Moderating the Group Discussions in the Leading Learning Modules

1. Effective Online Moderation
Moderating the Leading Learning
Modules
Written and presented
by
Dr Carmel Bendon Davis

2. Online Module 1
Leading Learning: Introduction to the Essentials
Online Forum and/or Peer Discussion – Discussion 1:
Educational Leadership: Then and Now
In the presentation Prof. Robinson began by outlining earlier
approaches to educational leadership which, as research and
experience has shown, are now changing. With that in mind, go now to
the online Forum and share your own views and experiences of
previous and new approaches to educational leadership.
(As this is the first discussion in the Module, feel free to preface your
discussion by introducing yourself if you would like to do so. This might
also give a helpful context for your discussion points).
• Keep your first comments to a couple of sentences but be sure that
they‟re honest, straightforward, on-topic and peer-appropriate.

3. Online Module 1
Discussion 1: Educational Leadership: Then and
Now .../2
(This is an example only. Be sure to personalise it - „stamp‟ it
with your own personality.)
Hello everyone. Welcome to our first forum in this online module. I‟m
Carmel D, one of your peers/fellow teachers/principals and I‟ll be
moderating the next (few) discussions as part of my own
professional development and, hopefully, together, we‟ll find this
forum to be a supportive and stimulating space in which to share our
insights and ideas. Our discussion here is asynchronous so please
feel free to contribute at any time of the day (or night) that suits you.
My schedule this term allows me to look over your contributions and
offer my own on Monday evenings between 9 & 10 pm and on
Saturdays between 8 & 9 am but, remember, if you need technical
help with the site at any time you can email
helpful.harry@weknowall.org.au

4. Online Module 1
Discussion 1: Educational Leadership: Then and
Now .../3
Now address the forum topic:
• Again, personalise your contribution. Remember you are sharing
with peers.
When I was a young teacher, I thought that “educational
leadership” meant that you had to know everything ...
• End the post with something that is inviting of further comment;
open, non-threatening and acknowledging of equality in tone, for
example:
I wonder if others had similar experiences in their early teaching
days?

5. Online Module 1
Online Forum – Discussion topic 2: Engaging with the
5 Dimensions of Leadership
In the video excerpt you have just viewed, Prof Robinson poses
the question: What do leaders need to know and do to confidently
engage in the five leadership dimensions?
Go now to the online Forum and share your insights in response to
this question, bearing in mind the importance of the three
leadership capabilities too. (The four determinants of building
relational trust may also be a feature of your discussion).
• If the response to the first forum has been good you may not
need to be the first person “in” for this second question. That
is, if the group has begun well, others may already feel
confident enough to lead-off this discussion. If that is the case
then you can truly make your contribution as a peer.
• If no-one else has contributed when you check the forum on
your nominated day/s (and time), you should make an initial
contribution which should, as always in such
instances, include your own honest reactions to the
question/topic AND should conclude with an open-ended
question/observation that will lead others into the discussion.

6. Online Module 1
Discussion Topic 2: Engaging with the 5 Dimensions of
Leadership .../2
For example:
I can see how all five dimensions contribute to effective
leadership but I find #3 “Ensuring Quality Teaching” the most
challenging to assess and maintain. Of course I agree that
quality teaching will be clearly reflected in student outcomes
but I sometimes think that I‟m missing something, ...
• Does that feeling resonate with any of you?
• Have others had that experience/difficulty?
• I wonder if any of you find this dimension as problematic.
• Or is there is another dimension that you struggle with?

7. Online Module 1
Discussion Topic 3: “Big Ideas” on ensuring Quality
Teaching
Go online and share the insights gained from your reflection and
discussion, and from your reading of Timperley‟s study, with the
wider learning group.
• Hopefully, by this stage of the module, the group is becoming confident in
discussing more freely with each other. In this case, then, you can just be
“part of the group”, making your contribution and asking questions of your
fellow educators as your own professional learning requires.
• If needed, or if you see a need to deepen the discussion, you can ask for
more information from particular participants in order to help your own
learning (that is, you‟re asking from YOUR point of view and are not
assuming to speak for the group as a whole).
• Notice, too, that this question refers to a prescribed reading so if, after
several contributions, no-one seems to be addressing that aspect you might
make some reference to it; again, from your own perspective.

8. Online Module 1
Discussion Topic 3: “Big Ideas” .../2
An example which picks up the “personal” approach:
I‟m finding this discussion really interesting. Margaret‟s group‟s „big
idea‟ is something that we‟ve thought about trialling in our own
school community. And, though I find John‟s suggestion quite
radical, I can see that it has the potential to really bring a true
cohesion to the programme. Margaret and John, can you give me
some insights into how you might put your ideas into practice?
An example which focuses attention on the required reading:
I‟m finding this discussion really interesting and I‟m starting to see a
few links between the „big ideas‟ we‟re coming up with and the point
that Helen Timperley makes in her study about .....

9. Online Module 1
Discussion Topic 4: “Ownership of Learning”
Go online and share your thoughts on the
phrase, “Ownership of Learning”. What does it mean?
To whom does it apply? How might it be realised in
your professional life? And in the classroom? And
beyond?
• There are several layers to this question and, in this and
similar cases, it‟s not necessary for everyone to address
every aspect. However, as moderator, you would be
looking to see that, across the participant group, ALL
aspects were covered. If one (or more) has been
overlooked by the group, you should „name‟ it, bring it to
(subtle) attention.

