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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 11:46, 9 January 2013
, 12 years ago→Learning Dialogue NOTE THEY NEED TO KNOW WHAT THIS IS FIRST! ALSO 2 FORCE FIELDS IN A ROW IS REPETITIVE - MAKE THE PREVIOUS ONE A BRAINSTORM AND SCRAP THE EARLIER BRAINSTORM?
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(Adapted from Index for inclusion, p. 40, Figure 12) | (Adapted from Index for inclusion, p. 40, Figure 12) | ||
== Learning Dialogue | == Learning Dialogue == | ||
{{activity|otr|: Learning Dialogue|10}} 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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{{activity|stgw| with force-field analysis.|15}} Use the force-field analysis to | {{activity|stgw| with force-field analysis.|15}} Use the "force-field analysis" technique to look at the things that support or hinder learning dialogue. 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. | ||
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|| Help || The Issue || Hinder | |||
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The technique can be extended by | |||
* (a) initially listing all the factors that help and hinder, then identifying the three most important of each, | |||
* (b) showing the strength of the forces by assigning a score to each, from 1 (weak) to 5 (strong). | |||
The next stage is to consider what can be done to | |||
* Add momentum to and capitalise on the favourable forces | |||
* Minimise or overcome the obstacles. | |||
Options for action can be considered in how effective they will be in shifting the balance in favour of the positive forces. | |||
{{lfl blue book}} | |||
== Shared Leadership == | == Shared Leadership == | ||
