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= Leadership for Learning practical: The five lenses =


[[Image:LfL_lenses.png|300px|The five lenses]]
Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:
{{oinc|OER4Schools/LfL/5 principles }}
'''Consider''' the 5 LfL Lenses and their usefulness for focusing on learning practices.
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Conditions for Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Learning Dialogue’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Shared Leadership''''?
* 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|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.
{{ednote|text=
'''Pedagogy:''' Plenary session or Jigsaw
Extending the use of the lens metaphor from the previous think-pair-share exercise, the facilitator can suggest one of the following group activities to help the participants make further use of the LfL lens.
'''Plenary Activity'''
# Ensure that the participants are in five different groups.
# 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.
# 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)
# 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.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.
'''Jigsaw Activity'''
# Ensure that the participants are in at least two groups of 5 participants each.
# 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.
# 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.
# 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.
# Remind the participants that this is a purely exploratory exercise, with no incorrect answers.
Use the following 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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{{background|text=
{{: OER4Schools/LfL/5 principles expanded}}
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{{ednote|text=
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.
{{: OER4Schools/LfL/5 principles with questions }}
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= Brief reflection on modelling =
{{activity|stgw|: Looking through the programme.|5}} You may have already noticed that some activities in our programme were labeled "same-task group work", and other activities were labeled as "different-task group work". Can you recall what they were? Check through your workshop handouts and see what they were.
{{activity|otr|: Facilitator talk on modelling.|5}} You see that we are using very similar approaches in this workshop (such as same-task and different-task group work) as we would use in the classroom. We call this "modelling of classroom practice during professional learning activities".


{{: OER4Schools/facilitator workshop activity review }}
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= Talking points on statements about group work =
{{background|text=
'''“Talking points”''' are deliberately thought-provoking statements for discussion and reasoning in small groups. Research shows that using these is an effective strategy to promote conceptual learning in a target area because
* it helps to '''structure the group task yet keeps the discussion open-ended.''' This is because pupils discuss the points but are free to contribute their own understanding /opinion about the point. In other words, the task is well-defined as well as interactive!
* it helps pupils to discuss different aspects of a concept by '''providing''' '''cues for discussion'''.
* It '''helps to maintain the focus''' of discussion.
}}
{{activity|{{activitytag|wcd}} with {{activitytag|tp}}|: Discussing statements about group work|15|link=none}} Discuss whether the following statements about group work (talking points) are ‘true’, ‘false’ or ‘not sure’. Explain your reasoning. Tick (“V”) if your group agrees that they are true, cross (“X”) if your group agrees that they are false and question mark (“?”) if your group is not sure.
* Group work '''should '''finish in one lesson
* Groups should be formed with the '''same''' pupils every time
* Teacher should assist pupils for effective group work
* '''All''' pupils in the group should be active during group work
* Noise is '''not acceptable''' during group work
* Agreements and disagreements are inevitable during group work
* Mixed pace groups are better than same pace groups
* Group work should '''always promote''' competition amongst different groups
* Group work by pupils is free time for the teacher
* Effective group work needs planning and preparation by the teacher before the lesson
Discuss each talking point mentioned above. Each group should explain their stance on the point, giving their reasons.
{{Ednote|text=
Expect disagreements amongst groups about certain talking points. This is actually productive for the whole group as it promotes further discussion.
Encourage reasoning for all talking points. Get participants to explain '''why''' they agree or disagree with something?
Finally explain the concept of talking points: The above points stimulated participants discussion about group work. In the same way, you can use talking points in the classroom, e.g. when discussing a science topic.
Also remind the participants of the idea of "modelling": We use similar techniques in the workshops sessions to what we would use in the classroom.
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= {{Name for connecting with overarching goals}} =
{{Activity for connecting with overarching goals}}


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