tag:blogger.com,1999:blog-28428657209235994962024-03-18T20:10:29.092-07:00Toni Te Whaiti Professional DevelopmentI created this blog to store some of the professional development I have done so I can refer back to it if I need to.Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.comBlogger83125tag:blogger.com,1999:blog-2842865720923599496.post-78317054480305739052019-10-09T13:18:00.000-07:002019-10-09T13:18:27.415-07:00Ulearn 2019 <div class="separator" style="clear: both; text-align: center;">
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<br />Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com5tag:blogger.com,1999:blog-2842865720923599496.post-32240508451683737882019-10-09T13:06:00.000-07:002019-10-09T13:06:38.990-07:00Week 29 - Consider your audience (Taking Action)<span style="background-color: white; font-family: "arial"; font-size: 15.3333px; text-align: center; white-space: pre-wrap;"><b>How can the use of robotics and learning with collaborative groups, be used to promote student engagement and have a positive impact on mathematical outcomes?</b></span><br />
<span style="background-color: white; font-family: "arial"; font-size: 15.3333px; text-align: center; white-space: pre-wrap;"><br /></span>During this inquiry my plan was to improve student outcomes in mathematics using collaborative learning and robotics. I had planned to achieve this in my class then teach the other teachers in my team based on my new learning.<br />
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<li><span style="background-color: white; font-family: "verdana" , sans-serif; font-size: 15px;"><i>batteries needing to be charged after each session</i></span></li>
<li><span style="background-color: white; font-family: "verdana" , sans-serif; font-size: 15px;"><i>not enough battery chargers to fit all the batteries required</i></span></li>
<li><span style="background-color: white; font-family: "verdana" , sans-serif; font-size: 15px;"><i>Some robots just didn't work</i></span></li>
<li><span style="font-family: "verdana" , sans-serif;"><span style="background-color: white; font-size: 15px;"><i>Some robots were programmed different so even when given the same command did different tasks.</i></span></span></li>
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<span style="font-family: "verdana" , sans-serif;"><b>References:</b></span><br />
<span style="font-family: "verdana" , sans-serif;">Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306</span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span><span style="font-family: "verdana" , sans-serif;">OECD. (2018).Trends shaping education 2018 spotlight. Retrieved from http://www.oecd.org/education/ceri/Spotlight-15-A-Brave-New-World-Technology-and-Education.pdf</span></div>
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Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-62737727883667568912019-10-09T13:01:00.003-07:002019-10-09T13:49:53.637-07:00Blended Learning Enabling Agency<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">Blended Learning Enabling Agency</span></div>
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Blended learning is the use of digital technologies within teaching. Blending learning and technology.</div>
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Flipped Learning - giving students the opportunity to learn a concept before coming to the teaching session. </div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Could students be creating videos of them practising/doing a strategy? Other students use this to learn from.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Could you save videos in Google Photos and share them with your children? I.e Spelling.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Microsoft 360 ? Children videoing themselves solving maths equations. Same as how we use SeeSaw. </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Students give feedback. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; vertical-align: baseline; white-space: pre-wrap;"><u>Important to Note</u></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Teaching students how to use Flipped learning is a very important aspect and this needs to be done </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">explicitly.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">You need to teach students how to watch a video - how to engage with videos, how to take notes </span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">while watching videos. How to use the tracking sheets. How to ask for help when needed.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTenG_bP1eNUUz66NuGSMH2R1VaPsxz7irp7dige5fELTGFg9yKbvV4gcSH5dvbIJ9ro7YnCcwONHooEf41P7NBHBERUG_Sm9eCmHsqOYoSe0jTet4h8686QVmeI7243X3vMoZHyhE_K9l/s1600/Screen+Shot+2019-10-10+at+9.48.45+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="903" data-original-width="1600" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTenG_bP1eNUUz66NuGSMH2R1VaPsxz7irp7dige5fELTGFg9yKbvV4gcSH5dvbIJ9ro7YnCcwONHooEf41P7NBHBERUG_Sm9eCmHsqOYoSe0jTet4h8686QVmeI7243X3vMoZHyhE_K9l/s320/Screen+Shot+2019-10-10+at+9.48.45+AM.png" width="320" /></a></div>
