Week 20: Teaching as Inquiry

Teaching as Inquiry

In preparation for our next Teaching as Inquiry project we are reading around the topic:

Effective teachers inquire into the relationship between what they do (style) and what happens for students (outcomes).What is happening for students in my class? But effective teachers do more than simply inquire (or reflect) – they take action (in relation to what they are doing in the classroom) to improve the outcomes for students and continue to inquire into the value of these interventions. Thus effective teaching is more than style and it is more than outcomes – it is the continual interrogation of the relationship between these two dimensions with the aim of enhancing student achievement. Such a model implies particular attitudes or dispositions (open-mindedness, fallibility) and particular actions (questioning students about what they are understanding) but it does not prescribe or checklist such qualities. It simply prescribes inquiry, action and the search for improvement.

 (The inquiring teacher: Clarifying the concept of teaching effectiveness Dr Graeme Aitken)

Literature Review

Literature Review

For the past 3 weeks I have been spending time reading lots of articles around the topics of student self-management, motivation, engagement and student voice.

A summary kind of statement from John Hattie's 'What works in best in education" says 

            'teaching must be visible to the student

                 and learning must be visible to the teacher"

There is a lot of technology that helps make student learning more visible such as Padlet and student presentation tools. But for students to make presentations and work collaboratively they need good self-management skills. Self-regulation increases students capacity to plan, implement and evaluate their learning.

So my research question is based around the key competency of 'managing self' 

         How can the competency of 'managing self' be enhanced in the secondary classroom? 

 I wonder if self-management is largely a behavioural modification or does it have more to do with intrinsic qualities like willpower and feelings of competence? How much can we teach self-management?

Week 17: Introduction to research in educatiion

Research

David Parson Video "What is Research"

"Research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue. At a general level, research consists of three steps:

1. Pose a question.
2. Collect data to answer the question.
3. Present an answer to the question." (Creswell, 2011, p.3)

Creswell, J. (2011). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. London: Pearson. Chapter 1, Retrieved from: http://ptgmedia.pearsoncmg.com/images/9780131367395/downloads/Creswell_C01.pdf

How Research can Support Teachers – Evidence Informed Practice

Evidence-informed practice or evidence-based practice  Evidence-informed practice refers to the ways in which teachers and schools use research evidence, in conjunction with other sources of evidence (such as student data) and their own expertise to make decisions and to support their teaching. It is based on the idea that to be their most effective teachers should engage with research and keep up to date with the latest developments in their curriculum areas and in the discipline of education more generally.

 Coe's (1999)  article, in Week 17 media makes the point that "The only really sound evidence about what works comes from actually trying it." (p.5)

Coe, R. (1999). Manifesto for Evidence-Based Education. Centre for Evaluation and Monitoring, Durham University.

Kaupapa Maori Research

According to the Rangahau website, there are 8 key elements or principals of Kaupapa Māori research:

• Tino Rangatiratanga - The Principle of Self-determination
• Taonga Tuku Iho - The Principle of Cultural Aspiration
• Ako Māori - The Principle of Culturally Preferred Pedagogy
• Kia piki ake i ngā raruraru o te kainga - The Principle of Socio-Economic Mediation
• Whānau - The Principle of Extended Family Structure
• Kaupapa - The Principle of Collective Philosophy
• Te Tiriti o Waitangi - The Principle of the Treaty of Waitangi
• Ata - The Principle of Growing Respectful Relationships

From Reflexivity In Kaupapa Maori   

       

For help with literature Review

Unitec 

Go to Unitec >Study Toolbox > Post Grad Study > Literature Review

Week 16: Mobile Learning and WYOD and Research Leadership

WYOD
(Wear your own device)

Education delivered by a mobile device

Brain Sensing can facilitate the detection
1.Monitoring to understand what is going on in someones brain
2. Neurofeedback - presenting info to person in real time eg to improve my focus, calm down and get ready to sleep
3. Control/ interface applications - to control things with your thoughts eg computer, robot, artificial limb

Brain Control
https://youtu.be/rSQNi5sAwuc

Next Part of Course

Research Review

Talk about different answers and viewpoints in the literature, not my opinion..

