CPD

I come to education from the IT industry and am often asked if I can provide Continuous Professional Development (CPD) courses or sessions for working teachers. Here is a list of some of the CPD I may be able to offer:

The Wiki Wiki Web
What is a wiki? – how to edit a wiki – how to use a wiki for professional development and teaching & learning – (optional) software, hosting and installation
Moodle, a VLE
What is a VLE? – how to use a VLE – examples of good practice – issues – (optional) software, hosting and installation
Social Media in Education : sensible use
choices for teachers in Social Media – what the kids are doing – they are *not* the experts – GTCS code of professional conduct – features and differences: ning, linkedin, facebook, twitter++, bebo
Cognitive developments
Current research and thinking in how we learn – what to teach pupils about learning – tapping pencils – brain gym and other myths – the impact of ICT on learning – the importance of hydration, oxygen and sugar levels – synaptic reinforcement methods – the Cornell method
Critical thinking
Critical thinking tasks – metacognitive awareness – epistemological perspectives in the classroom – the human experience as an abstract of reality – engage and enliven by stepping out of your comfort zone – trusting children to appreciate the limits of knowledge
Video podcasting
Creating and publishing video tutorials to support your pupils out of the classroom and on their own terms
Blogging for beginners
what a blog is and isn’t – how to try it out – what to think about – the GTCS code of professional conduct – is anybody listening? – who blogs (some examples) – (optional) blogging software – hosting – installation – have a free blog!
intro to \LaTeX{}
An overview and the possibilities of professional document production using the platform-independent \LaTeX{} suite of typesetting programs. For intermediate PC literates. I use \LaTeX{} to produce high quality Physics prelim exam papers.
Merge : documents from your data
Using a word-processing program (like Word) with an electronic spreadsheet (like Excel) to automatically produce letters, reports, praise certificates and so on.
Working with digital media
The basics of digital image capture, manipulation and use in documents, presentations and websites. Similar sessions available for audio: capture, editing and use in class, and for video capture and editing.
Interactive or “Smart” whiteboards
Don’t ask me about these. I have yet to see any justification for the expense. The ideal classroom setup is a good digital projector pointed at a rolling whiteboard (at the right height!). If you really want interactivity, spend fifty quid on an RF mouse.

The format of these depends on who the session is for, from lecture to workshop, or a led informed discussion to assist in formulation of policy. Availability is subject to the constraint that I am a working teacher and my first priority is to my students and school. Contact me in the first instance if you want an informal chat about your needs and what’s feasible.

  1. #1 by J Boyd on 30 August 2009 - 6:59 pm

    I’m inclined to agree with @dgilmour. The simpler the better. There a few on here that are very relevant & perhaps there are many practioners & theorists would be interested. As for IWBs, I’d never teach without one now. It’s changed my teaching & learning for the better. Ten fold. Perhaps it is different and more suited in the primary sector but it is invaluable to engage the children, especially the usually disengaged pupils. The possibilities are endless. I’d imagine physics teaching comes to life even more than usual with an IWB? no?

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  2. #2 by Mr. Hood on 30 August 2009 - 9:00 pm

    Thanks, Jackie. You are referring to David Gilmour’s tweet this evening:

    “You might be missing the richest CPD seam: simple things like working with digital images, audio, video may be needed most”

    which are, of course, important. I’ve added some of these areas to the list above.

    Re: the IWB remark. This remains a controversial issue, but separating the display aspect from interactivity is important. You are right in that the ability to display good images, video and graphics is an essential tool, especially in teaching physics. It can be very effective but it is often used by lazy (or ill-equipped) teachers as a substitute for proper hands-on learning or imaginitive teaching. The “WB” part of IWB is a brilliant asset.

    I remain convinced that the horse-feather rare occasions when true interactivity is needed in the classroom does not justify the enormous price tag you have to pay for the “I” part of IWB. I have yet to see the need in any part of the secondary mathematics or physics curriculum (or aCfE). Where it is useful, the functionality can be had much cheaper.

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  3. #3 by David Gilmour on 30 August 2009 - 11:20 pm

    In East Lothian, there has been positive feedback on a decision some time ago to install IWBs in secondary maths classes. That was driven by maths teachers, and central funding was found to do it. I’ll dig out a post-investment review paper the maths adviser did at the time and send you it if you like. Engagement was, if I remember right, a key benefit. Time will tell, I suppose, to what extent novelty might be a factor in that increased engagement.

    Costs are significant, though, and it would be much harder to do in the current climate. Maybe we will have to start looking at radical alternatives!

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  4. #4 by Mr. Hood on 31 August 2009 - 5:55 pm

    Thank you for this, David. I’d certainly appreciate a copy of the paper you mention. I may not be a protagonist but there are people just along the corridor here who would appreciate support for their case.

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