Section 5: Planning the twilight CPD programme
1. Planning the twilight CPD content
The twilight CPD sessions serve a number of functions. They:
· introduce participants to the main tools and support available through the GLP, for example, the Whole School Audit, global learning pupil outcomes and Curriculum Framework
· provide input and activities to train participants in core elements of global learning, for example, poverty and development, images and perceptions of the global south and globalisation
· provide ideas and support for participants to help them create change in their own school context
· provide opportunities to share good practice in global learning across your network
· collate evidence and information to review and report on progress made in partner schools.
Toolkits have been developed to help you to deliver the first four twilight CPD sessions. These are available on the Expert Centre area of the website. Your Local Advisor will also help you to plan and deliver the twilight sessions. There is some core content about the GLP and key global learning themes which should all be covered but how you deliver this content is up to you. You can use the toolkits as a guide but please feel free to adapt them to suit your needs and make sure they are accessible and relevant to your network. There are eight sessions in all, so in addition to the core content there should be ample opportunity for you to develop bespoke sessions to suit the needs of your network. The following information sets out the core content which should be covered in the twilights, (plus a suggested order). You can be flexible with the order, or even choose to merge two twilights into an afternoon of a day on global learning.
2. GLP twilight CPD programme: core and optional sessions
Each two-hour twilight session may include discrete sessions on:
· Development education [DE]
· Global Learning Programme [Prog] elements
· Creating change [Ch] and
· a take home [TH] activity (where appropriate).
Following the introductory session, the optional DE sessions can alternate with the core ones. The DE sessions can be combined with different programmatic elements than those suggested here as long as the Whole School Audit appears in the first session and towards the end (along with review/reflections). It is suggested that the introduction to the website and e-credits, Curriculum Framework and ‘Planning change’ appear within the first three sessions.
Core sessions
Session one: introduction to the GLP
· Core Introduction to the programme [Prog]
· Core Website overview (including CPD and e-credits) [Prog]
· Core The vision – what is meant by global learning? [DE]
· Core Introduction to the Whole School Audit and how to do it. [Prog] [TH]
Session two: cross-curricular planning and our connections with the wider world
· Core Review of completed Whole School Audits - identifying priorities [Prog]
· Core DE Globalisation and interdependence [DE]
· Core Introduction to knowledge framework / cross-curricular planning [Prog]
· Core Curriculum Framework and curriculum planning [TH]
Session three: whole school change/images and perceptions of development and poverty
· Core Review and more in-depth look at Curriculum Framework / cross-curricular planning
· Core Planning whole school change: models [Ch]
· Core Whole school CPD planning [Prog] [TH]
· Core DE Images and perceptions [DE]
Session four: managing change/poverty and development
· Core Review of whole school CPD planning
· Core Advocacy and influencing in a school setting [Ch]
· Core Identifying training needs and accessing appropriate CPD
· Core DE Poverty and development [DE]
Flexible sessions
Session five
· Core Student assessment [Prog] [TH]
· Core Whole school change management [Ch]
· Optional DE Poverty and development 2 [DE]
Session six
· Optional DE to be decided (with EC Coordinator and LA) [DE]
· Opportunities for joint practice development [DE] [Prog]
Session seven
· Optional DE to be decided (with EC Coordinator and LA) [DE]
· Opportunities for joint practice development [DE] [Prog]
· Core Re-do Whole School Audit [Prog] [TH]
Session eight
· Optional DE to be decided (with EC Coordinator and LA) [DE]
· Core Comparison of baseline and follow-up audits [Prog]
· Core Reflection session – what have we achieved? [Prog]
· Core Impact and reach the programme has had on Partner Schools [Prog]
Ideas for optional DE sessions
· Moving from charitable to social justice approach – perhaps linked to Human Rights Education and/or separate session on Human Rights Education to include Rights Respecting Schools Award
· International linking – making it a valuable learning experience
· Selling global learning to SLT and other staff in the school – experience and avoiding the pitfalls
· Conflict/peace and development
· P4C
· Session looking at practical activities/resources for teaching poverty and development (perhaps where teachers work in primary and secondary groups)
· More detailed session focussing on a particular curriculum areas that people are struggling to connect global learning with? E.g. maths, science, etc
· Futures Education
· Education for Sustainable Development
· Detail on change management (building on whole school elements of Twilights 2 and 3)
· Sharing what we did in our school and why it worked/didn’t work
· Using and understanding development education teaching resources
· Education and campaigning – how do they relate?
3. What makes good global learning CPD?
There follows a number of suggestions gathered from participants at Expert Centre Coordinators’ training in 2013 in response to the question, ‘What makes good global learning CPD?’. Where points are backed up by the literature, quotes and references (see the References section for more details) are given.
ü Practical (and innovative) activities and resources demonstrated which can be taken away and used / examples of inspiring practice and emotionally engaging content.
ü Relevant and inclusive content. Find out the learning needs of the group either in advance or at the start of the session, and make sure you differentiate to include all learners. In particular, make sure you are addressing the needs of Key Stages 2 and 3 if teachers from both are present.
