Assignment 1

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Week 30 notes

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...
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Week 29 notes

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...
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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. 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. ...
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