Evidence of online collaboration





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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 30 Reflection

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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...
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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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