12,782
edits
OER4Schools/Workshop for school leaders: Difference between revisions
From OER in Education
OER4Schools/Workshop for school leaders (view source)
Revision as of 12:21, 9 January 2013
, 12 years ago→Leadership for Learning activities
| Line 82: | Line 82: | ||
(See [[OER4Schools/LfL|Leadership for Learning]] for more information. Some of the text below draws on the [[OER4Schools/LfL/5 principles with questions|five LfL principles with questions]].) | (See [[OER4Schools/LfL|Leadership for Learning]] for more information. Some of the text below draws on the [[OER4Schools/LfL/5 principles with questions|five LfL principles with questions]].) | ||
== Focus on Learning == | |||
{{activity|otr|: Focus on Learning|10}} Read the text below, in conjunction with the questions for "Focus on Learning" following the text, and then do the activity below. | {{activity|otr|: Focus on Learning|10}} Read the text below, in conjunction with the questions for "Focus on Learning" following the text, and then do the activity below. | ||
| Line 108: | Line 108: | ||
== Conditions for Learning == | == Conditions for Learning == | ||
{{activity|otr|: Conditions for Learning|10}} Read the text below, in conjunction with the questions for "Conditions on Learning" | {{activity|otr|: Conditions for Learning|10}} Read the text below, in conjunction with the questions for "Conditions on Learning" below. | ||
{{background|text= | {{background|text= | ||
| Line 116: | Line 116: | ||
{{lfl ghana paper}} | {{lfl ghana paper}} | ||
}} | }} | ||
Here are some questions you can ask yourself about the conditions for learning: | |||
# What kind of background (e.g. families, age, interests) would be most helpful to support learning? | |||
# Are we providing a safe environment for learners to take risks, cope with failure and respond positively to challenges? How are we doing that? | |||
{{activity|wcb| on barriers, resources and support|30}}. | {{activity|wcb| on barriers, resources and support|30}}. | ||
| Line 125: | Line 128: | ||
== Learning Dialogue == | == Learning Dialogue == | ||
{{activity|otr|: Learning Dialogue|10}} Read the text below, in conjunction with the questions for "Learning Dialogue" | {{activity|otr|: Learning Dialogue|10}} Read the text below, in conjunction with the questions for "Learning Dialogue" below. | ||
{{background|text= | {{background|text= | ||
| Line 133: | Line 136: | ||
{{lfl ghana paper}} | {{lfl ghana paper}} | ||
}} | }} | ||
Here are some questions about learning dialogue: | |||
# Do we talk about learning? Are we able to discuss it and reflect on it fruitfully? How do we do that? | |||
# Do we discuss and find out how we can take the lead to decide what learning should be like in our school? How can we go about doing that? | |||
# Do we discuss and share the values and understanding of the ways we learn and teach? What are they? | |||
{{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. | {{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. | ||
| Line 154: | Line 161: | ||
== Shared Leadership == | == Shared Leadership == | ||
{{activity|otr|: Shared Leadership|10}} Read the text below, in conjunction with the questions for "Shared Leadership" | {{activity|otr|: Shared Leadership|10}} Read the text below, in conjunction with the questions for "Shared Leadership" below. | ||
{{background|text= | {{background|text= | ||
| Line 161: | Line 168: | ||
{{lfl ghana paper}} | {{lfl ghana paper}} | ||
}} | }} | ||
Some questions about shared leadership at your school: | |||
# Are there ways we can participate in learning within the school? | |||
# Can we see leadership being shared? E.g. by various colleagues and students in the day-to-day running of the school? | |||
# Do we ourselves take the initiative to take a lead in various learning or research projects? What kind or projects or research can we embark on? | |||
{{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? | {{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? | ||
| Line 172: | Line 183: | ||
== Mutual Accountability == | == Mutual Accountability == | ||
{{activity|otr|: Mutual accountability|10}} Read the text below, in conjunction with the questions for "Mutual Accountability" | {{activity|otr|: Mutual accountability|10}} Read the text below, in conjunction with the questions for "Mutual Accountability" below. | ||
{{background|text= | {{background|text= | ||
| Line 178: | Line 189: | ||
{{lfl ghana paper}} | {{lfl ghana paper}} | ||
}} | }} | ||
Some questions about mutual accountability at your school: | |||
# Do you evaluate yourself? | |||
# Is the teaching and learning documented in some way? | |||
# Do we take the initiative to be accountable to ourselves? For instance in ensuring the quality of teaching and learning? | |||
{{activity|wcd| with questions starters|15}} 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. | ||