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<a href="https://docs.google.com/presentation/d/14soWTcB3acU2LbVq3QWxNV-OQye1N0LMKMS_O2jkdEA/edit?usp=sharing" target="_blank">Presenter Slides</a></span></div>
Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-18830068109298171922019-10-09T12:51:00.000-07:002019-10-09T13:06:21.449-07:00Not just coding for the sake of coding. <span style="font-size: x-large;">Not just coding for the sake of coding. </span><br />
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Digital Storytelling in Scratch <br />
Monika Kem<br />
Raranga Matihiko weaving digital futures<br />
<u>Computational Thinking</u> - unplugged - <br />
Examples of digital stories<br />
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Thinking like a computer. How does a computer rank things from smallest to largest? How does it do it so fast? Get your children to discuss possible ways of doing this.<br />
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Examples of students work. Telling stories using Scratch. Children<br />
have coded each story. Some stories are interactive, like a Pick a Path.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQj5_SKZEMLwycZeL6TzFU0BWppBPSPw5glVbeWc0XzHm4Hj9SO_MYnxVgc4ev75gNCAmAgDzIoG-qsydMgpYZY4IU-Q5pS15SHAfwQ2SlrWhQxrjZjoD3tHzZLGJOJ5DRhFLiB6_cGk9N/s1600/Screen+Shot+2019-10-10+at+8.47.16+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="334" data-original-width="628" height="170" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQj5_SKZEMLwycZeL6TzFU0BWppBPSPw5glVbeWc0XzHm4Hj9SO_MYnxVgc4ev75gNCAmAgDzIoG-qsydMgpYZY4IU-Q5pS15SHAfwQ2SlrWhQxrjZjoD3tHzZLGJOJ5DRhFLiB6_cGk9N/s320/Screen+Shot+2019-10-10+at+8.47.16+AM.png" width="320" /></a>Rarangamatahika website has kids speak digital outcomes.<br />
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Digital Stories matched with the <u>Computational Thinking Outcomes</u><br />
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Scratch<br />
X goes to the side Y goes to the sky<br />
Good for teaching coordinates<br />
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Scratch - templates on website<br />
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Use Glide and repeat<br />
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Create your own Pepeha - <br />
Green screen pic of yourself/student <br />
Use removebg<br />
Use this to create your own scratch SpriteMrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-73917634556606827882019-08-23T23:36:00.003-07:002019-08-23T23:36:49.379-07:00Jill Eggleton Writing CourseMonday 21st March<br />
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Jill Eggleton Writing Course<br />
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Link to oral language - you have to have great oral language in order to write well.<br />
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To teach writing well we need to<br />
Know our learners<br />
Know how to teach<br />
Know something about writing<br />
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Ask ch to identify their best pieces of writing - and why?<br />
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Then need<br />
Good written sight vocab<br />
Mastery of how to form letters<br />
Good oral language<br />
About to put thoughts on paper before being concerned about genre or text types<br />
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What and How?<br />
What do I have to teach?<br />
How will I achieve?<br />
What do ch need to achieve?<br />
How will I assess?<br />
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What is important?<br />
Balanced programme<br />
Examine craft<br />
Of writers<br />
Develop and extend vocab<br />
Other stuff she flicked over far to far<br />
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What specific objectives?<br />
Beginning, progressing, advancing<br />
Need to know where you are going...<br />
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Writing Approaches<br />
Shared writing at all levels - from a common or shared experience - something we did together so everyone had the same experience eg not my birthday, although we all had one, everyone had a different experience. Could be an illustration or photo cos we can all see it.<br />
Level 1 - look at this photo (lion) talk to your partner - ask questions re senses - If you could touch him what would he feel like etc.<br />
Use the metalanguage of writing - Who is our reader / audience What is our reason / purpose etc<br />
Say a sentence about what you can see. That is a sentence - can we add more detail.<br />
Level 2 - topic, audience, purpose - photo to help remind us - Hook our readers in - with a partner think of a great hook in sentence - lets hear some - when you choose one you need to give a reason why you chose it (short, precise, shows not tells)<br />
Keep lesson short 15 mins<br />
Decide what part of writing is main focus (opening hook, body of textm conclusion, recrafting, editing, proof reading)<br />
Proof reading is punctuation and spelling<br />
Only do when a common experience happens (not every week)<br />
Guided writing<br />
When they are writing independently<br />
