Week 31 reflection
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.
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. However, there was an impact it just was not as great as I expected or would have liked. An unexpected impact of the inquiry has been that it has helped me to connect with new colleagues as I have started at my new school, when they walked into my room they asked questions about what I was doing, or knew straight away. It meant I could share my ideas or make connections with people who had similar interests.
Step 3: What is the impact on future inquiry/practice?
I have learnt through the whole taking action phase that time is essential. The time at which you choose to do your inquiry (the start of the year was not right as I did not know my students enough as I have said in a previous reflection) and I was also limited by the time available to me in the classroom and after school due to the start of year work load and testing. I would choose another time in the year, ideally term 2 or 3 to enact an inquiry. I would follow the same cycle though and make sure that I had support from colleagues who I could bounce ideas off as I found this really useful.
What I have learnt from this inquiry will mean that next time I carry out one I will be able to do so more effectively as I will have more knowledge of what to do which will mean I will have more time to devote to each step, rather than understanding each step. I will also choose a more suitable time at which to carry it out for both myself and my learners. In the future I could carry out an inquiry with the teacher I collaborate with, she is open to new learning and we both teach each others learners so could carry out an inquiry together. I think this would be an interesting and valuable way to try the spiral of inquiry next time.
References
Stoll, L., and Temperley, J. (2015). Narrowing the Gap with Spirals of Enquiry: Evaluation of Whole Education’s Pilot. Whole Education, UK. Retrieved from http://www.wholeeducation.org/download,634
Halbert, J., Kaser, L., & Koehn, D. (2011). Spirals of Inquiry: Building Professional Inquiry to Foster Student Learning. Paper presented at 24th International Congress for School Effectiveness and Improvement. Limassol, Cyprus. Retrieved from http://www.icsei.net/icsei2011/Full%20Papers/0053.pdf
What I have learnt from this inquiry will mean that next time I carry out one I will be able to do so more effectively as I will have more knowledge of what to do which will mean I will have more time to devote to each step, rather than understanding each step. I will also choose a more suitable time at which to carry it out for both myself and my learners. In the future I could carry out an inquiry with the teacher I collaborate with, she is open to new learning and we both teach each others learners so could carry out an inquiry together. I think this would be an interesting and valuable way to try the spiral of inquiry next time.
References
Stoll, L., and Temperley, J. (2015). Narrowing the Gap with Spirals of Enquiry: Evaluation of Whole Education’s Pilot. Whole Education, UK. Retrieved from http://www.wholeeducation.org/download,634
Halbert, J., Kaser, L., & Koehn, D. (2011). Spirals of Inquiry: Building Professional Inquiry to Foster Student Learning. Paper presented at 24th International Congress for School Effectiveness and Improvement. Limassol, Cyprus. Retrieved from http://www.icsei.net/icsei2011/Full%20Papers/0053.pdf
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