Sole cpd pres v2
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An outline of an educational research project conducted in Oman
Transcript of Sole cpd pres v2
SOLE-CPDPaul 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
SOLE
MIE
CoP
Continuing Professional Development
Self-Organised Learning Environment
Minimally Invasive Education
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?
Can MIE be applied to Teacher CPD?
MIE is a form of learning in which children operate in unsupervised environments
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 SOLEsAl 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
Describe the
situation
Collect & analyse
data
Review the data
Introduce change
Monitor the change
Analyse data about the change
Review & consider
next steps
Action Research
Cycle
Define the inquiry
Describe the
situation
Collect & analyse
data
Review the data
Introduce change
Monitor the
change
Analyse data about
the change
Review & consider
next steps
Define the inquiry
Describe the
situation
Collect & analyse
data
Review the data
Introduce change
Monitor the
change
Analyse data about
the change
Review & consider
next steps
Define the inquiry
Describe the
situation
Collect & analyse
data
Review the data
Introduce change
Monitor the
change
Analyse data about
the change
Review & consider
next steps
• 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’, 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…….
(intervention);
