TL21 Transfer Initiative
The dates for the sessions are as follows:
Tuesday 28th September
Tuesday 19th October
Tuesday 23rd November
Tuesday 25th January &
Tuesday 1st March
Powerpoint download on Homework
Participating Schools:
St Leo's College
Castlecomer Community School
Vocational school, Castlemeadows
City Vocational School
St Brigids College
Borris Vocational School
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Features of workshops in the TL21 project
Active participation:
The workshops were designed and convened by members of the TL21 project team, but from the start they were of an interactive nature, with lecture-style presentations being kept to the minimum. As mutual trust and openness grew among participants, participants themselves took a hand in the design of the workshops.
Clearly defined tasks:
These tasks arose from the specific workshop theme (or themes), and were of two kinds: (a) tasks to be carried out during the workshop; (b) tasks to be carried out by participants between one workshop and the next.
Purposeful collaboration:
Participants came to engage in frank exchanges on their ideas and practices, and in particular on the initiatives they were working on in their own schools. This strengthened a sense of mutual support and of a shared responsibility for high-quality learning.
Continuity:
The workshops were designed as scheduled events within a developmental sequence. As distinct from being “once-off” events carried out at periodic intervals, each workshop had particular contributions to make to the progressive development of specific capacities on the part of the participants.
Feedback:
This included (a) feedback (evaluation) to the workshop convenor after each workshop and (b)feedback (progress reports) by participants to workshop colleagues during the workshop on teaching and learning initiatives being undertaken by participants in their own schools.
Emergent learning communities:
Features such as the five above cultivated mutual trust and openness among the workshop participants, leading to significant advances in participants’ sense of professional identity and to a new awareness of such groupings as learning communities in which practitioners had a decisive sense of ownership.
| Downloads: | Summary Proposal Form | Levels of Evaluation |
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