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Blended cascade{{Collapsed|The cascade model of in-service teacher training has been criticised as being ineffective. One drawback is 'cascade dilution' where the the quality of the program to develop RPs is not replicated in the cascade workshops, since the RPs would not have the same depth of understanding of the training contents, as their faculty who are usually experts in that area.  

Blended cascade{{Collapsed|The cascade model of in-service teacher training has been criticised as being ineffective. One drawback is 'cascade dilution' where the the quality of the program to develop RPs is not replicated in the cascade workshops, since the RPs would not have the same depth of understanding of the training contents, as their faculty who are usually experts in that area.  

The cascade dilution problem can be mitigated by using a 'blended cascade' model, wherein, the RPs continue to be in touch with one another, and with their faculty, even after their own workshops. This continued networking has two benefits - the faculty can continue to guide the RPs subsequently and help them to enhance the quality of the cascade workshops. The RPs can also be in touch with faculty and with one another, to solve any doubts, questions that they may have.  

The cascade dilution problem can be mitigated by using a 'blended cascade' model, wherein, the RPs continue to be in touch with one another, and with their faculty, even after their own workshops. This continued networking has two benefits - the faculty can continue to guide the RPs subsequently and help them to enhance the quality of the cascade workshops. The RPs can also be in touch with faculty and with one another, to solve any doubts, questions that they may have.  

In addition, some of the key aspects of the cascade workshop can be captured (by way of text, image, audio and video enabled workshop reports), which can be shared on the virtual networks for peer learning and support.|Blended Cascade, read more ...=}}  

In addition, some of the key aspects of the cascade workshop can be captured (by way of text, image, audio and video enabled workshop reports), which can be shared on the virtual networks for peer learning and support.|Blended Cascade, read more ...=}}

 

 

 

 

 

 

 

==== Duration of the face-to-face workshops ====

==== Duration of the face-to-face workshops ====

The number of days in a workshop should not be less than 5 since this is the initial period of immersion necessary to build basic capacities and confidence. Periods larger than a week can also cause fatigue. In the case of the RPs workshops, it is useful to have 2 sessions of 5-6 days each. The second session can be held after a gap of 2-3 weeks after the first one, so that the RPs can use the interim period for practising their learning, reading additional resources and come with their questions and suggestions.       

The number of days in a workshop should not be less than 5 since this is the initial period of immersion necessary to build basic capacities and confidence. Periods larger than a week can also cause fatigue. In the case of the RPs workshops, it is useful to have 2 sessions of 5-6 days each. The second session can be held after a gap of 2-3 weeks after the first one, so that the RPs can use the interim period for practising their learning, reading additional resources and come with their questions and suggestions.          

 

==== Workshop preparation ====      

   

   

[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]

[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]