Level 1 - I can see... I like.... What is your topic? Talk what happens. Which bit are you going to write about (don’t want it all) Next time.... Then move on to someone else, come back to them at end.<br />
Level 2 - you said.... How can you show not tell your readers.... How can you re-craft that to show not tell. Can you be more specific so we can paint the best picture for your reader. Can you use a stronger word.<br />
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MIrror Writing - only for Level 1B, often ESOL - kick start of having trouble getting started.<br />
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Modelled Writing<br />
Major instructional strategy<br />
Need to think aloud<br />
Whole class together - tell them something eg a story that happened to you<br />
Then send away two groups<br />
Keep one group - going to model for this group a piece of the story I have just told them.<br />
I am going to write about... That’s my topic. I’m using something that happened to me as an idea. I am going to write it for you because I feel it is funny (topic, audience, purpose)<br />
I’m going to make a quick plan (wind, hat, road) of the main things I am going to write about.<br />
Say the whole chunk of language that you are going to write - the whole sentence - so they have what they are going to write in their head. <br />
Discuss HF words, spaces, beginning sounds etc (stuff from progressions)<br />
What will I write - My hat went onto the road - No I will craft that again - My hat went floating onto the road - Now you have a better picture of what happened.<br />
On the progression do as many of the things as you can - use the language audience, recraft, etc etc<br />
Sometimes it helps to have a title first, sometimes it comes at the end. Can help keep them focused.<br />
With level 1p make mistakes in high frequency words for them to notice. Must be something they can recognise.<br />
Tell them out loud the strategies of what a writer does.<br />
A bus ran over my hat and took my hat away - tell that that it is two ideas and we are joining them together.<br />
Read writing to see if it makes sense.<br />
I need to check my spelling - Underline the words that are spelt wrong<br />
Level 1a - introduce show not tell - my coat was flapping like a sail - tell they that is simile - introducing some imagery<br />
Tell them we need to add some detail.<br />
Talk about using different sentence beginnings<br />
Simple sentences at 1b<br />
Simple and compound at 1p<br />
Simple, compound and complex at 1a<br />
At level 1a we are editing and recrafting our writing - they need to change a word or add other words - they will not do it unless we model it<br />
Proof reading for full stops and capital letters<br />
Then finding words in dictionary<br />
<br />
<br />
Personal experiences, descriptions of places and people,<br />
<br />
<br />
Use techniques<br />
Show not tell - to give the readers a picture in their head, clues as to how I was feeling<br />
Moment in time - Tell them a story and then write about a moment in time - a small part of the story eg the spider landing on my face. Good to focus your writing - need to use senses - <br />
Metalanguage of Writing<br />
<br />
Modelling for Level 2/3<br />
Through guided reading - teache<br />
Observing us modelling<br />
Examine the craft of writer using author models<br />
Two kinds of reading<br />
Reading like a reader<br />
Reading like a writer - what techniques have been used to get the message across - what genre has been used?<br />
Eg narrative, intro, setting, characters, imagery, problem, solution,<br />
<br />
Personal narrative, descriptive, persuasive, explanation etc<br />
<br />
Expose them to different text types and different features within those different text types.<br />
<br />
Observe the teacher modelling<br />
Establish a prewritten example - topic, purpose, audience, form - authentic<br />
I want to tell you what happened to me personally so I used the structure of a personal narrative<br />
Plan appropriate to text for,<br />
Pre written example<br />
Talk about the features - who, when, where, events in order, conclusion<br />
First person, pronouns, tense<br />
Check what I have used - deeper features - simple sentence, compound, complex, strong verb, sense of sight, specific noun etc etc<br />
What could I have done better? How could I make my writing better for my readers? Imagery, all senses, strong verbs etc<br />
Few writers express themselves well in their first draft<br />
Edit / re-craft - add/change/delete - there is no great writing, only great re-writing<br />
Hearing, what was it doing, specific verbs, I felt excited - I felt my heart fluttering<br />
The draft is up there and you show them how they can recraft to make it better.<br />
Proof reading - spelling and punctuation<br />
<br />
I want to find out how stars are found. I decided to write and explain to you how they are formed.<br />
<br />
Teach them the structures through guided reading, reading like a writer<br />
<br />
<br />
Examine the craft of the writer closely using author models - look at the handout.<br />
Dr Ronco<br />
Give them the text and a highlighted and get them to highlight / underline the parts that make you think the writer is doing something.<br />
<br />
