Transcript IOE slides for training

Global Learning Programme
Expert Centre Coordinator training event
26 – 28 March 2014
The GLP is funded
by The UK Government
GLP © Crown Copyright
Development education,
global learning
and
professional development
Doug Bourn
The GLP is funded
by The UK Government
GLP © Crown Copyright
Aims of presentation
• Outline meanings and interpretations of concepts
of ‘development education’ and ‘global learning’
• Relationship of these interpretations to the GLP
project
• What these terms can mean for schools and
Expert Centre Coordinators
• Challenges for professional development
The GLP is funded
by The UK Government
GLP © Crown Copyright
Development education
• Roots in NGO support for development
• Move to move critical engagement
• Influence of Paulo Freire
• Distinctions between raising awareness
• Learning and action for change
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by The UK Government
GLP © Crown Copyright
Pedagogy for global social justice
• Development education is an approach to learning about
global and development issues through recognising the
importance of linking people's lives throughout the world.
• It is also based on a understanding of the importance of
critical thinking, the need to challenges stereotypes and to
give people the skills and confidence to support change
towards a more just and sustainable world.
www.ioe.ac.uk/derc
The GLP is funded
by The UK Government
GLP © Crown Copyright
A pedagogy:
an approach towards learning
• Global outlook
• Understanding of power and inequality in the
world
• Belief in social justice
• Commitment to dialogue and reflection
The GLP is funded
by The UK Government
GLP © Crown Copyright
The GLP is funded
by The UK Government
GLP © Crown Copyright
Other concepts
• Global dimension
• Global education
• Global citizenship education
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by The UK Government
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Other concepts (continued)
• Education for sustainable development
• International education
• Global learning
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by The UK Government
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Global learning:
application of pedagogy of development
education
• Process of learning about how development is
perceived
• Understanding of causes of inequality in the world
• Links between people’s own lives and people
elsewhere in the world
• Impact on globalisation of identity
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by The UK Government
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GLP
• Knowledge of developing countries, their
economies, histories and human geography
• Knowledge of the basic elements of globalisation
• Knowledge of different ways to achieve global
poverty reduction and the arguments around the
merits of these different approaches
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by The UK Government
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Approach of the GLP
• Follows the themes outlined earlier
• It is not a programme based around the
promotion of aid
• It is about learning with the underlying theme of
promoting; moving from charity mentality to one
of social justice
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by The UK Government
GLP © Crown Copyright
Quality global learning
• Development needs to be seen as much more than
economic growth or progress, ‘doing good’ and ‘aid to
rescue’ and include looking at the causes of inequality and
poverty around the world.
• Challenge notions of aid and dependency – promote
different viewpoints
• Equipping the learner to develop knowledge, skills and
values base to effectively engage in these debates.
• Learning about development and global themes can be
most effective when it is integral component of, broader
subject-based or whole school initiatives.
The GLP is funded
by The UK Government
GLP © Crown Copyright
Quality global learning (continued)
• Recognition of the power and influence of visual imagery
could help to both re-enforce and challenge existing
perceptions.
• Personal experience can be a powerful mechanism for
both challenging and re-enforcing existing views and
perspectives.
• The issues are complex and can be perceived as
controversial and therefore professional development
support is an essential component of ensuring quality
development education within schools.
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by The UK Government
GLP © Crown Copyright
Evidence of progress in a school
• Evidence of greater awareness of the wider world and
connectedness to it
• Increased usage of current global events and topics as
basis for subject-based learning
• Analysis of pupils’ engagement in certain global topics and
concepts in terms of levels of interest and motivation
• How they are able to articulate ideas and formulate
discussion either orally or in writing
• Evidence of tolerance to views of others in the classroom
and contribution to broader policies such as combating
racism and prejudice within the school
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by The UK Government
GLP © Crown Copyright
Evidence of progress in a school
• Increased pupil engagement in classroom activities
• Improved examination results in areas where development
most explicit
• Extra curricular activities that have a development or global
theme that emerge out of learning within the classroom
such as fair trade club, development of a school link,
support to specific campaign from an NGO
• Parents and governors recognise and value increased
emphasis on learning about development and global
themes
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by The UK Government
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Examples of evidence
•
Recent research by MUNDI – global learning in action – www.mundi.org.uk
•
Oxfam’s Framework for Global Citizenship – www.oxfam.org.uk/education
•
UNICEF’s Rights Respecting Schools Award Programme –
www.unicef.org.uk/rrsa
•
Global Teachers Award – http://globalclassrooms.co.uk/global-teachers-award/
•
RISC’s resources, particularly How do we know it’s working? –
http://risc.org.uk/education/resources/risc-publications
•
LEEDS DEC’s The Global Teacher Handbook – www.leedsdec.org.uk
•
DERC’s research on primary schools and secondary schools –
www.ioe.ac.uk/derc
The GLP is funded
by The UK Government
GLP © Crown Copyright
How to develop teachers’
understanding and engagement with these
concepts?