10. Online Module 1
Discussion Topic 4: “Ownership of Learning” .../2
An example of how to bring in the “missing
aspect”:
The question of how “ownership of learning” might
operate beyond my teaching and professional life
is a difficult one for me because I realise that I‟m
very focussed on learning in my teaching life. But,
when I really think about it, I know that I‟m learning
in every part of my life – as a parent, in the
community ...
Does anyone else have difficulty with this aspect?

11. Online Module 2
Leading Professional Learning: An Introduction
Online Forum – Discussion 1: Promoting Professional
Learning: How are we going?
Based on the insights gained from your research and reflection, go
online and discuss the overall “view” of professional learning in your
school and wider school communities.
(As this is the first discussion in the Module, feel free to preface your
discussion by introducing yourself if you would like to do so. This
might also give a helpful context for your discussion points).
• As this is the first discussion in the module, your introductory
comments are appropriate here.
• This is a straightforward “sharing of opinion” based on one‟s own
research and experience so your moderation here will be on the
same basis – honest straightforward, and peer-centred.

12. Online Module 2
Discussion 1: Promoting Professional Learning .../2
(This is an example only. Be sure to personalise it - and „stamp‟ it with your own
personality.)
Hello everyone. Welcome to our first forum in this online module. I‟m Carmel D, one
of your peers/fellow teachers/principals and I‟ll be moderating the next (few)
discussions as part of my own professional development and, hopefully, together,
we‟ll find this forum to be a supportive and stimulating space in which to share our
insights and ideas. Our discussion here is asynchronous so please feel free to
contribute at any time of the day (or night) that suits you. My schedule this term
allows me to look over your contributions and offer my own on Monday evenings
between 9 & 10 pm and on Saturdays between 8 & 9 am but, remember, if you need
technical help with the site at any time you can email helpful.harry@weknowall.org.au
Now address the forum topic:
• Again, personalise your contribution. Remember you are sharing with peers.
In our school professional learning is both an individual and group undertaking ...
• Again, end the post with something that is inviting of further comment; open, non-
threatening and acknowledging of equality in tone, for example:
Some schools are taking a very formalised approach to professional learning. If your
school is doing this, how are you going about it?

13. Online Module 2
Leading Professional Learning: An Introduction
Online Forum – Discussion Topic 2:
Approaching Teacher Inquiry
How did your ideas, and those of your team or
learning group, align with the suggestions given in the
second video presentation? Go now to the online
Forum and share your insights in response to this
question.
• Whether or not you lead-off this
conversation, you‟re looking both to share your
own insights AND to ensure some connection
with the material in the prescribed video
presentation.

14. Online Module 2
Discussion 2: Approaching Professional Learning .../2
An example of how to draw attention to the
video presentation aspect:
I agree with Ruth‟s point about carefully monitoring
our students‟ progress but I‟m also interested in how I
might deepen my own level of inquiry as a teacher
and learner, as Timperley suggests in the video. I
found her point about XXXXX helpful but I‟m not sure
how to put it into practice. Any helpful hints?

15. Online Module 2
Leading Professional Learning: An Introduction
Online Forum – Discussion Topic 3: Feedback and
“my class”
“Feedback is conceptualised as information provided by an agent (e.g.
teacher, peer, book, parent, self, experience) regarding aspect‟s of
one‟s performance or understanding” (Hattie & Timperley, 2007).
Go online and discuss ways in which feedback – from a variety of
sources – has helped you in your professional life. How might your
experience be applied in assisting and enhancing the achievements of
“your class”?
• This discussion calls for quite a bit of sharing of
solid, professional information and resources, not just
opinion. The best way of ensuring this happens is to
“model” what‟s required if you don‟t see the information
appearing in the early course of the forum.

16. Online Module 2
Discussion Topic 3: Feedback and “my class” .../2
An example of modelling the response required
here:
I think that I‟ve become more confident in giving appropriate
feedback as my teaching experience has increased but I still
think there‟s room for improvement for me. I‟ve found this
website has helped with exploring these issues more thoroughly
and I thought that some of you might also find it helpful:
www.helpfulfeedbackhints.org.au(Not a real website)
I‟d really appreciate any suggestions of other helpful websites
and/or copies of resources.

17. Online Module 2
Leading Professional Learning: An Introduction
Online Forum – Discussion Topic 4: PACs
Go online and share with your learning group your insights into the key
components of PACs and your ideas on how they might be best
introduced and used in your school.
• There are two clear requirements to this discussion: the (honest) personal
opinion on the practical introduction of PACs in the school AND the insights
into the “key components of PACs”
• In your moderation, then, you will be sharing your own opinion AND
ensuring that the “key components” are addressed at some level.
For example:
There‟s quite a lot to consider in these PACs, isn‟t there? I‟d really value
comments on my ideas on the key components and their implementation as
I‟m not feeling confident that I‟m covering everything. So ... here‟s my list
(and please give me your feedback and ideas): ....