Collect samples of other good writing<br />
Study writing you admire<br />
<br />
Poem - be specific<br />
<br />
Level 2/3 list of metalanguage of writing - we need to model it<br />
<br />
Independent Writing<br />
Level 1 - Jill has books of everything she thinks is important<br />
Class together - teacher gives message<br />
Teacher models to one group - others away<br />
As you finish modelling, bring the independent children back one at a time.<br />
Tell me about your plan - give feedback<br />
Tell me what your writing says - <br />
Acknowledge the message - use some of the language that she has used <br />
Highlight the strengths<br />
Then write what she has said underneath her writing, that is very clear. In very clear writing - letter formation<br />
Get child to read back the writing<br />
Go to goals chart and give her ticks<br />
What are your next steps?<br />
<br />
Highlight the strengths verbally<br />
No need to tick<br />
Don’t teach them to put brackets around the mistakes<br />
If you write anything on the bottom it should be something about the message.<br />
Stickers - could do stickers to show achievement<br />
The bribe can become the focus, not the desired change<br />
<br />
Can see from the goals when they are ready to move on.<br />
We don’t want pages and pages of drivel - but we do want a reasonable amount - so encourage for three sentences. <br />
<br />
Little steps - when children write one long sentences across whole page they need to be taken right back.<br />
<br />
1a<br />
Tell me about your plan<br />
Read me your writing<br />
Feedback about the message - make sure you use his language<br />
I like the strengths - detail about the car, punctuation, need to link these to the goals in the back.<br />
Go through the goals - some of the goals you need to establish orally<br />
Needs to know that good writing contains different types of sentences<br />
Should he have added more detail/ As the reader is there anything you want to know? Why is the motor different to other ones? You could have added that in here - show him how he could have added it.<br />
Needs lot of modelling for how to sequence our writing and put together our ideas in different ways<br />
No evidence of recrafting his work<br />
<br />
Just need some evidence of rewriting - eg cross out turn and write twirl above.<br />
<br />
Level 2<br />
Draft book, goal sheet, writing forms, writers tool box, <br />
Go through goal sheet at back<br />
Personal narrative - ideas appropriate<br />
Supports ideas with detail - is there a place where she doesn’t - you have a question<br />
Puppy - needs specific detail / noun about what the dog was.<br />
We can hear the personal voice<br />
Could have used some stronger verbs<br />
Did she use show not tell - she cried and cried - could have used show not tell<br />
Did she use a moment in time? <br />
Re-crafted a little bit but not enough<br />
(we tend to expect them to write too much so don’t get to the recrafting)<br />
<br />
Don’t let them go on. We need to take them back to fill the holes.<br />
<br />
MOment in time - put a magnifying glass over - find the part that was the most exciting/challenging/boring and write only about that bit.<br />
<br />
How do we make them better<br />
Discussion and conversation<br />
Rich variety of texts read to them every day<br />
Make poetry a daily focus - rhythm of language and power of words<br />
Print rich environment<br />
Model for them<br />
Guide them<br />
Give feedback - acknowledge the message<br />
Publish regularly<br />
<br />
There are basic skills we need to have<br />
But most importantly they need to enjoy the writing process.<br />
<br />
<br />
Organisation<br />
1b and 1p<br />
3 groups<br />
Begin with whole class together 5 min teacher talk - tell them about something<br />
Group 1 model to<br />
Groups 2 and 3 go away<br />
They go to their partner and tell them what their writing topic is. (2 mins) ring bell and they swap<br />
Routine is impt<br />
Green group Go off to write independently. Then go to plastic pots where there are word work and spelling activities - 1 child per pot.<br />
Purple group - publishing group - talk to buddy - illustrate publishing, write independently, plastic pot activities<br />
Orange group - working with teacher modeling - students then talk to teach and tell them what their topic and audience is. Keep some cards for ideas for students to write about in case they have no ideas. They write independently and then do plastic pots<br />
You conference with green group 1:1<br />
Do not conference the ones they are modelling for<br />
Then come back together for 5 mins sharing time<br />
<br />
The group that have had conferences with you will be publishing the next day. <br />
<br />
Options - shared writing can replace the teacher model any day a common experience makes it appropriate<br />
Guided writing can replace the teacher modelling or the conferences on any day - but not every day or every week<br />
Mirrored writing can replace teacher modelling if appropriate but not for too long.<br />
<br />
<br />
1a<br />
Class together teacher talk<br />
2 groups away keep one for modelling<br />
Conference with conferencing group<br />
<br />
<br />
