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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 13:14, 8 January 2013
, 12 years ago→Leadership for Learning activities
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== Focus on Learning == | == Focus on Learning == | ||
{{activity|otr|: Focus on | {{activity|otr|: Focus on Learning|10}} Read the text below, in conjunction with the questions for "Focus on Learning" above, and then do the activity below. | ||
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{{activity|stgw|15}} Now consider a number of issues at your school. What issues have recently arisen? What issues have been discussed in recent teacher meetings? Perhaps brainstorm and make a list of them, or write them on small cards. Now decide how how these issues relate to "Focus on Learning", and regarding "Focus on Learning" decide whether they are important and/or urgent. Go through some of the issues you came up with, and place them into these categories: | {{activity|stgw| on looking at school issues.|15}} Now consider a number of issues at your school. What issues have recently arisen? What issues have been discussed in recent teacher meetings? Perhaps brainstorm and make a list of them, or write them on small cards. Now decide how how these issues relate to "Focus on Learning", and regarding "Focus on Learning" decide whether they are important and/or urgent. Go through some of the issues you came up with, and place them into these categories: | ||
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== Conditions for Learning == | == Conditions for Learning == | ||
Read the text below, in conjunction with the questions for "Conditions on Learning" above. | |||
{{activity|otr|: Conditions for Learning|10}} Read the text below, in conjunction with the questions for "Conditions on Learning" above. | |||
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Use the "force-field analysis" to look at the conditions for learning. Leaning on a metaphor from | {{activity|stgw| with force-field analysis.|15}} Use the "force-field analysis" technique to look at the conditions for learning. Leaning on a metaphor from physics, force-field analysis is a useful technique for looking at facilitating and constraining forces. Identify the issue, then write down three things that help on the left, and three things that hinder on the right. | ||
Identify the issue, then write down | |||
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== Learning Dialogue == | == Learning Dialogue == | ||
Read the text below, in conjunction with the questions for "Learning Dialogue" above. | {{activity|otr|: Learning Dialogue|10}} Read the text below, in conjunction with the questions for "Learning Dialogue" above. | ||
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Use the force-field analysis to determine the things that support or hinder learning dialogue. | {{activity|stgw| with force-field analysis.|15}} Use the force-field analysis to determine the things that support or hinder learning dialogue. | ||
== Shared Leadership == | == Shared Leadership == | ||
Read the text below, in conjunction with the questions for "Shared Leadership" above. | {{activity|otr|: Shared Leadership|10}} Read the text below, in conjunction with the questions for "Shared Leadership" above. | ||
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{{activity|wgd| on command, consultation, consensus.| | {{activity|wgd| on command, consultation, consensus.|15}} Discuss the meaning of command, consultation, consensus, and give examples how these occur in the day-to-day activities of the school. Now imagine a pie. It can be divided into three quadrants to represent the balance of three decision-making processes in your school, district office or circuit supervision. What percentage of those decisions are Command, Consultation, or Consensus? | ||
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== Mutual Accountability == | == Mutual Accountability == | ||
Read the text below, in conjunction with the questions for "Mutual Accountability" above. | {{activity|otr|: Mutual accountability|10}} Read the text below, in conjunction with the questions for "Mutual Accountability" above. | ||
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Use the 'question starters' below, to investigate scenarios that have various degrees of shared accountability. | {{activity|wcd| with questions starters|15}} Use the 'question starters' below, to investigate scenarios that have various degrees of shared accountability. | ||
= Activities and techniques for teacher meetings = | = Activities and techniques for teacher meetings = | ||
