Management of learning

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

Management levels

Micro-level: classroomMeso-level: schoolMacro-level: educational policy

Management of learning

School organisation: restructuringSchool culture: reculturing

Classroom level

Teacher roleLearner roleInfrastructure and organisation

Teacher Role

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

Learner Role

Owner of his own learning(Inter)active constructor of

knowledgeAssessor of his own progress...

School level

InfrastructureTime tablingJob descriptionsLearner work loadBreak down barriersMonitoringAssessmentReporting

Educational Policy

(De)regulationLocal autonomy of schools(Task-based) curriculaProfessional developmentFunding

ConditionsLearner Teacher School AuthoritiesOwnership of learning

Autonomous learner

Learning as constructive enquiry

Understanding what learning and change is about

Willing to take risks

Empathic Safe environment Supportive

Empowered

Empowered

Autonomous Capacity building

Not customer but stakeholder

Team player

Ally

CommunityCollaborative cultureLearner centredHolistic

Adequate resourcing

Treasure Principles

Focus on primary processAgency ConnectednessReflectionSchool as learning organisation

Focus on primary process

Focus on learning and the support of learning

NOT on structural reform

Agency

All stakeholders should have impact on those issues that really matter to them

EmpowermentOwnership: our school, our

innovation

Connectedness

Involvement of all stakeholdersTeachers, learners, parents.. are

allies, not opponentsTeam buildingCo-operative culture

Reflection

« Stop and Think »Practice and theoryAction researchTeachers as reflective practitionersTeachers as professionals

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

Characteristics of the good school (Sammons et al.: 1996)

Professional leadership

Shared vision and goals

A learning environment

Focus on learning and teaching

High expectations Positive reinforcement

Monitoring progressPupil rights and

responsibilitiesPurposeful teachingA learning

organisationHome-school

partnership