-Inclusive view of
giftedness.
-Socialisation of
classroom.
-All children are able to
learn and have the right to
be engag...
Defining
the problem

Defining
the problem

Reflecting
&
– Decision
making

Examining the
current
situation

planning

Act...
The people associated with this
PAR project and their
relationship to each other

School
School
Principal
Principal

CT 22...
‫شكرا لحسن استماعكم‬
‫د. فيصل يحيى العامري‬
Email: faisalgift@Hotmail.com
Twitter: @faisalgift
Upcoming SlideShare
Loading in …5
×

د. فيصل العامري - مفاهيم وتطبيقات حديثة في التطوير المهني لمعلمي الموهوبين والتعليم العام من خلال استخدام منهجية البحوث الإجرائية التشاركي

761 views

Published on

المتحدث:
د.فيصل بن يحيى العامري
دكتوراه الفلسفة في تخصص تربية الموهوبين من جامعة لاتروب، ولاية فكتوريا – أستراليا.

مفاهيم وتطبيقات حديثة في التطوير المهني لمعلمي الموهوبين والتعليم العام من خلال استخدام منهجية البحوث الإجرائية التشاركية في مدارس المملكة العربية السعودية

المعرض والمنتدى الدولي للتعليم 2014

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
761
On SlideShare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
9
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

د. فيصل العامري - مفاهيم وتطبيقات حديثة في التطوير المهني لمعلمي الموهوبين والتعليم العام من خلال استخدام منهجية البحوث الإجرائية التشاركي

  1. 1. -Inclusive view of giftedness. -Socialisation of classroom. -All children are able to learn and have the right to be engaged and interested. Con. cyclical process.. & project evaluation Collaborative nature Cc PAR group Data collection Flexibility (emerging nature of action and outcomes) PAR paradigm & method Construction of Knowledge & Change (CKC) Professional Development (PD) -Similar ability grouping (singular group of gifted) -Academic performance grouping (singular group of gifted & talented). -Whole class mixed- ability small groupings. -Cooperative learning. -Physical differentiation of classroom structure. Differentiated learning activities (e.g., thinking skills, students’ choices, active learners). -Teachers being mentors and facilitators. -Ownership of knowledge development. -Reflection. -Collaboration & professional communication. -Developing selfconfidence of competence. Transformative process PAR, CKC, PD Transformative process PAR, CKC, PD The Alamiri Model of Participatory Action Research for Professional Development (PARPD), (Alamiri, 2013) kno wle dge dev elop me nt (Pe rsp ecti ve) Ped ago gica l cha nge (Pr acti ce) Acq uire d new skill s and com pete ncie s
  2. 2. Defining the problem Defining the problem Reflecting & – Decision making Examining the current situation planning Acting & Observing Developing PAR Cycle (1) Reflecting & – Decision making Similar ability grouping (Gifted) Acting & Observing Con. Developing PAR Cycle (2) Re-defining the problem planning Reflecting & – Decision making Academic performance grouping (Talented) Re-defining the problem Re-planning Reflecting & – Decision making Acting & Observing Revise PAR Cycle (3) The Four Cyclical Processes of Participatory Action Research (PAR) (Alamiri, 2013) Mixed-ability groupings ((Inclusion Acting & Observing Revise PAR Cycle (4) Re-planning
  3. 3. The people associated with this PAR project and their relationship to each other School School Principal Principal CT 22 CT Michael Michael La Trobe La Trobe Faisal Faisal La Trobe La Trobe CT 33 CT CT 11 CT The diagram of facilitation process in Participatory Action Research (Alamiri, 2013) School School G & TT G& Advisor Advisor
  4. 4. ‫شكرا لحسن استماعكم‬ ‫د. فيصل يحيى العامري‬ Email: faisalgift@Hotmail.com Twitter: @faisalgift

×