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OER4Schools/Engaging the community: Difference between revisions
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In this part of the session, we are going to use the LfL framework (introduced in the previous session) in talking with parents. | In this part of the session, we are going to use the LfL framework (introduced in the previous session) in talking with parents. | ||
{{activity|Reading and whole group discussion}} (10 min) Read the following text, and then have a brief discussion as to how you see possible roles for parents. These are some possible discussion | {{activity|Reading and whole group discussion}} (10 min) Read the following text, and then have a brief discussion as to how you see possible roles for parents. These are some possible discussion questions: | ||
# What opportunities are there currently for having a conversation with parents on student learning? | # What opportunities are there currently for having a conversation with parents on student learning? | ||
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Why do you think so? | Why do you think so? | ||
{{ednote|text= It may be very tempting to make use of the LfL framework as some kind of ‘repository’ to find solutions to answer parents or inspector’s | {{ednote|text= It may be very tempting to make use of the LfL framework as some kind of ‘repository’ to find solutions to answer parents or inspector’s queries (perhaps eventually as some kind of ‘FAQ’) '''We are not trying to give you ‘stock’ answers to reply to your stakeholders.''' It is important to note that using the LfL lens provides opportunities for all the stakeholders to come together to deliberate on the many issues of student learning from different perspectives. The teacher should not feel that he/she has to have an answer to all the questions that are fielded by the other stakeholders. In fact, it may be better in the first few discussions, to LISTEN closely to the views of the different stakeholders before stating your own. It is easy to become very defensive of all the ‘new things’ that the participants have learnt so far. The conversation and discussion should be seen as a reflective and developmental one. This will eventually help the community as a whole to come together to support each other in your endeavours to provide quality teaching and learning experiences for your students. }} | ||
= Involving students = | = Involving students = | ||
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Here are two ideas that might come up. | Here are two ideas that might come up. | ||
'''Older students helping in lower grades.''' One idea is to involve students (from higher grades) in teaching and learning activities in lower grades. For instance a grade 8 student might help in a grade 5 class. Can you look at this from an LfL perspective? Consider the five LfL principles - how can they be related to this activity | '''Older students helping in lower grades.''' One idea is to involve students (from higher grades) in teaching and learning activities in lower grades. For instance a grade 8 student might help in a grade 5 class. Can you look at this from an LfL perspective? Consider the five LfL principles - how can they be related to this activity? | ||
'''Students’ school council.''' Is there a “students’ council”, which represents the students? | '''Students’ school council.''' | ||
* Is this student organisation involved in discussing teaching and learning? Or do they have a role more like “prefects” who help in controlling and order in school? | Is there a “students’ council”, which represents the students? | ||
* Is this student organisation involved in discussing teaching and learning? Or do they have a role more like “prefects” who help in controlling and maintaining order in school? | |||
* Students sometimes do approach teachers, e.g. to raise the issue of there being too few books. As a teacher (and as a school), how do you deal with that? | * Students sometimes do approach teachers, e.g. to raise the issue of there being too few books. As a teacher (and as a school), how do you deal with that? | ||
* There are other issues where students may not be involved, and perhaps should not be involved. How do we decide what those are? | * There are other issues where students may not be involved, and perhaps should not be involved. How do we decide what those are? | ||
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Another important way to involve students, is for teachers to see them as a “resource” for developing their own practice, e.g. by asking students for feedback. | Another important way to involve students, is for teachers to see them as a “resource” for developing their own practice, e.g. by asking students for feedback. | ||
Students need to “be sensitised” (need to learn and | Students need to “be sensitised” (need to learn and practice) how to handle matters that concern them. ... thus protocol needs to be observed … Students need to be told that it’s their right to be heard and that therefore they need not to fear to make themselves heard. There is a background reading below, which gives details of UN Convention on Rights of the Child, article 12. | ||
Some participants may question whether there is a minimum age for children to get involved in these sorts of activities. However, children’s voices should always be heard (in an age-appropriate way). The idea is that you have to start | Some participants may question whether there is a minimum age for children to get involved in these sorts of activities. However, children’s voices should always be heard (in an age-appropriate way). The idea is that you have to start practicing all of this at any age, so that you can improve your ability to contribute and make your voice heard as you progress through basic school and from basic school to high school to university, and then to your work life. | ||
}} | }} | ||
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}} | }} | ||
{{activity| | {{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. | ||
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. | |||
{{background|text= | |||
'''Ideas for introducing your students to Leadership for Learning''' | |||
'''Introduce the metaphor of LfL lenses.''' Provide the materials and guidance for students to cut out and make LfL spectacles. Recycled paper, card, and other paper scraps from magazines workbooks are perfect for this exercise. Guide your students in demonstrating how to make a pair of LfL spectacles - designed to reflect their specialist powers of observation - and with each child personalizing their own spectacles based upon one of the five principles (i.e., students trace, cut, fold, colour/draw, and glue elements to personalize their spectacles). When this phase of the activity is complete, each student will have made a pair of LfL spectacle. Students group, share and discuss their LfL spectacles and what they help them ‘see’ in their class related to leadership for learning. | |||
'''Introduce students the LfL observation sheet concept, where each student folds a piece of paper to create 5 sections for noting observations.''' Invite students to keep this observations sheet with them for one whole day, making notes as the see leadership for learning around them. | |||
'''Wrap up the session with sharing session at the end of the day,''' where students share their findings from their LfL observations sheet in small groups, with one representative from each group (the presenter) providing a succinct summary to the a whole class round. Collect the LfL observation sheets and summarize on a large poster, for students to see when they return to class the next morning. | |||
'''Create opportunities to practice those LfL observations daily,''' and to expanding the observations over time. | |||
'''Extension:''' Consider appointing a pair of students (boy and girl) as Directors of Leadership for Learning, responsible for monitoring and guiding future (daily) discussions regarding leadership and learning in their class. Each Friday appoint a new pair of Directors of LfL for the following week. | |||
}} | |||
= Homework = | = Homework = | ||
''''Part 1:'''' Pick a set of questions from the following table, e.g. | ''''Part 1:'''' Pick a set of questions from the following table, e.g. | ||
* Do all the children feel that they are looked upon by others as | * Do all the children feel that they are looked upon by others as equal members of the classroom community? Do they feel that their contributions are recognised and valued by their peers, as well as by their teacher? | ||
When you next teach, bear this question in mind, and after the lesson reflect on it in your audio diary. (When you do the recording in your audio diary, state the questions first, and then your observations.) | When you next teach, bear this question in mind, and after the lesson, reflect on it in your audio diary. (When you do the recording in your audio diary, state the questions first, and then your observations.) | ||
{{oinc|OER4Schools/Using_questions_as_a_starting_point_for_monitoring_and_accountability }} | {{oinc|OER4Schools/Using_questions_as_a_starting_point_for_monitoring_and_accountability }} | ||
''''Part 2:'''' LfL discussion with students. | ''''Part 2:'''' LfL discussion with students. Run a session on LfL with you own students (as discussed above). | ||
= References = | = References = | ||
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= Additional resources = | = Additional resources = | ||
This paper [InForm_4_Headteachers.pdf] provides some information for school leaders about supporting leadership for learning in their school. Further information from “Creating Learning Without Limits” will be forthcoming in future. | This paper [InForm_4_Headteachers.pdf] provides some '''information for school leaders''' about supporting leadership for learning in their school. Further information from “Creating Learning Without Limits” will be forthcoming in future. | ||
