Training Modules

Everything you need to know to be able to build capacity and train others in using the CEPNET approach in the classroom and between classrooms

Training Rationale

Introduction to teacher training modules, explaining importance of interactive engagement, why these modules are important and how we developed them.

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Training Module 1: Dialogues and Discussion

Phase 1 focuses on promoting debate and discussion. The ultimate aim of this first phase of dialogues and discussion is to generate conversations and for children to begin thinking about the SDGs and what interests them and then to be able to link these conversations to their forthcoming research projects. In order to get the students motivated and energised, we need to first get them talking and discussing about the issues.

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Training Module 2: Action Projects

Phase 2 is primarily focused on carrying out research in the classroom. During Phase 1, the student develops an idea or interest that can be turned into a research question. Their focus now changes from debate and discussion to articulating a question that they want to answer. Phase 2 then supports them to become critical, start thinking more deeply about the subject and to work out what they would like to research. Some students may prefer to work in a group, some individually.

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Training Module 3: Sharing Results

Phase 3 provides the space for the students to now think about how they will organise action associated with the learning. This is where the students really get to shine. During these sessions, they get planning on what they will do with their results and what they have learnt in terms of a presentation. They may want to go big and present to local politicians or they want to focus on their peers both in your school and maybe in others.

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Thinking about Evaluation

Evaluation can often feel like a dirty word when we are in the classroom. As teachers, we don’t have time to think about “Evaluation with a capital E” as a feature in our day to day work. We know our students and we know our topics, we know when they are ready to move on or if they need extra support. Our students are assessed all the time, whether it is our class tests or even national standardised grading examinations. So why should we have to organise an evaluation of this type of a project?

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