Session 1.5 - Introduction to Leadership for Learning and effective use of ICT
1 Review of follow-up activities from last session
If you are running a professional learning programme which follows these sessions in sequence, then you should do the review of follow-up activities relating to the previous session (ICTs in interactive teaching). The 'review of follow-up activities' for that session is available here, and also shown below in the session text. However, if you are following selected sessions in a different order, then you should use the reflection appropriate to the previous session you did.
The review of the follow-up activities for this session (to be done at the start of the next session) is available here.
2 Review of follow-up activities
Part A: Homework in class. Spend a few minutes reading through your reflections (on the digital image slideshow activity that you did with your class) before discussing these questions as a whole group: How did the digital image slideshow activity go? Was it more or less successful than last time? Why do you think that? How did you choose to arrange the students for the activity? Did you manage your resources well?
Part B: Homework outside teaching. You have planned a simple activity using digital resources in some way to support learning in a lesson you will be teaching some time in the near future. Share your completed activity template with a partner from the same year group if possible. Last time you were asked to come to the lab to find resources. What resources did you manage to find for your ICT-based activity? How did you find them? Was it easy? What do you think can be done with them? Show each other any resources you have uploaded and make a note in your reflective journal of any useful feedback you receive from your partner.
Part C: ICT task. Spend a few minutes discussing as a whole group, any issues you had with the ICT task.
Discuss the use of ICT with groups of participants as they are sharing their activity plans with each other. Does it support interactive teaching? How?
Make sure that participants
- have all recorded their audio reflections (make sure they can all use the upload script),
- have all come into the lab to practise their ICT skills, and
- are able to save whatever resources they have found into the “lesson_resources” folder, and then to transfer the contents onto the server.
Also, make sure that the participants know the email address of the mailing list you are using! For the OER4Schools programme, we are using a mailing list at google groups: oer4schools (at) googlegroups.com.
If you need additional ideas for creating ICT-based activities, here are some examples, all to do with photos.
3 Why are we doing this? An introduction to Leadership for Learning
- What is your initial impression of the terms ‘leadership’ and ‘learning’?
- Who are the leaders and learners in your school?
- Who are the leaders in your school who are responsible for learning within the school?
- Can you be a leader who promotes learning in your school? Why?
Make sure that the participants think about this broadly. For instance, “Who are the leaders and learners in your school?” should include the head teacher, both as a leader and a learner. There may also be others (such as cleaners) who may not seem to play an important teaching or administrative role in the school but there is certainly plenty we could learn from them. (e.g. their stories of the school, their observations, and of course, how they have kept the school clean and tidy in an efficient manner to create a conducive environment of learning for all)
This is only an introduction to Leadership for Learning, but we will use those principles throughout the programme, and return to it in more depth shortly.
4 Where are we going? Overview of the resource topics
The present resource intends to cover a number of units. You have now come to the end of Unit 1.
You can print this content on a separate sheet here: OER4Schools/Unit overview.
Go through the above text (not spending too much time), making sure that everybody understands.
5 What is the most significant change?
In this section, we introduce participants to the “Most Significant Change technique”. We would like participants to formulate their own goals, and to identify what change(s) they might like to make.
A useful addition to a SC story is a headline or title similar to what might be used in a newspaper article. This can be a convenient handle for participants to use to refer to the story when comparing it to others. It can also help the writer distil and communicate the essence of what happened.
We now consider what the biggest changes might be as a consequence of being involved in this programme - for yourselves, for your teaching, for your students, for the school, or in whatever other area.
Whole class brainstorm (5 min) on newspaper analogy for recording MSC. Think about how a newspaper works. A newspaper presents news stories about interesting events. Newspapers are structured into different sections (subject areas, such as foreign news, domestic news, financial news, sport, leisure). The most important stories go on the front page and the most important of these is usually at the top of the front page.
Information to be documented should include:
- Information about who collected the story and when the events occurred
- Description of the story itself – what happened
- Significance (to the storyteller) of events described in the story.
Documenting who collected the story and when helps the reader put the story in context and enables any follow-up inquiries to be made about the story, if needed. The SC story itself should be documented as it is told. The description of the change identified as the most significant should include factual information that makes it clear who was involved, what happened, where and when.