ü Group work / participatory methods
ü Valuing everyone’s experience / including discussion, reflection and thinking time / creating a safe space with agreed ground rules and the three Cs – coffee, cake and chocolate!
ü Clear objectives linked to the aims of the GLP
ü Knowledge/shared knowledge of GL-DE / understanding the bigger picture / theory in practice / reaffirming learners but also enabling ‘upskilling.’
ü Linking the global to the local/everyday / Making connections
ü Measured impact through evaluation
ü Start with your own values and perceptions / challenge perceptions / encourage critical thinking / share multiples perspectives
ü Flexibility
ü Progressive / developmental
ü Involve Senior Management
4. Approaches to the structure of each twilight session
It is important to also consider how to structure each session. Below are two approaches which others have found useful in the past.
The first is taken from Equality Stories (Richardson, R. 2002). This is based on the word ‘AGENDA’.
A stands for 'acknowledgement', that is recognising the need to affirm the learners for who they are. This can be in the form of a warm-up (e.g. choosing and sharing a photo or objects provided and saying how this expresses where you feel you are as a trainer/participant). This type of ‘right brain’ activity gives participants control over the level of disclosure and can help with learning needs analysis (LNA). Other LNA tools can include a quiz; questions; playing ‘Globingo’; brainstorming expectations; ‘shock therapy’ – presenting shocking statistics, then gauging people’s reactions; using ground rules to give an insight into how people expect the group to operate; visioning/cartooning; what you know/what you want to know/what you have learnt (this links LNA with evaluation).
G stands for ‘grief’, (not really grief, it just helps with the mnemonic) or rather the need to introduce some challenge and stimulation. The activity is something that might challenge assumptions or perceptions, such as the ‘Danger of a single story’ TED talk video by Chimamanda Ngozi Adichie (the url for this is: http://www.youtube.com/watch?v=ODzwb90b5qE).
E is for experience; giving learners an opportunity to draw on their relevant experiences.
N is for notions, bringing in new theory.
D is for deliberation, providing learners with a chance to discuss the implications for their work.
A is for action planning.
The second approach is ‘input-analysis-application-reflection’ from the Institute of Education, Global Trainer course which has similarities to the ‘AGENDA’ model in that there is an input/stimulus (or Grief/challenge or possibly a Notion) and this is followed by analysis (Deliberation) application (Action) and a useful addition, possible in a developmental course running over four terms, (Bentall, C. 2005).
5. Other points to bear in mind
· All the necessary course information (e.g. any pre-course reading, programme, location maps, etc) should be sent to participants soon after they sign up for the programme.
· Course participants should be provided with materials to take away (online and/or offline).
· An evaluation form will need to be developed (possibly one for the set of twilights with other methods of collecting feedback being used during each session).
· At least 10 days’ notice should be given to participants if a session is cancelled. If this is impossible then two-way communication must be established with all participants to ensure that they are aware of the cancellation or postponement.
· Importance of the learning journey: teacher as learner. Allow for emergence. Have learning objectives but recognise that the destination may change. Work towards ultimate goals.
· Quality GL is good learning in itself: flexibility, adaptability, resilience, integrity, dialogue, empathy, multiple perspectives, challenge, criticality (BLP).
· Ensure a balance between off-the-shelf activities that can be run with a class and providing a chance to consider why something is a good resource – what is underpinning this that makes it work? (To allow thought transfer to something else.)
· Think about the process and approaches – what could be added to something I’m doing already to give it more of a global spin?
· Encourage a critical approach to resources (and activities) – with what age group would you use them? Where in the lesson? What would you use it with?
· Avoid closed questions where possible. Avoid putting teachers on the spot.
· Remain aware of the difference between education and propagation/ propaganda.
References
Building Learning Power (BLP) Online.
Brown, M (1997) Education, education… and development education. The Development Education Journal 4.3, pp 6-8
Fountain, S (1995) Education for Development. London: Hodder and Stoughton
Institute for Learning (2010) Brilliant teaching and training in FE and skills. On-line.
GLP (2013) Draft Third Party CPD Course: Criteria for inclusion on GLP-E website (unpublished)
Hope, A and Timmel, S (1984) Training for Transformation: A Handbook for Community Workers Book 3. London: ITDG
Mezirow, J (1997) Transformative Learning: Theory to Practice.New Directions for Adult and Continuing Education.1997(74) p5-12
Newell-Jones, K. and Colbourne, D.(2006) Are tension and conflict in groups essential ingredients for learning? Or is harmony preferable?The Development Education Journal, vol. 13(1) p15-17
Regan, C and Sinclair, S (1999) Essential Learning for Everyone. Birmingham: DEC [Birmingham] and 80:20
Richardson, R (2002) Equality Stories. Stoke on Trent: Trentham Books Ltd
TDA (2007) What does good CPD look like? On-line
Toohey, S (1999) Approaches to Course Design On-line
Young, P and Londale, A (1999) Gower handbook of training and development. 3rdEd. Aldershot: Gower. Chapter 2: The art of facilitation.