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Leadership for the Learning Community > 2 Leading for Learning? > Flashcards

2 Leading for Learning? Flashcards

1
Q

How evaluate extent to which your organisation is building school capacity and culture and developing its structure to promote organisational learning?
-> need to establish a WHAT & WHAT climate?

A

-establishing a trusting and collaborative climate

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2
Q

How evaluate extent to which your organisation is building school capacity and culture and developing its structure to promote organisational learning?
-> need to take ____ and ____

A

-taking initiatives and risks

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3
Q

How evaluate extent to which your organisation is building school capacity and culture and developing its structure to promote organisational learning?
-> mission

A

need to share, monitor and evaluate mission

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4
Q

How evaluate extent to which your organisation is building school capacity and culture and developing its structure to promote organisational learning?
-> what type of leadership?

A

distributed leadership

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5
Q

How evaluate extent to which your organisation is building school capacity and culture and developing its structure to promote organisational learning?
-> ensuring what type of PD?

A

ensuring ongoing and relevant professional development

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6
Q

List Hofstede’s 5 cultural dimensions

A

-individualism-collectivism
-power distance
-uncertainty avoidance
-status-relationship
-long term short term orientation
1994

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7
Q

Define Hofstede’s cultural dimension in relation to effective learning: individualism-collectivism

A

The degree to which the organisation puts value on collaboration as significant in learning for organisations and individuals or on individual activity

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8
Q

Define Hofstede’s cultural dimension in relation to effective learning: power distance

A

How far an organisation encourages responsibility by learners for their learning or dependence on teachers.
The degree to which deference to the teacher or engagement with the teacher is expected.

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9
Q

Define Hofstede’s cultural dimension in relation to effective learning: uncertainty avoidance

A

the degree to which organisations encourage risk takin, openness and vulnerability or encourage compliance in learning.

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10
Q

Define Hofstede’s cultural dimension in relation to effective learning: status-relationship

A

How far organisations value performance in tests over effective learning practices.

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11
Q

Define Hofstede’s cultural dimension in relation to effective learning: Long-Term-Short-Term orientation

A

The degree to which the institution values dispositions such as perseverance, persistence over protection of face and respect for established authorities

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12
Q

Hofstede’s cultural dimensions - which year?

A

1994

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13
Q

Name 4 norms significant in learning organisations:

A
  • collaborative climate among teachers
  • problem seeking and solving
  • acceptance of risk and experimentation
  • feedback for learning
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14
Q

Mitchell and Sackney (2001) have suggested that building capacity for a learning community requires the simultaneous building of 3 things…

A

personal,
interpersonal
and organisational capacities
(part of collaborative climate part of norms in an organisation)

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15
Q

WHAT YEAR:
Mitchell and Sackney have suggested that building capacity for a learning community requires the simultaneous building of personal, interpersonal and organisational capacities:
“A learning community is supported when organizational structures, power dynamics and procedural frameworks support professional learning for individuals and for groups.”

A

(2001)

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16
Q

one method of problem seeking:

Hammond, ????

A

Appreciative Inquiry (Hammond, 1996)

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17
Q

Appreciative Enquiry by Hammond…what year?

A

1996

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18
Q

DEFINE Appreciative Inquiry (Hammond, 1996)

A

starts by identifying what is already the best practice in an organisation and encourages participants to envisage more good practice.

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19
Q

Why Problem seeking and solving?

A

processes to do this are active, promote collaborative learning, and encourage responsibility in learning and engagement in meta-learning.

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20
Q

Clarke said about risk taking in learning organisation

-and WHAT YEAR

A

2000: It is a vital feature of a learning organisation that it will take risks in order to survive.

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21
Q

Reed and Stoll said about risk taking and experimentation

-and WHAT YEAR

A

2000: Managers and leaders will need to provide time for experimentation, trial and error and handling failure.

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22
Q

O’Connor and McDermott said about feedback for learning

-and WHAT YEAR

A

1997: Learning communities look beyond the immediate to find patterns over a wider spectrum or longer period of time and encourage feedback to identify problems and successes. This kind of thinking gives leaders and managers some measure of control over their future and their preparations for it.

23
Q

Leaders who see learning from RECEPTION perspective are likely to focus on teachers more than…

(linking leadership with three models of learning)

A

 focus on teachers more than learners

24
Q

Leaders who see learning from CONSTRUCTIVIST perspective are likely to focus on the way people…

(linking leadership with three models of learning)

A

 focus on the way people make sense of their experiences

25
Q

Mulford & Sillins (???) highlight 4 features of leadership significant to influencing learning:

A

 establishing a trusting and collaborative climate
 having a shared and monitored mission
 taking initiatives and risks
 ensuring ongoing and relevant professional development.

26
Q

Leaders who see learning from RECEPTION perspective are likely to talk about learning in ways that conflate learning with…

(linking leadership with three models of learning)

A

 talk about learning in ways that conflate learning with teaching and with performance

27
Q

Leaders who see learning from RECEPTION perspective are likely to view the curriculum as delivery of…

(linking leadership with three models of learning)

A

 view the curriculum as delivery of a body of knowledge

28
Q

Leaders who see learning from RECEPTION perspective are likely to value concrete products which are seen to be…

(linking leadership with three models of learning)

A

 value concrete products which are seen to be easily measurable

29
Q

Leaders who see learning from RECEPTION perspective are likely to favour modes of assessment which are…

(linking leadership with three models of learning)

A

 favour modes of assessment which are

-timed, summative performances, often through paper and pencil methods

30
Q

Leaders who see learning from RECEPTION perspective are likely to de-emphasise…

(linking leadership with three models of learning)

A

 de-emphasise social dimensions of learning and social outcomes of learning.

