Leading Learning Theories

Question 1

Carnell and Lodge’s (2002) research into models of learning:

Answer 1

• Receptionist: (learner is passive, teacher gives knowledge, creates dependency, focused on quantity, social aspects ignored, feedback summative and evaluative)
• Constructivist: (learner’s construction of meaning, teacher facilitates, discussion, questioning, drawing out new knowledge, focused on quality, feedback formative and encouraging)
• Co-constructivist: (responsibility for learning is shared, collaboration by learners focused on dialogue, holistic approach to learners, values reflection, teacher instigates dialogue, but also learns with students, feedback is a loop that leads to more learning)

Question 2

UNESCO report, purposes for learning

Answer 2

learning to know: acquiring broad general knowledge
learning to do: putting learning into practice, act creatively
learning to live together: developing understanding and respect for others, dialogue and cooperation
learning to be: holistic approach to developing all-round person

Question 3

Learning cycle

Answer 3

Do
Review
Learn
Apply

Question 4

effective learning means:

Answer 4

more knowledge generation (construction) with others, less independent knowledge acquisition (coverage)

Question 5

Watkins et al.’s (1996) description of how learners respond to learning tasks

Answer 5

learning orientation vs performance orientation
(effort vs ability)
(being challenged vs doing better than others)
(problem-solving vs helplessness)

Question 6

An effective learner (and by default the things that leaders need to promote in schools) (Carnell and Lodge, 2002)

Answer 6

• Is active and strategic
• Is skilled in collaboration
• Takes responsibility for their learning (ownership)
• Monitors and reflects on their learning (meta learning)

Question 7

Nine features of effective learning (Carnell and Lodge, 2002)

Answer 7

-Focus on learning, not teaching
-Participants identify joint goals
-Pace is appropriate
-Language focuses on learning and meta-learning
-Learning is connected across all contexts
-Learners construct their own questions
-Learning is seen as dialogue
-Learning is seen as holistic
-Idea of learning community
CO-CONSTRUCTIVIST CLASSROOM

Question 8

How do you build school capacity and culture and promote organizational learning according to Mulford (2008)?

Answer 8

• establishing a trusting and collaborative climate
• taking risks
• sharing, monitoring and evaluating mission
• distributing leadership
• ensuring effective PD

Question 9

What is the importance of distributed leadership in a school?
Mulford (2008)

Answer 9

Leading a school is too complex for one person, teachers as leaders can make change happen, leadership is an outcome of relationships, team culture developed

Question 10

Stoll (2011) Characteristics of professional learning communities

Answer 10

• Collective responsibility
• Collaboration
• Trusting relationships
• Reflective professional enquiry
• Shared values and vision
• Learning promoted

Question 11

Stoll (2011) Role of leaders in developing PLC’s

Answer 11

Distribute leadership
External facilitators
Promote collaborative enquiry
Evidence about processes and outcomes
Nurture relationships
Supporting structures
Student focused

Question 12

Dempster (2010) on the benefits of distributed leadership

Answer 12

increased staff capacity, motivation and commitment, and working conditions