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Management of learning

Management of learning. Creating a powerful learning environment… How do we try to achieve it in our own practice?. Management levels. Micro-level: classroom Meso-level: school Macro-level: educational policy. Management of learning. School organisation: restructuring

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Management of learning

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  1. Management of learning Creating a powerful learning environment… How do we try to achieve it in our own practice?

  2. Management levels • Micro-level: classroom • Meso-level: school • Macro-level: educational policy

  3. Management of learning • School organisation: restructuring • School culture: reculturing

  4. Classroom level • Teacher role • Learner role • Infrastructure and organisation

  5. Guide Delegates responsibilities Provides opportunities for reflection Gives feedback Gives support Gives choices Re-enables learners Facilitator Organises group work Differentiates Sequences Provides facilities Acts as Resource Teacher Role

  6. Learner Role • Owner of his own learning • (Inter)active constructor of knowledge • Assessor of his own progress • ...

  7. School level • Infrastructure • Time tabling • Job descriptions • Learner work load • Break down barriers • Monitoring • Assessment • Reporting

  8. Educational Policy • (De)regulation • Local autonomy of schools • (Task-based) curricula • Professional development • Funding

  9. Conditions

  10. Treasure Principles • Focus on primary process • Agency • Connectedness • Reflection • School as learning organisation

  11. Focus on primary process • Focus on learning and the support of learning • NOT on structural reform

  12. Agency • All stakeholders should have impact on those issues that really matter to them • Empowerment • Ownership: our school, our innovation

  13. Connectedness • Involvement of all stakeholders • Teachers, learners, parents.. are allies, not opponents • Team building • Co-operative culture

  14. Reflection • « Stop and Think » • Practice and theory • Action research • Teachers as reflective practitioners • Teachers as professionals

  15. Schools as learning organisations • Schools are learning organisations ‘par excellence’, as learning is their core business • The knowledge in an organisation is more than the sum of the knowledge of its members • The organisation is to foster the learning of its members

  16. Professional leadership Shared vision and goals A learning environment Focus on learning and teaching High expectations Positive reinforcement Monitoring progress Pupil rights and responsibilities Purposeful teaching A learning organisation Home-school partnership Characteristics of the good school (Sammons et al.: 1996)

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