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OER4Schools/Workshop for school leaders: Difference between revisions
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OER4Schools/Workshop for school leaders (view source)
Revision as of 18:35, 7 January 2013
, 12 years ago→Barriers, resources and support
(Created page with "{{OER4S |title=A workshop for school leaders |session=7.3 }} = Values at your school = {{activity|wcd| on school values|30}} Discuss the following talking points. Discuss ho...") |
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* Are any additional resources needed to support learning and participation? If so how can these be mobilised and deployed? | * Are any additional resources needed to support learning and participation? If so how can these be mobilised and deployed? | ||
(Adapted from Index for inclusion, p. 40, Figure 12) | (Adapted from Index for inclusion, p. 40, Figure 12) | ||
= Techniques = | |||
== Question starts == | |||
Question Starts (A Visible Thinking routine) - A routine for creating thought-provoking questions | |||
Brainstorm a list of at least 12 questions about the topic, concept or object. Use these question-starts to help you think of interesting questions: | |||
* Why...? | |||
* How would it be different if...? | |||
* What are the reasons...? | |||
* Suppose that...? | |||
* What if...? | |||
* What if we knew...? | |||
* What is the purpose of...? | |||
* What would change if...? | |||
Review the brainstormed list and star the questions that seem most interesting. Then, select one or more of the starred questions to discuss for a few moments. | |||
'''Reflect:''' What new ideas do you have about the topic, concept or object that you didn't have before? | |||
== Critical incident analysis == | |||
Resolve an issue at school using Critical Incident Analysis | |||
A way of analysing a recent event significant event in order to examine it in detail and learn from the experience. | |||
The group of people involved sit in a circle and firstly go back over the incident in descriptive detail. The aim is to recall the event in terms of what happened, the context, the key players, what preceded and what followed. Everyone will have different perceptions, recollections and angles. This is an important aspect of the exercise and should be recorded in some way. It may hold the key to the way in which people respond, allocate responsibility and decide on a course of action. | |||
* Suspend judgement. Don’t allocate blame. | |||
* Don’t argue for your construction of the event. Listen to others | |||
* Describe from an objective, disinterested, viewpoint what happened. | |||
* Try to remember the conditions – eg time of day, the weather (was it raining? hot? etc), preceding events | |||
* Who was involved? | |||
* What did different people do? And not do? | |||
* What was said? | |||
Having agreed, as far as possible, what happened, now reflect on questions such as: | |||
* What might have been done differently? | |||
* What were the possible options? (allow for wild ideas) | |||
* Who held the options? | |||
* Why were they not used? (still avoiding blame or judgement) | |||
* What have we learned from the incident? | |||
* What might we do differently next time? | |||
