Published on March 5, 2014
SOLE-CPD Paul McGreavy MSc Al Takween for Educational Services & Development
1. To introduce an alternative approach to CPD; 2. To summarise research to date; 3. To recruit more pilot groups.
CPD Continuing Professional Development SOLE Self-Organised Learning Environment MIE Minimally Invasive Education CoP Community of Practice
Sugata Mitra Hole in the Wall Experiments
Children taught themselves: To browse the Internet & use applications; To read & type in English; To speak English with a different accent; To answer ‘big’ questions.
What else can children teach themselves? What can be achieved with MIE?
MIE is a form of learning in which children operate in unsupervised environments Can MIE be applied to Teacher CPD?
Al Issa and Al Bulushi note that many English Language Teaching, (ELT), CPD projects in Oman have ‘failed to meet the teachers’ needs, lacked new content and hardly paid any attention to the teachers’ daily problems’, (English language teaching reform in Sultanate of Oman: The case of theory and practice disparity. (2011).
Where we are Where we should be (Adapted by the UK DfES (2004) from Hopkins, Harris, Singleton and Watts (2000) Creating the conditions for teaching and learning. Published in ‘Pedagogy and Practice: Teaching and Learning in Secondary Schools. Leadership Guide’ DfES 2004)
SOLE-CPD (MITE) What might be achieved with SOLE-CPD?
Communities of Practice An identity defined by a shared domain of interest. Members engage in joint activities and discussions, help each other, and share information. Develop a shared repertoire of resources, experiences, stories, tools & ways of addressing recurring problems. Jean Lave & Etienne Wenger
Today’s SOLEs Al Takween School, Barka, (Nov 2013). • Explaining to children; • Behaviour & classroom management; • Getting children to organise their own learning. Madinat Sultan Qaboos Private School, Muscat, (Feb 2014). • Explaining to children.
Define the inquiry Review & consider next steps Analyse data about the change Describe the situation Action Research Cycle Monitor the change Collect & analyse data Review the data Introduce change
Define the inquiry Define the inquiry Review & consider next steps Review & consider next steps Describe the situation Analyse data about the change Collect & analyse data Monitor the change Review the data Introduce change Define the inquiry Describe the situation Analyse data about the change Review & consider next steps Collect & analyse data Monitor the change Review the data Introduce change Describe the situation Analyse data about the change Collect & analyse data Monitor the change Review the data Introduce change • How do we ensure pupil progression in English medium subjects? • Which curriculum is best for our school? • How can we better manage CPD in our school? • How do we plan & teach inclusive lessons? • How can we teach large classes, (Indian schools)?
1. MITE – needs a significant amount of ‘i’, (intervention); 2. Should we structure the process for teachers? 3. Teacher SOLEs need to have more than Mitra’s 8 - 12 week lifespan; 4. Teacher CoPs are developing strengths within the schools; 5. Teachers are becoming more informed about their CPD needs; 6. More ‘big’ questions about education are generated; 7. More research is required…….
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