Magazine - ESHA

Practical, usable strategies need to be developed,
experimented with, discussed by, refi ned and
documented by staff.
For a L&T Policy to have lasting impact we need to move from what
needs to be included in the Policy (and why) to how it can becomes
part of daily classroom practice – practical, usable strategies need
to be developed by staff, experimented with by staff, discussed by
staff, refi ned and documented by staff. Many L&T policies are inef-
fective because this key step – the “how” – is not addressed. In other
words, the Policy must translate the Principles into Practices.
The Policy must translate the Principles into Practices.
So, what is there to explore about L&T? There are a number of
possible options so start with:
• First things fi rst – What is learning? What do we understand about
shallow, deep and profound learning? How do students learn
effectively? What are the implications for our teachers?
• What are the rights, entitlements, expectations and responsi-
bilities of students? Teachers? Principal/Deputy? BoM? Parents?
Community? Maybe our L&T Policy should make these explicit?
• If our school is to have a meaningful statement of Mission, Vision
and Aims, shouldn’t this be refl ected in the L&T policy?
• Should we work on and try to agree on a common lesson structure?
Not one that is prescriptive and negates creativity or innovation
but that that sets out the parameters of what a “good” lesson
might look like.
• Within an agreed common lesson structure, what should we
observe happening at the start of a lesson? While “teaching” is
happening? While “learning” is happening? (Are the teaching and
learning parts different?) At the end part of the lesson?
EXPLORING LEARNING & TEACHING
ESHA MAGAZINE SEPTEMBER 2011 23