Global Learning Programme Expert Centre Coordinator training event

1. Global Learning ProgrammeExpert Centre Coordinator training event 26 – 28 March 2014

2. Development education, global learning and professional development Doug Bourn

3. 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

4. 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

5. 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

6. 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

8. Other concepts • Global dimension • Global education • Global citizenship education

9. Other concepts (continued) • Education for sustainable development • International education • Global learning

10. 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

11. GLP • Knowledgeof developing countries, their economies, histories and human geography • Knowledge of the basic elements of globalisation • Knowledgeof different ways to achieve global poverty reduction and the arguments around the merits of these different approaches

12. 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

13. 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 wholeschool initiatives.

14. 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.

15. 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

16. 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

17. 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

18. 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

19. 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

20. Potential topicsfor 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?

21. Further information • Research reports on development education and global learning in schools • Presentations and examples of practice • www.ioe.ac.uk/derc • d.bourn@ioe.ac.uk

22. Planning for good CPDfor development education / global learning Clare Bentall

23. 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

24. 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?

25. 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

26. 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

27. A model for planning CPD • Existing understandingsWhat do trainees know already, what can they already do? • InputNew ideas – from tutor, other trainees, materials, readings, etc • Analysis of inputTrainees look critically at the input – ask questions of it, discuss it, evaluate it, draw out principles, etc • Application of inputTrainees try out the new ideas • Reflection on learning – leading to actionTrainees consider what they have learned from trying something out and what will they do as a result of this learning

28. 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.