Mindlab Georgia Harris

Step 1: What is the observed impact after the ‘Take Action’ phase? What does the evidence from the ‘Take Action’ phase show? Collaboration is being used in my classroom and computational skills are being developed but to a lesser extent. This is supported by the evidence in my previous reflection from week 30. I have also noticed that there is an increased level of computational thinking happening in learning through play compared to the same time last year, this is not supported by the evidence as I do not have any data from last year, it is my opinion based off of my experience. I think part of the reason for this is that I am more aware of how to set up provocations for this and part of this is because of my focused inquiry into this. Step 2: How is the observed impact different from or similar to the anticipated one? I expected to have more computational thinking present and I was hoping to get more ideas for next steps and pay provocations from taking part in the inquiry. ...

Step 1: Describe the data you have collected For this inquiry I gathered qualitative data. This method was appropriate because of the time of the year meaning I did not have access to current quantitative data, nor did I want to put pressure on the children to get this at the start of the year.  The data was collected during the taking action phase at the beginning of term 1. I have not collected all the data I planned to collect because I lacked the technology I needed at the start of the year to use class dojo to collect quantitative data on collaborative skills. I have typed up my observations and uploaded my photos into a folder so they are ready to be analysed.  Step 2: Explain how you are analysing your data I have analysed my data by coding it. I looked through the data and chose the codes by looking at my question and thinking about what information I would need to answer it and then looking at the data and looking for common themes and patterns. I watched the v...

Step 1: Briefly define your audiences Locally my audiences are possibly the digital circus which are providing PD to our school to support the implementation of the digital curriculum. Looking at audiences from a national perspective my audiences could be the Ministry of Education as their current focus is on developing and enacting the digital curriculum in schools. My inquiry focuses on what computational thinking and collaboration looks like in the junior classroom. What I learn from my inquiry about what works and what doesn't could be useful and interesting to both the national and local audience as it relates to the digital curriculum area, computational thinking.  Step 2: Analyse the audiences’ perspectives According to 'Supporting future Orientated learning and teaching - a New Zealand perspective' is that investing in digital tools does not lead to a revolutionized learning environment. Therefore they are looking at the strategies that do work, rather than ...

Evaluation of the potential impact of the findings that you suggested in the Action Plan This week, you move into the ‘Check’ phase of the Spiral Inquiry. In this phase, you should find out whether the Inquiry has made enough of a difference and how you know this. You should also set the stage for what comes next. In  week 17 , you scanned the current needs of your community(ies). The Research Essay (as explained in the class notes of weeks  19  and  20 ) also helped you to be more research-informed about how the topic and research question of the Inquiry could help to meet those needs. In  week 24 , you developed the anticipation of the Inquiry’s impact on the community(ies) you engaged with and their needs. Now, it’s time to go back and evaluate the actual impact the Inquiry could have with the evidence you have reflected on from  week 30 ’s task. Here are the questions to help you to address the potential impact of your findings that were sugge...

Looking behind the data We have briefed the importance of  data analysis  at the  ‘Learn’  phase of Spiral of Inquiry ( week 24 ), and you have been collecting data for your Teacher Inquiry since you started the  ‘Take Action’  phase ( week 25 ). Now, before you can evaluate the impacts of your Teacher Inquiry, you need to thoroughly reflect on what the data that you get from previous phases of your Inquiry can reveal, how and why? ‘Data’ and ‘Evidence’ in Your Teacher Inquiry Shaddock (2013) defined  data  as basic units of information that are ‘givens’ or ‘factual’. When data is processed for a certain purpose it become  evidence. Evidence,  rather than data, is then used as the basis for decisions, since it is data being used to support a conclusion. In educational research, for example, one student's grades, or one interview with a colleague are considered data while the grades of a whole class, or a group of interviews, are e...

Why is it important to consider your audience and Who are they? Education Council (2017) in ‘ Our Code, Our Standards ’ asserts that as a teacher, you are in a “trusted position in society and recognise the influence we have on learners, their understanding of the world and the future wellbeing of our society” (p. 2). When you started taking action in the past 4 weeks, you brought about  changes  in your practice as well as the practice of those that you lead. You are  accountable  that the changes align with high-quality teaching and leadership (Education Council, 2017). It is, therefore, essential to consider who could be an  audience of your practice  and what  messages  you would like to convey to these audiences. Your students are obviously one of the audiences as they are at the centre of your teaching practice. They need to know why you are carrying out the inquiry and how it impacts on their learning. Other audiences can be your colle...