<br />
Independent writers Write using writing steps card - they might only get part of this <br />
Publishing one piece of writing per week (illustrating)<br />
<br />
<br />
<br />
Level 2/3<br />
Read to them a rich piece of writing<br />
Send some away to write independently<br />
Keep one group to work with<br />
Groupings are fluid<br />
The WALT is not quite so bad - different groups need different walts<br />
<br />
Eg examining or observing the craft of the writer<br />
Ask yourself who/who/how<br />
Plan your writing<br />
Draft your writing<br />
Ask yourself - have i said all i want to say, if there anything i should add/take out does anything need changing, does my writing have the characteristics<br />
Ask yourself have i used correct punctuation, are there any words i need to check for spelling<br />
<br />
<br />
Teacher / student conferencing - try to get to them all every week<br />
Sharing time - timetable for them to share their piece of published writing<br />
Writers need to see the effect of their writing on the faces of their peers<br />
<br />
Publish once every 3 weeks - one in every 8 pieces of writing approx<br />
<br />
Strict routine and stick to it.<br />
<br />
Visual planning - helps students focus on topic and main ideas, labelling becomes a detail in writing, helps it become richer<br />
<br />
Planning - quick sketch of the main ideas.- not doing a picture<br />
Next stage fdo it in sequence (3 bits)<br />
Next stage plan according to the text form you are going to use.<br />
<br />
Publishing - provides a purpose for the writer. <br />
Needs reactions of other human beings<br />
<br />
L1b<br />
Booklet - on the computer - child illustrates - at end of writing time, anyone who has published writing, teacher says this is Anna's writing - it is about alice - teacher reads it - who has a comment - they say something about the content. She takes it home. It comes back and gets stuck in a scrapbook.<br />
Children can do it through digital tools if you want to.<br />
<br />
Published work on a sheet - comment sheet stuck to the bottom - teacher writes the first written comment - students are encouraged to write comments to the writer. Writer is so proud of the comments that have been put on the bottom.<br />
<br />
Jill tends to type them up. They can do so - but if it becomes a boring task then don’t - we don’t want to turn them off writing. Anything that is published needs to be correct. Anything in a book that others read - needs to be correct - in the back can be a reader's response sheet. Published writing goes home - mum and dad make the first comment on the reader's response sheet - <br />
<br />
Sheena Cameron publishing book is recommended<br />
As is Gail Loanes book<br />
<br />
<br />
What do good writers need?<br />
Ideas<br />
Experiences - <br />
Imagination - reading, talking, language, other peoples writing<br />
To use their senses - closely observant in the environment - and art and painting and buildings - look with seeing eyes - notice, wonder and record<br />
Observing - lots of stuff<br />
Instead of writing about that - why not write to them.<br />
Tap into their memories<br />
Encourage their writing ideas - authors notebook<br />
Have an idea box - got loads of stuff in - shells etc<br />
Photos on cards<br />
Stuff cut out from newspaper - photos - put questions on for them to think about<br />
Moving images - literacy shed - good at the beginning<br />
Fairy tales and nursery rhymes - how did the mice get blind? Humpty get on the wasll<br />
<br />
Questions for writings<br />
Is the tops<br />
Something you know about<br />
Someting you can describe in detail<br />
Will your audience think it is worthwhile reading<br />
<br />
Title - should invite you to come on in<br />
<br />
Purpose<br />
What situations make you want to write - real situations<br />
Real reasons<br />
<br />
Audience<br />
Is important<br />
Tooth fairy<br />
Santa<br />
Notes to each other<br />
<br />
Voice<br />
Writer revealed from inside out.<br />
<br />
Begin books in the classroom for students to add examples as they find them<br />
Painting pictures with words<br />
Adjectives<br />
Strong verbs<br />
Activating nouns<br />
Specific nouns<br />
Good example of show don’t tell<br />
Sentences that make you tingle<br />
<br />
Give kids examples of text forms when they are ready - models of structure and features<br />
Back of key links - laminate and put in a box<br />
<br />
Planning an informational report etc<br />
<br />
Important things to think about<br />
Ideas and content and reason for writing<br />
Own topic - something they find impt and know about<br />
Select idea, narrow and develop and add info<br />
Organisation is impt - hook - details work like stepping stones - getting closer to main idea<br />
Add detail by adding detail<br />
Think about reader and write as if they are standing right next to you,<br />
Good writers do good short sentences<br />
Read writing aloud and listen to rhythm of language<br />
Specific detail helps reader picture<br />
Think brief, sharp, exciting<br />
Strong verb<br />
Choose words that fizz<br />
Write with bite - smash not hit<br />
Specific nouns are better than a list of adjectives<br />
