There is a lot that we in England can learn from our colleagues across the border in Scotland... particularly when it comes to professional development structures for our teachers.
Ewan describes in this post the elements that he tries to include within any CPD event that he runs. It includes:
- Ensuring the the training backup materials are online;
- Ensuring that participants can edit and add to the materials with their anecodotes, and help each other out even though they work in different locations;
- Ensuring participants have his blog and mobile phone number as a safetynet;
- Ensuring that participants could see from the training notes what their next steps might be in terms of training.
Some people would describe this approach as "blended". I'm gradually turning more and more away from that term towards the word "connected". What Ewan is showing here is how to make sure that the CPD opportunity at the event connects with other CPD back at school, or at a later date. But also, using the technologies available it allows people to connect with each other, and, via people's blogs, with other ideas.
This is where the learning theory known as Connectivism hits the road and gets put into practice.
I'm working on a pilot project at the moment, with a group of people responsible for teacher CPD and school development from across England.
We've called it Working in a Blended Learning Environment (WinBLE). It partly involves understanding and applying what the research says about CPD, which seems to suggest that effective CPD:
- makes use of peer support
- makes explicit use of specialist expertise
- makes explicit mention of involving the teachers in applying and refining new knowledge and skills and experimenting with ways of integrating them in their day-to-day practice (six studies involved action research)
- involves consultation with the teachers about their own starting points, the focus of the CPD, the pace of the CPD or the scope of the CPD
- involves teachers observing one another as an integral part of the CPD
- involves specialists in observation and reflection (as part of the CPD rather than exclusively focused on data collection).
From the EPPI review: What do teacher impact data tell us about collaborative CPD?
Part of the project has also been about how to make best use of the available technologies to ensure the most effective use of time when we apply these approaches to CPD.
As my responsibility has been to facilitate the online components of the project, I've been collecting together ideas from around the world that will be relevant specifically to teacher CPD. You can see these at a Google Reader shared page called WinBLE-ideas,
As you'll see, there is a vast amount of thinking going about teaching & learning, and how to support that. The ideas collected so far include (among many others):
Jay Cross on John Udell's concept of Cognitive Apprenticeship where he highlights that the critical social factors to implementing cognitive apprenticeship are: Situated learning. Community of Practice. Intrinsic Motivation. Exploiting Cooperation.
There are many others, and the list is growing... However the collection does focus a lot on the classroom use of technologies. I'm looking for more examples that are specifically about teacher professional development - especially as they relate to the research above. Any thoughts?
I've been using Feedblitz with a number of blogs. It provides an easy way of getting particular RSS feeds into my email reader.
Just to make it easier for people who prefer email to RSS readers (try using Google Reader - it's not perfect, but still very good), I've added a Feedblitz button on the blog. When you click on it you will be sent to a page where you can request to receive the postings by email.
You can use Feedblitz yourself, regardless of whether the blog has a Feedblitz button, just go to http://www.feedblitz.com/ and give them the URL of the blog you want to subscribe to.
I've been asked to run one of the parallel sessions at this year's Naace conference. The session outline is:
Online social networking tools have the potential to support reflective and collaborative CPD both within and across schools and local authorities. This session will examine whatâ€™s possible, raise a number of issues, and suggest ways in which using such tools can become an integrated part of your CPD approach.
I'm totally convinced that, to get the best out of a conference you a) need to know where people are coming from beforehand, and b) have some means of follow-up. Keeping in mind that social networks really only work when the conversation is two way, I intend to use this blog to pose a number of "sparks" before the session. This is so that a) I can find out who, in my network, will be there, and b) collect some more examples of where online networks have supported CPD.
I am hoping that the conversation will continue into the session in Torquay. Although I need to think how that will work with an audience of 150+ ?
Being part of a network is all about what you do as an individual. It's not really about organisations or the other people in the network. So the session will conclude with some very practical ideas to help people develop their own personal CPD network, and how to encourage that development in with teachers they work with.
So, with all that in mind, what questions and issues would you want to see addressed in this session? I know that many people who read this blog won't be at the session itself, but that's the beauty of online networks - there are no physical or temporal barriers to participation.
This 35 minute narrated presentation (originally done for a NAACE conference in 2006) provides a very good overview of how Buckinghamshire are implementing the idea of a Learning Platform based on a range of different but complementary open source and commercial products.
The presentation is strongly focussed on the pedagogical, management, and cultural reasons for the decisions that have been made in Bucks.
If you want to meet up with Ian Usher, who is the guy behind the presentation, he will be at the BETT show this week. More details.
The BBC have started putting online a number of their internal broadcast/media training courses.
Anyone who is contemplating using podcasts as part of the learning toolkit would find this one very useful.
It is "a guide to preparing for interviews for radio, including live studio interviews and vox pops."
Podcasts and radio are very close relatives - so there's a lot to gain from working through this resource.
Tom Haskins on why blogging is a good thing for learning organisations.
It's a well-structured argument. One of the key points for me is:
Organizations thrive on open systems design, permeable boundaries and functioning feedback loops. Organizations die when closed, self-congratulatory and oblivious to environmental changes.
Konrad Glogowski describes how his classroom blogging community has developed over the past year, and how he has realised the need to cultivate that community.
If Frank Coffield had a blog I would certainly have it in my list of RSS subscriptions.
Thanks to Donald Clark I've just read Prof. Coffield's inaugural lecture (Word doc) for the Institute for Education in London. It's called: "Running Ever Faster Down the Wrong Road: An Alternative Future for Education and Skills". In it he eloquently describes the situation the learning & skills sector (post-compulsory education) is in, and offers well-researched suggestions for a "fundamental redesign" that will not necessarily "rock the boat", but will stop it "hitting the iceberg" it is currently heading towards at full speed.
Can this disorganised, troubled but pivotal sector still be turned into a learning system? That would require politicians and policy makers to change some of their fundamental beliefs and practices and to think and talk differently; institutions to reorder their priorities in favour of pedagogy; and professionals to be given the space and resources to improve their existing expertise. The chances are very slim, but it could be done.
He makes the point at the beginning of the lecture that the learning & skills sector is not unique in this situation, and there are parallels in every sector of education (and other public services):
The same fault lines or, to change the metaphor, the same malaises, run through the reform agenda of government whether they affect the primary, secondary, higher education or post-compulsory sector (or the health service or the probation service, for that matter).
Prof. Coffield has also recently criticised the DfES booklet on Learning Styles, calling for its withdrawal, saying "The booklet is woefully uninformed about research. It is also impractical, patronising, uncritical and potentially dangerous to students." (Source: IoE press release)
I couldn't agree more. The whole concept of learning styles is fragmented into dozens of different models that to use just one model, and to apply it in every case to every student at every time is going to cause far more problems than it solves.
For me, its important to recognise that different people learn best in different ways at different times in different contexts and with different subject matter. And that's where I would want to leave it. The use of learning styles questionnaires is too blunt an instrument to be at all useful.
NB. It looks like the booklet has been withdrawn. But a search will still turn it up on various school and local authority websites.