Compare and contrast

A Plan for a Teaching as Inquiry project

Use format of choice - blog (engage with community, class evidence of data, asking from people, share their views,etc), video blog

Assessable within 12 mins

Online Participation

Four pieces of evidence

screenshot of Google+ community or comment on a blog

Discussion to help each other -should be about the topic(2) for assessment 1 & 2 or class notes of weeks 17-24.

Need to take screenshot

Week 15: Gamification

Zone of proximinal development (enough to be a challenge )

Serious Game Examples
Sparx recommended game for mental health
Quest2teach
Games to treat Tinnitis

Educational Game Models

• Be relevant, explorative, emotive and engaging
• Include complex challenges, puzzles or quests
• Be gender-inclusive and non-confrontational
• Provide appropriate role models
• Develop democracy and social capital through dialogue
• Support authentic learning activities
• Support the construction of tacit knowledge
• Problem Solving Skills

Kupu Hono Maori Game
Poke-A-Muscle

Ticks most of the game model

Games

Playful, Physical, Gameful

Games are :Just a set of problems that must be solved.

If learning is so rich and so deep we won't need a summative assessment.

Flow Theory

You get what you need when you want it.

Flow is widely accepted to be one of the fundamental reasons that people play games. It is the essence of games. For game designers, the question is not whether flow is important, but, rather, how long you can keep your players in flow.

Murphy, C. (n.d.). Why Games Work and the Science of Learning. Retrieved from: http://www.goodgamesbydesign.com/Files/WhyGamesWor...

Badgeville (n.d.). Game Mechanics. Retrieved from: https://badgeville.com/wiki/Game_Mechanics

Next LDC Assignment Tips
Focus of feedback
Early adopters would be .... use components of the  lean plan for these...
through the lens of leadership models

Use words in the rubric for key phrases
This change initiative can be ...in the local context by
The .... has a broader context...


From Decade of social to decade of games.

4 Impt Game Dynamics (Video Ted)

Appointment dynamic
1.Must do something in a predefined place at a predefined time
eg Happy Hour - to win just turn up at the right place at the right time.
         Farmville - have to return to water your crops...
        Vitality - a site to help you take your medicine on time

2. Influence and Status
eg. The colour of the credit card
Modern Warfare level
School levels, valedictorian

3. Progression dynamic- moving through steps, progress bar
eg. LinkedIn
Levelling up - spending time to get awarded more and progress
eg coffee cards, loyalty cards

4. Communal Discovery
Everyone must work tog. to solve problems
eg. Digg,

Activity turning up to class after a break (Appt dynamic)
10 min break in a two hour class.
-Start an exciting starter
Hide a clue (write a message in chalk on concrete or window chalk)Students must find, memorize and and get back to class in 10mins.
Could be culumlative game with big prize eg win a basketball, tablet, phone at end of term. Points for ranking.

Fun Theory
Changing peoples behaviour thru fun.
eg musical stairs

Week 13 Inquiry learning

Inquiry Learning

Ss co-construct their learning in an authentic context.

Steps

       

Rubric

Inquiry learning as we test drive a programmed a robot car in groups.

Teaching as Inquiry

InstaGrok
Helps for students who are not sure where to start and overwhelmed by Google search
Visual map

Thinking about our Research topic
About Inquiry

Single (like a thermostat -no reasoning just basic level)or double loop learning (thermostat -why is that too hot or too cold) Questioning basic assumptions. Questioning beliefs and assumptions. (it may not be the students but the way I am doing something) Double -loop -open to learning approach.
eg. Kids in my class fail bc they come from low socoi-eco family.
               Kids from These are some other factors like coming hungry,

See Albany High links on Portal (3.1-3.4)
Parsons Teaching as Inquiry process

Week 14: Maker Movement and Innovative places

Various Stations tonight

Our groups meme: