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OER4Schools/Engaging the community: Difference between revisions

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OER4Schools/Engaging the community (view source)

Revision as of 11:45, 10 January 2013

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reworked this video watching section to sync better with 1.5 (6.1)
(added text about the lens metaphor)
(reworked this video watching section to sync better with 1.5 (6.1))
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'''How might you structure a discussion about a student’s learning e.g. with a parent, another teacher, or a government inspector using all 5 LfL principles?'''   
'''How might you structure a discussion about a student’s learning e.g. with a parent, another teacher, or a government inspector using all 5 LfL principles?'''   


In this section we are watching two videos, to practice applying the principles. In the next section, we will then draw on these observations to role play a discussion with someone in the community.
In this section we are going to watch two videos, to practice applying the principles in a combined way. In the next section, we will then draw on these observations to role play 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|Small group activity:| Use 'table mats' to record observations and reflections on LfL in the classroom.|30 }} Let’s try putting this idea of looking at students' learning through a combined LfL lens into practice.
 
Before we do, plan in pairs or groups of three how you will record your observations on your table mats, remember, this time  your ‘critical lens' is a combined one through which you will 'see' all the student leadership and learning opportunities in the classroom. Decide as a group the best way to prepare your table mats so that you can record observations on all 5 LfL principles through a combined lens.
 
Watch the following videos 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 your prepared table mat 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. Look for those things that you believe contribute to promoting conditions for learning in the video, for each of the 5 principles.
 
{{ednote|text=
 
'''Pedagogy:''' ‘Table mats’ to record observation and reflection
 
Each group has a large piece of paper that they will prepare in an agreed way.  As they watch the video, participants make notes on their table mat.  Encourage participants to include an area for reflection on their table mats that they can record salient points on after a brief discussion with other group members.
 
The table mat should ideally be divided into five sections, each labeled with an LfL principle. Notes should be made in each respective section by members of the group.  All members should use a combined lens rather than dividing up the principles.  There is enough information in the videos for participants to discover different things simultaneously.  For ease of discussion afterwards there should be a way of differentiating which observations come from which video, perhaps by ruling a line under those for the first video before proceeding.  Participants may come up with there own way of doing this and that should be encouraged as a way of them taking responsibility for their own learning.  


The following videos show group work in Eness’ Grade 3 class. We are revisiting these videos you saw in Unit 1.1.  Clip 6 depicts group work using animal pictures on tablets and mini-blackboards: a group of 5 is recording under their own category of ‘animals with no legs’ and interacting as a group. Clip 8 shows a group presentation where the teacher detects an error and asks for input from the children.
The following videos show group work in Eness’ Grade 3 class. We are revisiting these videos you saw in Unit 1.1.  Clip 6 depicts group work using animal pictures on tablets and mini-blackboards: a group of 5 is recording under their own category of ‘animals with no legs’ and interacting as a group. Clip 8 shows a group presentation where the teacher detects an error and asks for input from the children.
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{{: Video/Eness_vertebrates_8.mp4 }}
{{: Video/Eness_vertebrates_8.mp4 }}


{{activity|Discuss in pairs}} Now turn to a partner and discuss your notes, being careful to structure your discussions using the five LfL principles, and avoiding talking about global issues regarding a child’s learning behaviours.  
 
{{activity|Small group discussion:| 5}} }Now turn to the other members of your group and discuss your join notes, being careful to structure your discussions using the five LfL principles, and avoiding talking about global issues regarding a child’s learning behaviours.  Make any additional notes on your table mats that you will need to engage with a whole group discussion on the videos.  


'''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.  
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