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OER4Schools/Leadership for Learning: Difference between revisions
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OER4Schools/Leadership for Learning (view source)
Revision as of 13:29, 23 January 2013
, 12 years ago→Application of LfL lenses to a classroom situation
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Emphasise that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens. | Emphasise that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens. | ||
'''Extension:''' The table mats could be collected and displayed for whole group, firstly comparing any that focused on the same LfL principle, then comparing those that used differing lenses. Exploration of the similarities and differences is likely to reinforce the understanding that using a single lens brings specific aspects of a lesson into sharper focus, and that the five principles are interrelated and overlap. | '''Extension:''' The table mats could be collected and displayed for the whole group, firstly comparing any that focused on the same LfL principle, then comparing those that used differing lenses. Exploration of the similarities and differences is likely to reinforce the understanding that using a single lens brings specific aspects of a lesson into sharper focus, and that the five principles are interrelated and overlap. | ||
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(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.) | (NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.) | ||
* Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they have chosen to focus on? Were they able to come to any conclusion about what were some problems they had identified and how they could improve | * Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they have chosen to focus on? Were they able to come to any conclusion about what were some of the problems they had identified and how they could improve it? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why? | ||
* Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson? | * Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson? | ||
* Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? ( | * Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (Or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations? | ||
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