Whole class dialogue (10 min): Whole group discussion on MSC stories. Now imagine that later on you will be putting together a whole newspaper issue about how this whole programme affects your thinking and classroom practice: What kinds of stories will be the most important? Who and what will the stories be about? Who will be affected by those stories, who would listen, and who will be they of interest to? What different sections would the newspaper have? What kind of change would you like to make?
The storyteller is also asked to explain the significance of the story from their point of view. This is a key part of MSC. Some storytellers will naturally end their stories this way, but others will need to be prompted. Without this section, people reading and discussing the story may not understand why the story was significant to the storyteller. For example, a woman may tell a story about going to a community meeting and sitting at the back and asking a question. ‘So what?’ you may think. She then tells you that this story was significant because she had not previously had the confidence to go to a community meeting, and that the program helped her gain the confidence to express her views in front of the village elders for the first time.
Where possible, a story should be written as a simple narrative describing the sequence of events that took place.
Do the participants agree on how things might be different as a result of the programme? How will we know when these significant changes have happened? What kinds of evidence do our stories need to refer to? They can also be revised as time goes on. If participants mention ICT use and skills, ask them to focus on changes in pedagogy too.
Record what participants say in a permanent form - in writing or electronically so we can refer to them later on. Make sure it is recorded on video / audio.
6 Groupwork with computers: Sharing resources across groups
Same-task group work (5 min): Pair work on sharing computers.. Spend 5 minutes as pairs, considering the following scenario: You have 60 children in your class, and 10 computers. How would you arrange the groups, how would you distribute the computers, how would you structure the lesson?
To help with this, consider the following questions:
- In devising groupings consider how many children can see the screen and get hands-on experience.
- If you only have a few computers, it is better to operate a carousel so everyone gets a chance?
Often the computers would be distributed equally (in this case one computer per group of 6), and all groups would do that same task. This distribution may well be seen a equitable. However, in practice, more than 3-4 children per computer does not work well.
Another way is to do different tasks groupwork, where some groups do computer-based work, while others do non-computer-based work. After a period of time, you can swap around the tasks, so that the groups which were not using a computer can now use one.
Refer to the two pictures above: In the picture with many children behind one netbook, do you think the children are using the netbook effectively? In the picture with the tablet, are the children interacting?
Here are two more pictures you can consider, regarding how children are sitting around a computer: In one picture, the screen us upright, and all the pupils are squeezing in behind. In the other picture, the screen is flat, allowing the children to sit around the screen.
7 Groupwork with computers: Sharing resources within groups
Having considered how computers are distributed among groups, we now consider how the computer can be shared equally within groups.
- What would you do if there are some students who always control the computer, while other group members never get to use it?
- Would you say that it is sensible to mix computer-literate pupils with novices?
- How will you ensure they help rather than dominate their peers?
You should discuss strategies for access to computers within the group, i.e. rotating access to the trackpad. You could also discuss the benefits of using tablets or putting the computer screen flat (where this is possible).
It's important to create an environment where all pupils can participate. It's very important to make this explicit as the goal for group work: Everybody should have a go on the computer, not just the students who can type fast.
Come up with strategies for how you can achieve this. For example, in a group of 4, the students need to change over: For example, after a set period of time, access to the computer is rotated. This could be facilitated by giving each student a bottle top when they use the computer (but only on first use). At the end of the task, part of the evaluation is how many bottle tops your group got.
8 ICT practice: Planning an activity using groupwork and ICT
Ensure that you have plenty of time for this task to be planned!
You should allow at least half an hour to 45 min.
This activity requires one of the following files
- File:Monarch Life Cycle.odp for OpenOffice Impress or
- File:Monarch Life Cycle.ppt for MS PowerPoint.
- Alternatively, you can view the pictures here: life cycle of a butterfly and use your own software for arranging them.
Pair work (10 min) to download the files. Start by downloading the presentation files above (or the pictures individually), and have a look at them. With a grade buddy, use presentation software to arrange and present them in the right sequence. If you have difficulty arranging the slides, read the background note below.
Same-task group work (30 min): Plan an activity with ICT in year groups. In year groups plan an activity together (i.e. all grade 4 teachers plan a lesson for grade 4 together; grade 5 teachers together for grade 5; etc). Whilst in your group:
- discuss with your colleagues (from the same grade) which topics you have coming up next week, and whether some of these topics would work particularly well with groupwork and ICT
- choose a topic that you will be teaching for which this type of activity is useful
- find some appropriate images for your chosen topic and plan a presentation for your students to re-order (you can find pictures that are open resources (Creative Commons licensed) at http://www.flickr.com/search/advanced/)
- make active use of the computers to identify useful images together and download them
Read the following background text if you need help with downloading Flickr images.