31
Q

Leaders who see learning from CONSTRUCTIVIST perspective are likely to focus on the way people…

(linking leadership with three models of learning)

A

 focus on the way people make sense of their experiences

32
Q

Leaders who see learning from CONSTRUCTIVIST perspective are likely to view curriculum as addressing…

(linking leadership with three models of learning)

A

 view curriculum as addressing thought-demanding questions

33
Q

Leaders who see learning from CONSTRUCTIVIST perspective are likely to value processes which make learning…

(linking leadership with three models of learning)

A

 value processes which make learning visible

34
Q

Leaders who see learning from CONSTRUCTIVIST perspective are likely to favour modes of assessment which ask people to…

(linking leadership with three models of learning)

A

 favour modes of assessment which ask people to explain to one another, give a reflective commentary

35
Q

Leaders who see learning from CONSTRUCTIVIST perspective are likely to promote people known as…

(linking leadership with three models of learning)

A

 promote people known as learners

36
Q

Leaders who see learning from CONSTRUCTIVIST perspective are likely to ask of every policy and every procedure: …

(linking leadership with three models of learning)

A

 ask of every policy and every procedure: ‘What do we learn from this?’

37
Q

Leaders who see learning from CONSTRUCTIVIST perspective are likely to encourage others to do…

(linking leadership with three models of learning)

A

 encourage others to do everything they do to create the constructivist perspective.

38
Q

Leaders who see learning from CO-CONSTRUCTIVIST perspective are likely to focus on what processes in what context

(linking leadership with three models of learning)

A

 focus on social and collaborative processes in teams and classes

39
Q

Leaders who see learning from CO-CONSTRUCTIVIST perspective are likely to view curriculum as a process of…

(linking leadership with three models of learning)

A

 view curriculum as a process of building and testing knowledge

40
Q

Leaders who see learning from CO-CONSTRUCTIVIST perspective are likely to view learning as a process of…

(linking leadership with three models of learning)

A

 view learning as a process of action and dialogue which leads to improvements in knowledge

41
Q

Leaders who see learning from CO-CONSTRUCTIVIST perspective are likely to value processes which enhance…

(linking leadership with three models of learning)

A

 value processes which enhance collaborative and community outcomes

42
Q

Leaders who see learning from CO-CONSTRUCTIVIST perspective are likely to favour modes of assessment which provide a…

(linking leadership with three models of learning)

A

 favour modes of assessment which provide a community product

43
Q

Leaders who see learning from CO-CONSTRUCTIVIST perspective are likely to seek to improve learning by enhancing …

(linking leadership with three models of learning)

A

 seek to improve learning by enhancing collaborative enquiry and dialogue

44
Q

Leaders who see learning from CO-CONSTRUCTIVIST perspective are likely to talk about learning as a WHAT process of…

(linking leadership with three models of learning)

A

 talk about learning as a distributed process of building knowledge, so that all can be involved

45
Q

2000: It is a vital feature of a learning organisation that it will take risks in order to survive.

A

Clarke

46
Q

WHO&WHEN?

It is a vital feature of a learning organisation that it will take risks in order to survive.

A

Clarke, 2000

47
Q

2000: Managers and leaders will need to provide time for experimentation, trial and error and handling failure.

A

Reed & Stoll

48
Q

WHO & WHEN?

Managers and leaders will need to provide time for experimentation, trial and error and handling failure.

A

Reed & Stoll, 2000

49
Q

1997: Learning communities look beyond the immediate to find patterns over a wider spectrum or longer period of time and encourage feedback to identify problems and successes. This kind of thinking gives leaders and managers some measure of control over their future and their preparations for it.

A

O’Connor & McDermott

50
Q

WHO & WHEN ?
Learning communities look beyond the immediate to find patterns over a wider spectrum or longer period of time and encourage feedback to identify problems and successes. This kind of thinking gives leaders and managers some measure of control over their future and their preparations for it.

A

O’Connor & McDermott, 1997

51
Q

Leaders need to think about how to promote collaboration at these different levels (that ____ and ____ , ???? mention), at the same time, in order to promote the norm of a collaborative climate.

A

Leaders need to think about how to promote collaboration at these different levels (that Mitchell and Sackney, 2001 mention), at the same time, in order to promote the norm of a collaborative climate.

52
Q

The combination of _______, ______ and _________ enquiries into learning contribute to building the capacity of the organisation to develop as a learning community, and to sustain improvements in learning.

A

The combination of procedures, structures and collaborative enquiries into learning contribute to building the capacity of the organisation to develop as a learning community, and to sustain improvements in learning.

53
Q

It considers the _______ and _______ development of all adults as a key part of a learning community.

A

It considers the professional and personal development of all adults as a key part of a learning community.

Leadership for the Learning Community (8 decks)

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