د. فيصل العامري - مفاهيم وتطبيقات حديثة في التطوير...
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Cc PAR group Professional Development (PD) -Inclusive view of giftedness. -Socialisation of classroom. -All children are able to learn and have the right to be engaged and interested. kn ow le dg e de ve lo pm en t (P er sp ec ti ve ) -Similar ability grouping (singular group of gifted) -Academic performance grouping (singular group of gifted & talented). -Whole class mixed- ability small groupings. -Cooperative learning. -Physical differentiation of classroom structure. Differentiated learning activities (e.g., thinking skills, students’ choices, active learners). -Teachers being Pe da go gi ca l ch an ge (P ra ct ic e) Construction of Knowledge & Change (CKC) P A R p a r a d i g m & m e t h o d Data collection Con. cyclical process.. & project evaluation Collaborative nature Flexibility (emerging nature of action and outcomes) Transformative process PAR, CKC, PD The Alamiri Model of Participatory Action Research for Professional Development (PARPD), (Alamiri, 2013)
description
المتحدث: د.فيصل بن يحيى العامري دكتوراه الفلسفة في تخصص تربية الموهوبين من جامعة لاتروب، ولاية فكتوريا – أستراليا. مفاهيم وتطبيقات حديثة في التطوير المهني لمعلمي الموهوبين والتعليم العام من خلال استخدام منهجية البحوث الإجرائية التشاركية في مدارس المملكة العربية السعودية المعرض والمنتدى الدولي للتعليم 2014
Transcript of د. فيصل العامري - مفاهيم وتطبيقات حديثة في التطوير...
Cc
PAR group
Professional Development (PD)
-Inclusive view of giftedness. -Socialisation of classroom.-All children are able to learn and have the right to be engaged and interested.
knowledge development (Perspective)
-Similar ability grouping (singular group of gifted)-Academic performance grouping (singular group of gifted & talented).-Whole class mixed- ability small groupings.-Cooperative learning.-Physical differentiation of classroom structure. Differentiated learning activities (e.g., thinking skills, students’ choices, active learners).-Teachers being mentors and facilitators.
Pedagogica
l change
(Practice)
-Ownership of knowledge development. -Reflection. -Collaboration & professional communication. -Developing self-confidence of competence.
Acquire
d new skills
and compete
ncies
Co
ns
tru
cti
on
of
Kn
ow
led
ge
& C
ha
ng
e (
CK
C)
PA
R p
aradig
m &
meth
od
Data collection
Con. cyclical process..& project evaluation
Collaborative nature
Flexibility(emerging nature of action and outcomes)
Transformative process PAR, CKC, PDTransformative process PAR, CKC, PD
The Alamiri Model of Participatory Action Research for Professional Development (PARPD), (Alamiri, 2013)
Examining the current
situation
Developing PAR CycleCon. Developing PAR Cycle Revise PAR Cycle
Revise PAR Cycle
( 1) ( 2) ( 3) ( 4)
Similar abilitygrouping
)Gifted(
Academic performance
grouping )Talented(
Mixed-abilitygroupings (Inclusion)
Re-definingthe problem
Re-definingthe problem
Re-planning
Acting&
Observing
Reflecting &
Decision – making
Re-planning
Acting&
Observing
Reflecting &
Decision – making
planning
Acting&
Observing
Reflecting &
Decision – making
Definingthe problem
Definingthe problem
Reflecting &
Decision – making
planning
Acting&
Observing
The Four Cyclical Processes of Participatory Action Research (PAR) (Alamiri, 2013)
The people associated with this PAR project and their
relationship to each other
CT 1CT 1
CT 2CT 2
CT 3CT 3
FaisalLa Trobe
FaisalLa Trobe
Michael La TrobeMichael La Trobe
School G & T
Advisor
School G & T
Advisor
School PrincipalSchool
Principal
The diagram of facilitation process in Participatory Action Research (Alamiri, 2013)
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