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OER4Schools/Leadership for Learning: Difference between revisions
From OER in Education
OER4Schools/Leadership for Learning (view source)
Revision as of 22:16, 1 December 2012
, 12 years agoEditing of activity timings in units 5 and 6
m (* Edits) |
m (Editing of activity timings in units 5 and 6) |
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= Leadership for Learning – Introduction = | = Leadership for Learning – Introduction = | ||
{{activity|Reading}} | {{activity|Reading|5 }} 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}}: | {{activity|Small group activity|10 }}: 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}} | {{activity|stimulus|10 }} 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’'''? | ||
{{activity|Small group activity}} | {{activity|Small group activity|25 }} | ||
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. | 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. | ||
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= Application of LfL lenses to a classroom situation = | = Application of LfL lenses to a classroom situation = | ||
{{activity|Small group activity}} | {{activity|Small group activity|30 }} 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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= LfL across the OER4schools programme = | = LfL across the OER4schools programme = | ||
{{activity|Reading}} | {{activity|Reading|5 }} | ||
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 }} | ||
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. | ||