Think about the following when planning your activity (keep a note in your activity template):
- What instructions will you give to your students to enable them to carry out this ICT activity effectively?
- How will you ensure everyone participates and everyone learns? How will you stretch all learners?
- What will you say to the groups to ensure this?
- Consider how the computers will be swapped between groups, and between pupils within a group, to ensure that there is effective access for everybody.
This week for homework you will try:
- an image-based task in the classroom (as prepared above) and
- typing practise in the classroom which students would do individually, recording their scores, perhaps for a league table.
Further tips on how to do the typing practice activity are available here (typing practice with students), and included below. Use this information to come up with some ideas for typing practise.
You can print this content on a separate sheet here: OER4Schools/Typing_practice_with_students.
9 Connecting with overarching goals of the programme
Open space (10 min). It's now time for the "open space", that gives you an opportunity to discuss issues that have arisen, and to relate those to the broader context of the programme. Do not just gloss over this section, but make time to raise issues, and probe the progress that you are making. You could use this space to:
- Remind yourselves of the of the Most Significant Change Technique, and e.g. collect more of your stories.
- Discuss your assessment portfolios: Is there anything that you are unsure about? Is it going well? What could be done better?
- Check on the work with the classroom assistants: Is this going well? Are there any tensions? Any observations or tips you can share?
- Reviewing individual ICT practise (such as typing practise).
- If you are preparing a presentation for other teachers, you could work on the presentation (about what you have been learning, stories emerging from MSC).
- Remind those who are doing audio diaries, to upload them.
- You could discuss any other issues that have arisen.
You will find notes and summaries of various techniques and concepts on our reference page, and you might want to refer to those for clarification during this activity if needed.
10 Follow-up activities
Part A: Come to the teacher lab at least once each week to learn more ICT skills.
- In preparation for developing some image-based lesson activities, you should search suitable images.
- Do some typing practice to improve your typing skills.
- Send an email to the oer4schools list (optional)
Part B: Try out your groupwork with ICT. As the week progresses, the teachers within each grade should share the experiences. That is to say, if you are the first teacher to teach this lesson, meet your colleagues afterwards, and discuss with them how it went, and what improvements could be made. Remember to keep a note of your reflections and of peer feedback in your reflective journal.
As you teach the lesson remember to think about your own role in the classroom; it is not just to monitor progress but also to interact with pupils, assess their understanding, offer support and help move their thinking forward. Sometimes a group will even need you to sit with them and offer intensive support to progress. Think about how you can identify this need?
During the lessons, remember to encourage groups to let everybody within the group have a go at using the ICT!
Video some of the groupwork if you can (ideally a colleague can do this for you so they can capture you as well as the pupils) and upload it to the server.
In the next session, these follow-up activities will be reviewed. If you are using this session on its own, you can have a look at the review of follow-up activities here.
At the end of each session, we provide an overview of the activities in this session, together with their suggested timings. Although this appears at the end of the session (for technical reasons), you should keep an eye on this throughout the session, to make sure that you are pacing the workshop session appropriately!
Total time: 135 (min)
Activities in this session:
- Whole group reflection (5 min) on digital image slideshow activity
- Small group discussion (10 min) on planned digital activity
- Individual activity (5 min): Reading about the five principles of Leadership for Learning
- Same-task group work (10 min): Small group discussion on LfL in school
- Whole class brainstorm (5 min) on newspaper analogy for recording MSC
- Whole class dialogue (10 min): Whole group discussion on MSC stories
- Individual activity (5 min): Reading
- Same-task group work (5 min): Pair work on sharing computers.
- Whole class dialogue (10 min): Presentation and discussion
- Same-task group work (5 min): Pair work
- Whole class dialogue (10 min): Discussion
- Pair work (10 min) to download the files.
- Same-task group work (30 min): Plan an activity with ICT in year groups
- Open space(10 min).
- Agreeing follow-up activities(5 min).
If you have printed this session for offline use, you may also need to download the following assets:
- Video/Ghana Leadership for Learning - The Context.mp4 (local play / download options / download from dropbox)