Recognises that learning about development and global issues
can be morally challenging leading to questioning assumptions
pupils may have and…
therefore recognising the need to be sensitive in how topics and
themes are introduced and discussed in the classroom, and…
that engaging with these moral questions supports young
peoples’ values development
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by The UK Government
GLP © Crown Copyright
Issues for professional development
• We are talking about much more than adding some
knowledge and content to the school curriculum
• We are talking about a pedagogy, an approach towards
learning that could be perceived as counter to many
notions of learning within the classroom and messages
from government
• It is challenging many assumptions dominant in our
societies
• Above all it cannot be reduced to sound bites – one-off
workshops and sessions
The GLP is funded
by The UK Government
GLP © Crown Copyright
Potential topics
for professional development
• The global outlook – the globally minded school – what
does this mean?
• Relevance of learning about development and global
poverty?
• Moving from charity mentality to social justice?
• Different viewpoints – perspectives – dialogue – critical
reflection?
The GLP is funded
by The UK Government
GLP © Crown Copyright
Further information
Research reports on development education and
global learning in schools
Presentations and examples of practice
www.ioe.ac.uk/derc
[email protected]
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by The UK Government
GLP © Crown Copyright
Planning for good CPD
for development education / global
learning
Clare Bentall
The GLP is funded
by The UK Government
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What makes good CPD for DE/GL?
Generic characteristics of good CPD (taken from TDA, IfL):
• Develops knowledge, skills and attitudes relevant for
teachers’ work
• Based on identified needs – e.g. from lesson observation
• Part of a long-term coherent plan for teacher and school
development
• Evidence based
• Takes account of previous knowledge and experience
• Covers both subject knowledge and knowledge of learning
and teaching
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by The UK Government
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What makes good CPD for DE/GL?
(continued)
•
•
•
•
•
Has clearly defined intended outcomes
Models effective teaching and learning approaches
Promotes enquiry, reflection and learning from peers
Run by experienced trainers
Collaborative and supportive in approach (e.g. with use of
mentoring)
• Evaluated for impact on learners in schools
How would these characteristics apply to CPD within DE /
GL?
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by The UK Government
GLP © Crown Copyright
Applying characteristics of good
CPD to DE / GL
• Use of participatory methodologies and consideration of models such
as Through Other Eyes (TOE) and approaches such as Philosophy for
Children (P4C)
• Critical thinking around appropriate content and process
• Critical thinking around incorporating multiple perspectives on content
and process
• Critical reflection on teachers’ own values and actions
• Learning from research about what works and how, with which
learners and at what stage in their development
• Activities to find out what teachers know already about global issues
• Linking to curriculum areas and pupil outcomes
• Exposure to different existing resources for DE / GL
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by The UK Government
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CPD Planning Task
In small groups take one aspect of DE/ GL and plan the
outline of an hour long session for teachers on this topic.
• Identify who it is for, the type of venue and how many
participants
• Write one or two learning outcomes
• Plan the sequence of activities you would use, with timings
• Display on a flipchart
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by The UK Government
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A model for planning CPD
• Existing understandings
What do trainees know already, what can they already do?
• Input
New ideas – from tutor, other trainees, materials, readings, etc
• Analysis of input
Trainees look critically at the input – ask questions of it,
discuss it, evaluate it, draw out principles, etc
• Application of input
Trainees try out the new ideas
• Reflection on learning – leading to action
Trainees consider what they have learned from trying
something out and what will they do as a result of this learning
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by The UK Government
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Characteristics of a DE / GL trainer
• In your small groups, think about the session you have
planned and identify the knowledge, skills and values
needed by a trainer in DE / GL running your session.
• Either write your ideas on your poster in different colours, or
use coloured post-its.
• Compare with other groups.
The GLP is funded
by The UK Government
GLP © Crown Copyright