Mindlab Georgia Harris

Week 25 - Act on your plan Description I now have copies of all children of the children's school photo and internet permission slips so I am able to take images of them and record data. I did not have a working screen to display the dojo points to the children in the first two weeks so I had to leave this part of my action until my TV arrived this week (week 3 Term 1) as they were not able to effectively engage with the points and skills when they could not see them. I am now able to more directly target my feedback to collaboration. The children have been interacting with the grid and arrows. I printed off some pirate treasure prompts that they could use with the arrows to encourage new thinking and more engagement. I have done one focused observation. How do you feel about the actions you have taken? I am disappointed that I was unable to enact class dojo sooner but now that it is in action I am very happy with the effect it is having on supporting skill development....

Flipped learning Familiarise yourself with the requirements of Blogging, Online Participation, Length limit and Assessment Submissions by reading the FAQ’s document from the class notes If you are using a blog, share your address with fellow Mindlabbers or at least select a few who are able to comment on entries DONE Karen, Toni and Nick can see my blog. View the “Reflective Writing” video for recommendations about how to write reflectively and effectively Include relevant resources in your reflective entry. If this is a blog, either hyperlink the resources or have in-text citation together with a reference list at the end Draft, finalize and share your reflective entry - Activity 1: Act on my plan. Check this aligns to Practice 1, Activity 1 assessment descriptions and rubrics Interact online by either having conversations in online forums or commenting on your fellow students’ blogs Some Helpful Information for the Assessments   Start this week by looking at...

In week 24 we conclude the Spiral of Inquiry - Learn phase. This week’s notes support you to complete your Action Plan (Part A of  RESEARCH Assessment 2 ). Evidence-based evaluation of the impact Consider how will you evaluate the impact of your Action Plan and how the data will help to provide an answer to your question, so that your evaluation will be evidence based. The following questions, which build on the sample inquiry questions from week 20, may help you as you consider which evidence you will use in your evaluation: If you plan to  explore  an innovation  consider   What  could be the intended outcome(s)/ result / consequence that affect target members of your community?  How  could you measure this?  When  could you gather this data? If you plan to  evaluate  an innovation consider to what  extent will  your innovation impact [intended outcome / result / consequence]on target members of your communi...

Why collect data? As practitioners, you have hunches about what is working and what isn’t working in your practice and for your students. However, as the Ministry of Education (n.d) points out “without evidence to back them up, hunches remain subjective.” The Ministry goes further, saying that well-planned data gathering can “reveal new patterns of insight, justify change and motivate colleagues, stakeholders, and school leaders into taking action.” (Ministry of Education, n.d) . Although you have checked your hunches/assumptions with research literature in RESEARCH assessment 1, you are required to include in your Action Plan for the Inquiry how you plan to collect data from the relevant members of your community to meet  criterion 3  of   RESEARCH 2 . You have to explain which data collection tool(s) you plan to use, and why you think these are suitable. You need at least one tool, e.g. survey form. You can have more than one method of data collection, e.g. survey ...

In week 21, the second week of the  “Learn”  phase of our Spiral of Inquiry, we started the journey of developing an action plan by discussing what  actions you need to take for your  Teacher Inquiry . In this third week of the  “Learn”  phase, we will consider the  professional learning  and the  professional relationships  you need to engage in ethically, when doing  educational research  and the use of  Kaupapa Maori approaches  to teacher inquiry. Professional Learning for Your Teacher Inquiry Your goal is to make meaningful changes in your professional practice by implementing your Teacher Inquiry. So far, in the earlier phases of the spiral of inquiry, you have developed your thinking about what is happening  (Scanning)  and why this is happening  (Focusing and Developing a Hunch),  these are all important learning processes (Kaser & Halbert, 2017). In this  “Learn”  phas...