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Pedagogy: Observe and Reflect (Small Group)  
Pedagogy: ‘Table mats’ to record observation and reflection (2s or 3s)  


Invite participants to work in pairs or small groups. Each group agrees which LfL lens they will adopt as their critical lens for watching the video. Suggest each pair/group draw a round circle representing their chosen LfL lens viewing the lesson – writing this in the middle of the circle/lens. Suggest each pair/group write down/brainstorm ideas on, in, and around this circle as they watch. Emphasize that there are no wrong answers, and groups should try their best to focus their attention using their chosen LfL lens.  
Invite participants to work in 2s or 3s, and prepare a ‘table mat’ for recording. Each group has a large piece of paper, in the middle of which they draw a quadrant (if pairs) or a triangle (if 3s) big enough to record the outcomes of the group discussion. Divide the outside area of the paper into half or third (to match the group size).


Sample responses:  Participants will produce a circle/chart that has notes and ideas related to the LfL principle.  
Agree which LfL principle each group will adopt as their critical lens for watching the video.
 
As they watch the video, participants make notes in their outside area of the table mat.
 
After watching, participants share their observations and reflections, and together agree the salient points of the lesson from the perspective of their chosen LfL principle to record in the central area of the table mat.
 
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: If the note taking/circle chart is made on a paper and can be collected, these can be used to demonstrate overlap across the LfL principles using a Venn diagram schematic that the instructor/course leader can prepare. This concept could also be explored directly with the group by way of the instructor drawing the 5 overlapping circles (LfL principles) as a visual on a blackboard/whiteboard – indicating unique and shared observations across all 5 LfL principles.
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Congratulations. You have successfully completed the first LfL session.  
Congratulations. You have successfully completed the first LfL session.  


You now understand that LfL is all about learning. But also it is about seeing the component parts that contribute to creating learning opportunities in schools and classrooms.  
You now understand that LfL is all about learning. It is about seeing the component parts that contribute to creating learning and leadership opportunities in classrooms, schools and communities.  


By seeing things differently, through the 5 LfL lenses (or all at once with a combined lens when you are ready to give it try) we are better able to understand what it is we do as practitioners in support of the activity of learning.  
By seeing things differently, through the 5 LfL lenses (or all at once with a combined lens when you are ready to give it try) we are better able to understand what it is we do as practitioners in support of the activity of learning.  


It is only through insights and knowledge of the contributing factors to learning that we are able to reflect upon and share our experiences and understandings with our colleagues.  
It is through knowledge and insights of the leadership for learning principles that we are able to reflect upon and share our experiences and understandings with our colleagues.  


Practice using the LfL lenses when you are in your own schools, or even when you are watching others in the act of teaching and learning.
Practice using the LfL lenses when you are back in your own schools, or even when you are watching others in the act of teaching and learning.


'''Acknowledgement'''
'''Acknowledgement'''


This page was authored by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.
This page was authored by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.
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