learnt? Did the teacher who was observed, appear to be nervous? Did all the teachers feel ‘safe’ to share their opinions and to listen to one another? How much time did they have to set aside for meeting together? Would it be easy to set aside time to observe their colleague teaching?
(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what are the learnings that have taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)


# Learning Dialogue - did all the teachers have the language to discuss about the particular aspect of teaching and learning they have chosen to focus on? Were they able to come to any conclusion about what were some problems they had identified and how they could improve on it? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?
# Learning Dialogue - did all the teachers have the language to discuss about the particular aspect of teaching and learning they have chosen to focus on? Were they able to come to any conclusion about what were some problems they had identified and how they could improve on it? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?
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}}
}}


= LfL across the OER4schools programme =
= LfL across the OER4schools programme =


{{activity| Reading}}  
{{activity| Reading}} (5 mins)


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. Teachers, student teachers and other participants are autonomous thinkers and learners, doing their own learning both individually and collectively. We hope that the new (and familiar) ideas presented in all the past units and the supporting resources are feeding into your understanding of learning, classroom conditions and your leadership role,  impact on student learning and what you can do to enrich and enhance learning opportunities.
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. Teachers, student teachers and other participants are autonomous thinkers and learners, doing their own learning both individually and collectively. We hope that the new (and familiar) ideas presented in all the past units and the supporting resources are feeding into your understanding of learning, classroom conditions and your leadership role,  impact on student learning and what you can do to enrich and enhance learning opportunities.
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{{activity| Think-Pair-Share}}  
{{activity| Think-Pair-Share}} (10 mins)


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 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.  
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 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.  
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1. Take time to think about the course, your own learning and how you 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 ready to discuss your own teaching, teaching you have witnessed, and ideas about learning through the framework of the 5 LfL lenses. This will help us to focus our discussions and thinking about  teaching and learning in a way that is  that will help you develop your discussions with your peers.
1. Take time to think about the course, your own learning and how you 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 ready to discuss your own teaching, teaching you have witnessed, and ideas about learning through the framework of the 5 LfL lenses. This will help us to focus our discussions and thinking about  teaching and learning in a way that is  that will help you develop your discussions with your peers.


2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom 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.  
2. Please undertake a 30-minute peer observation, where you observe student learning in a colleague’s classroom 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. It will be helpful to have a pre-lesson discussion prior to the peer observation lesson, to agree on what the lens means, what the observer could potentially be looking for and other ground rules of etiquette. (e.g. the observer should not unnecessarily interfere with the classroom activities, remain quiet etc.) The teacher may like to brief the observer on the profile of his/her class. There may be particular students the observer may need to pay more attention to due to various reasons (e.g. learning difficulties).
 
We suggest that if both of you agree to use more than one lens, then the observer can configure his/her notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way he/she can jot down elements he/she observe under each heading in the prepared framework. It is important for the observer to remember that he/she is observing practices, not people.
 
If possible, conduct a quick post-lesson discussion as soon as possible. Try to ensure that the discussion focuses on observations about practices and contextualise comments by framing the observations as ‘ I noticed pupils...’ or ‘When you supported pupils to... I noticed...’. Remember, the observer is not reporting what he/she THINKS he/she should have seen in a lesson, but what him/her DID see. By doing this, the discussion can avoid problems of possible unhelpful critique of peer professional practices.
 
We would not be surprised if both of you report back that certain LfL principles 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 principles 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.
= Acknowledgement =  
= Acknowledgement =  


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