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OER4Schools/LfL/Introduction: Difference between revisions

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== Practical: Seeing is believing ==
== Practical: Seeing is believing ==
=== Practical ===
=== Practical ===
[[Image:Critical_lense.jpg|thumb|150px|FIgure 5A.]]Let’s start by consider a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.
[[Image:Critical_lense.jpg|thumb|150px|FIgure 5A.]]Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.


We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? Figure 5A depicts a familiar image of spectacles or glasses that we can use to depict or stand in as a metaphor for what we mean by an LfL Lens.  
We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? Figure 5A depicts a familiar image of spectacles or glasses that we can use to depict or stand in as a metaphor for what we mean by an LfL Lens.  
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Pedagogy: Whole group brainstorm – Think, Pair, Share
Pedagogy: Think, Pair, Share


THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 -3 responses/contributions. Participants make a mental note of each (or preferably, written down to support recall and reference).  
THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 -3 responses/contributions. Participants make a note of each (mentally, or preferably, written down to support recall and reference).  


PAIR: In pairs, participants discuss and compare ideas.  
PAIR: In pairs, participants discuss and compare ideas.  
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Pedagogy: '''Jigsaw''' (parallel small group/pair work – coming together to share ‘expert’ knowledge as a whole group)
'''Pedagogy:''' Jigsaw (or small group plenary) - creating and sharing 'expert' knowledge.


Extending the lens metaphor from the previous exercise, create an opportunity for pairs/groups (ideally 5) to each choose a different LfL principle to discuss ‘what are the kinds of things you might see…”. Bring the groups together and share outcomes of each discussion, respectively. Identify natural overlaps and links across the 5 LfL principles and re-direct new questions back to the group for elaboration.  This is a purely exploratory exercise, with no incorrect answers.  
Extending the lens metaphor from the previous exercise, create five groups each focusing on one LfL principle to discuss “what are the kinds of things you might see…”. ''Either'' jigsaw, creating new groups with 'expert' envoys from each of five LfL principle groups, ''Or'' representatives from each group share with everyone in plenary. Identify natural overlaps and links across the 5 LfL principles and re-direct new questions back to the group for elaboration.  This is a purely exploratory exercise, with no incorrect answers.  
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Pedagogy: Debate preceded by Think, Pair, Share.  
Pedagogy: Debate preceded by snowballing and prioritisation.


Firstly, divide group equally and request a representative from one of the two groups who decides whether they would prefer to explore and discuss either the ‘benefits’ or the ‘drawbacks’ as introduced for this practical.
SNOWBALL AND PRIORITISATION:
Firstly create two groups, one considering the ‘benefits’ and the other the ‘drawbacks’ of looking at practice through a single combined lens.  


Each group now undertakes the think, pair, share process.  
In each group the process proceeds in stages: people first work independently, then in pairs, then two pairs join to create a four, then two fours join to create an eight and so on, until each of the two groups has ‘snowballed’ together.


THINK: Suggest each person works independently for 1 minute and identifies/thinks of 1 -3 responses/contributions. Participants make a mental note of each (or preferably, written down to support recall and reference).
At each stage, the task is: (a) to think about the benefits or drawbacks (depending which half of the whole group) of looking at practice through a single combined lens, and (b) to prioritise them into the top five items.
Prioritisation should be achieved through dialogue to reach consensus.  
Once the snowball has brought together everyone considering each of the aspects (benefits / drawbacks), only three items should be prioritised.
DEBATE:


PAIR: In pairs, participants discuss and compare ideas.
Each half-group considers their agreed top three items and draws together the arguments for each point in preparation for the debate.
 
Moderate a turn-by-turn debate about the benefits and drawbacks of observing/reviewing classrooms and schools through a single, combined lens.  
SHARE: Each half of the group comes together (the ‘benefits’ group and the ‘drawbacks’ group), with each pair contributing one or two ideas from their discussion with their respective group.
 
DEBATE: Gain the attention of the two groups by requesting that each identify the top 3 benefits or drawbacks, respectively, that they will share with the whole group in an effort to make a case for their side/position. Give the groups adequate time to agree their top 3 items. Moderate a turn-by-turn-debate about the benefits and drawbacks of observing/reviewing classrooms and schools through a single, combined lens.  


Sample responses:  Participants will begin to understand that there are benefits of focussing on one thing (one LfL principle) at a time: ‘You can identify how often or effective a person is at attending to each of the 5 LfL principles”. Participants will also begin to recognize that people, classrooms, and schools are complex, and that the LfL principles don’t naturally occur in isolation of the others. A global view is also an essential component of observing the effects and effectiveness of pedagogical tools/procedures in action.  
'''Sample responses:''' Participants will understand that there are benefits of focussing on one thing (one LfL principle) at a time: “Focusing on one of the 5 LfL principles really helps to identify the specifics of practice”. Participants will also acknowledge that people, classrooms, and schools are complex, and begin to recognise that that the LfL principles don’t naturally occur in isolation of the others. A global view is also an essential component of observing the effects of practices in action.  
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For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video.
For example, if you choose, ‘Conditions for Learning’, then try looking only for those things that you believe contribute to promoting conditions for learning in the video.


OK, watch the video now, with your chosen LfL spectacles on!
OK, watch the video now, wearing your chosen LfL spectacles!


Watch the video.
Watch the video.
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