Following the success of courses held in 2013 for groups of university teachers from pedagogical institutes in cities across Kazakhstan, in June NILE welcomed to Norwich a third group of 25 teachers for a similar course, designed “to set participants on a clear pathway towards Continuing Professional Development”. The course programme included sessions in four main areas: Modern Approaches to Teaching and Learning, Professional and Linguistic Development, Assessment and Evaluation and ICT in Teaching and Learning.
Participants once again felt that they had gained a great deal from their stay in Norwich: “The quality of teaching was great. I was impressed with teachers’ professionalism”; “I learnt so much…which I will use”; “All trainers’ preparation and planning for the course sessions are quite perfect”.
A specific interest that emerged from some participants during the course was the place in education of Guilford’s (1967) concept of ‘divergent thinking’. Consequently, Gulnar Balakayeva (whose report on one of the 2013 courses was published in the Winter 2013 edition of the NILE newsletter) and her colleague Saule Zeinolla wrote a paper about ways of enlisting the hierarchy of categories in Bloom’s Taxonomy to encourage the development of divergent thinking:
Criteria and evaluation tasks aimed at the development of divergent thinking for university students