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 20:01, 6 December 2017
, 8 years ago→Childrens' ability to learn independently
| (11 intermediate revisions by 3 users not shown) | |||
| Line 1: | Line 1: | ||
{{OER4S | {{OER4S | ||
|title=A workshop for school leaders | |title=A workshop for school leaders | ||
|session= | |session=8.1 | ||
}}{{OER4SchoolsWSInfo | |||
|description= | |||
|intention= | |||
|success criteria= | |||
|ict= | |||
|resources= | |||
}} | }} | ||
| Line 50: | Line 56: | ||
http://www.azteachscience.co.uk/resources/continuing-professional-development/bright-ideas-in-primary-science.aspx | http://www.azteachscience.co.uk/resources/continuing-professional-development/bright-ideas-in-primary-science.aspx | ||
}} | }} | ||
= The structure of a workshop session = | |||
If there is interest in how a workshop session progresses (consisting of a range of activities), you may now want to review Session 1.1, drawing out the generic features of a workshop session. Alternatively, you may want to continue on to the values discussion. | |||
{{activity|otr| on the structure of a session|15}} Go through the structure of a workshop session: | |||
* Review of follow up activities. At the beginning of each session, you should review the previous session (if you are running more than one session). | |||
* Session activitiy 1: e.g. Brainstorm on interactive teaching (new topic) | |||
* Session activity 2: Brainstorming in the classroom (new topic) | |||
* Session activity 3: ICT-based activity | |||
* Session activity 4: Planning | |||
* Discussion of LfL or MSC | |||
* {{Name for connecting with overarchiving goals}} | |||
* Agreement of Follow-up activities | |||
= Values at your school = | = Values at your school = | ||
In order to support interactive teaching at your school, it is important to create a supportive climate at the school. School leaders have primary role to play in the right | In order to support interactive teaching at your school, it is important to create a supportive climate at the school. School leaders have a primary role to play in creating the right conditions for learning. We start by looking at the conditions for learning by looking at the values at your school. | ||
{{activity|wgd| on school values|30}} | {{activity|wgd| on school values|30}} | ||
| Line 121: | Line 141: | ||
{{activity|wcb| on barriers, resources and support|30}}. | {{activity|wcb| on barriers, resources and support|30}}. | ||
Brainstorm about the following questions regarding barriers, resources and support. | Brainstorm about the following questions regarding barriers, resources and support. Record answers on board or on a large sheet of paper. | ||
* What barriers to learning and participation arise within the school and its communities (including who they affect)? | * What barriers to learning and participation arise within the school and its communities (including who they affect)? | ||
* How can barriers to learning and participation be minimised? | * How can barriers to learning and participation be minimised? | ||
| Line 391: | Line 412: | ||
[Repeat above background text on Talking Points] | [Repeat above background text on Talking Points] | ||
{{activity|{{activitytag|wcd}} with {{activitytag|tp}}|: Discussing statements about | {{activity|{{activitytag|wcd}} with {{activitytag|tp}}|: Discussing statements about Leadership for Learning|15|link=none}} Discuss in a small group whether the following statements about Leadership for Learning (talking points) are ‘true’, ‘false’ or ‘not sure’. '''Explain your reasoning in each case.''' Then tick (“✔”) 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. | ||
* The purpose of a school is for children to learn. | * The purpose of a school is for children to learn. | ||
* Learning is about memorising facts. | * Learning is about memorising facts. | ||
| Line 407: | Line 428: | ||
Encourage reasoning for all talking points. Get participants to explain '''why''' they agree or disagree with something? | 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 | Finally explain the concept of talking points: The above points stimulated participants discussion about Leadership for Learning. 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. | 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. | ||
| Line 414: | Line 435: | ||
{{: OER4Schools/facilitator workshop activity review }} | {{: OER4Schools/facilitator workshop activity review }} | ||
== | == Childrens' ability to learn independently == | ||
{{Activity|otr| on group work|5}} {{: Video/Geogebra-group-interaction.m4v/background }} Watch the video, and reflect on the following: | {{Activity|otr| on group work|5}} {{: Video/Geogebra-group-interaction.m4v/background }} Watch the video, and reflect on the following: | ||
| Line 420: | Line 441: | ||
{{: Video/Geogebra-group-interaction.m4v }} | {{: Video/Geogebra-group-interaction.m4v }} | ||
= Activity summary = | |||
{{activity summary}} | |||
{{OER4S_NextSession}} | |||
