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);

This

Researc

hNeeds

…..

You!Contact:

paul.mcgreavy@altakween.com