Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Cooperative Development: A way forward for teachers' development
Similar to Cooperative Development: A way forward for teachers' development (20)
Recently uploaded
Recently uploaded (20)
Cooperative Development: A way forward for teachers' development
- 1. COOPERATIVE DEVELOPMENT Julian Edge PRESENTATION BY Rishi Ram Paudyal 8 April 2020
- 2. What does Development refer to? • Self-development What is Cooperative Development ? • An accessible but disciplined framework for teachers to draw on their own experience & understanding of their own situation • A way to become a better teacher in your own way • A collaborative interaction to further the ideas and plans of one of the pair
- 3. What is Cooperative Development ? (contd.) • A practical way of working towards the widely accepted goal of autonomous development • A collegial way of working with a fellow teacher (Edge, 1992) • It is not the “craft model” (Wallace, 1991, pp. 6-7)
- 4. Why Cooperative Development? • Promotes self-improvement • Promotes self-actualization of personal and professional development • Offers a way of building community that emphasizes diversity and plurality, rather than imposed uniformity (Klette, 1997)
- 5. Execution of Cooperative Development It is carried out in the roles of Speaker and Understander, for a pre-arranged period of time, or until participants agree to stop. On another occasion, the roles can be exchanged.
- 6. Three types of learning • Intellectual learning (understanding) • Experiential learning (Experience) • Expression(-led) learning (Expression)
- 7. The Speaker and the Understander • The Speaker (one teacher) • The Understander (another teacher) • Note: Trust and confidentiality are a must
- 8. Roles of the Understander • Makes every effort to understand the Speaker and assists in his/her development • Helps the Speaker develop the Speaker's own ideas as the Speaker clarifies them and discovers where they lead
- 9. Roles of the Understander (contd.) • Accepts the Speaker's decision on what should be talked about and worked on • Accepts what the Speaker has to say and accepts the Speaker's evaluations, opinions, and intentions without judging them according to the Understander's knowledge or values
- 10. Roles of the Understander (contd.) • Has non-judgemental Respect for the Speaker's purposes and views • Tries to see things through the Speaker's eyes, in the Speaker’s frame of reference • Through an act of acceptance and imagination, enters the world of the Speaker
- 11. Roles of the Understander (contd.) • Makes every effort to get into the Speaker’s shoes, shares his/her experiences, experiences their and adopts their objectives
- 12. Roles of the Speaker • Does not ask for any advice or suggestions from the Understander • Freely shares information with the Understander • Reflects more with the help of the Understander • Explores every way to self-development
- 13. Requirements between interaction Respect (non-judgemental) for the Speaker’s purposes and views Empathy (sees things through the Speaker's eyes; gets into the Speaker’s shoes) Honesty (Is genuine about the respect and empathy for the Speaker; no manipulation)
- 14. 9 Co-operative Skills (Egan 1986) 1. Attending 2. Reflecting 3. Focusing
- 15. 4. Thematizing 5. Challenging 6. Disclosing
- 16. 7. Goal-setting 8. Trailing 9. Planning
- 17. Questions, Comments, Silence • Questions, comments, and silence play a critical role • Open questions are more effective than closed questions • Comments not only make a particular interaction work more efficiently, they can add to the overall development of Empathy in co-operation. • Expression is important to development, but expression sometimes needs silence in which to find itself.
- 18. The Last Word Co-operative Development is meant to add to our possibilities by offering a voluntary discipline which deliberately excludes the exchange of everyday conversation and the strengths of adversarial discussion in order to emphasize and develop our abilities to draw upon our selves.
- 19. Reference EU Journal Volume 4611 January 1992 © Oxford University Press 1992
- 20. Thank you !
Editor's Notes
- Attending - The Understander lets the Speaker know that he/she is interested, actively and supportively listens and makes every effort to understand as fully as possible. Reflecting – The Understander listens actively and sympathetically to what the Speaker has to say. The Understander acts as a mirror in order to Reflect back the Speaker’s ideas in such a way that the Speaker can get a clear view of them. Reflecting also has to catch the attitude of the Speaker, because the unspoken emotion might turn out to be more important than the plain facts. Focusing - The Understander can often help the Speaker work on the Speaker's understanding of experience by Focusing the Speaker's attempts at expression. The Understander can either elicit a Focus from the Speaker, or provide one directly. What the Understander must not do is try to hijack the Speaker's development towards the Understander's interests and purposes.
- 4. Thematizing - On some occasions, the Speaker may make separate points which the Understander may think are connected, or at least related, to each other. When this happens, the Understander can bring this possible relationship to the attention of the Speaker. The Understander holds off with advice and suggestions because these will constrain the Speaker's ideas. The Speaker needs space to grow into. Just as the Understander does not come forward with advice and suggestions, the Speaker does not ask for them—they are not what the Understander is there to provide. 5. Challenging - Challenging is the obverse of Thematizing. That is to say, you may hear me make two statements and, as Understander, you may find it difficult to see how I can maintain both at the same time. As Understander, you present me with these two statements and ask me to reconcile them. In other words, the Challenge comes from the Understander, but only in terms of the coherence of the Speaker's own views. The Understander is still trying to work inside the Speaker's frame of reference. 6. Disclosing - The Understander will Disclose his/her own experience only to the extent that it may be useful to clarify exactly what the Speaker is trying to say. The Understander may offer an experience of his/her in order for the Speaker to use it as a comparison or contrast with the Speaker's own. The frame of reference remains that of the Speaker.
- 7. Goal-setting: In the self-motivated drive to develop, it becomes essential for the Speaker to decide on a course of action for the classroom, followed by the investigation of that behaviour as to its success in moving the Speaker closer to what the Speaker wants to be doing and achieving. Co-operating in a regular teaching routine helps to keep goals to a moderate scale: the smaller the Goal, the better the chance of acting towards it and being able to evaluate its worth. Working to such small scale Goals, along with the resultant early feedback, is itself motivating and helps to keep Co-operative Development on the move. So, while Goal-setting may begin with a broadly-conceived goal, it must be narrowed down to something that the Speaker can actually undertake as a specific piece of action. 8. Trailing - Once a Goal has been set, the work of the Speaker and Understander turns to a detailed, step-by-step blueprint for implementation. The idea is to give the Speaker a chance to talk through what will be necessary before actually having to do it. 9. Planning - This is the final stage of each period of interaction. It might involve details of a class to be watched, and where the focus of the observer is to be. It might involve plans to read something, or consult a particular colleague for advice or suggestions before the next meeting. This is where the administrative arrangements for continuity are made. It means at least arranging when and where Speaker and Understander will meet again. In order to agree this last point, they clearly need to come out of their roles and to plan as two equals in a conversation.