Conventions are a way to make meaning<br />
Don’t teach grammar in isolation<br />
Got to practice - practice requires time<br />
No single strategy works for all students<br />
<br />
Modelled writing and independent writing is most important<br />
Writing comes from life's experiences<br />
<br />
<br />
Topic <br />
audience<br />
Purpose <br />
plan<br />
Main ideas <br />
Sequence<br />
<br />
<br />
Only teach structure and features when foundation has been understood - level 2<br />
<br />
Students need to care about their readers<br />
Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-33624205551921034362019-03-31T16:56:00.000-07:002019-03-31T16:57:41.954-07:00Mark Osborne<iframe src="https://drive.google.com/file/d/1jb6Etsh5e6aanN25iUrCi2KHz6GQb1kp/preview" width="640" height="480"></iframe>Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-56376082861890053402019-03-22T20:49:00.002-07:002019-03-22T21:58:42.568-07:00Week 32 - Reflect on your learning journey - (Check)<div class="separator" style="clear: both; text-align: left;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgK5WkjVe6rF7HCsr7gIqhaWznESJpmS12pS8uBf8Xnuy_25Lg8NBnNasan5LfHUawvck818lk70bIriogrBeYK2Ibv4rA7o7COEU7Q10yYGSlWDOHGmgeTau47oPM7YRprM_oIt7E1M000/s1600/Screen+Shot+2019-03-23+at+2.46.22+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Times, Times New Roman, serif;"><img border="0" data-original-height="1388" data-original-width="1510" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgK5WkjVe6rF7HCsr7gIqhaWznESJpmS12pS8uBf8Xnuy_25Lg8NBnNasan5LfHUawvck818lk70bIriogrBeYK2Ibv4rA7o7COEU7Q10yYGSlWDOHGmgeTau47oPM7YRprM_oIt7E1M000/s320/Screen+Shot+2019-03-23+at+2.46.22+PM.png" width="320" /></span></a></div>
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<span style="background-color: transparent; color: black; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Prior to starting the MindLab I had preconceived ideas about what collaboration was. </span><br />
<span style="background-color: transparent; color: black; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">I teach in an innovative learning space where myself and another teacher 'collaborate' </span><br />
<span style="background-color: transparent; color: black; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">it is said that we do collaborative teaching/learning. </span></div>
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<span style="background-color: transparent; color: black; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Another rather large problem for myself as a teacher is the fact that research supports </span><br />
<span style="background-color: transparent; color: black; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">heterogeneous grouping however when this was used in our classroom space it was strongly </span><br />
<span style="background-color: transparent; color: black; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">suggested from management that we stop and to go back to streaming as we have a very low </span><br />
<span style="background-color: transparent; color: black; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">achieving year group who they believe would benefit from 'traditional teaching'.</span></div>
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<span style="background-color: transparent; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">What kind of data of the identified problem you have gathered?</span></div>
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<b style="font-weight: normal;"><span style="color: #333333; font-family: Times, Times New Roman, serif; white-space: pre-wrap;">Firstly my colleague and I are working at level 5 on the ITL rubric. However when we it became apparent that although we are working collaboratively our students are still on stage 1 where they are required to work in pairs or groups.</span></b></div>
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<span style="background-color: transparent; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Secondly in regard to heterogeneous groups we started the year with such groups. I felt that for </span></div>
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<span style="background-color: transparent; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">the first time in a very long time I had evened out the playing field for my students. I had students </span></div>
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<span style="background-color: transparent; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">of mixed ability, gender and nationality in each group. When I introduced a new concept and a child</span></div>
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<span style="background-color: transparent; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> knew something about it, they became the expert. I saw an genuine interest from different students</span></div>
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<span style="background-color: transparent; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> in each topic we did. Every year previously when I name my groups children instantly know who </span></div>
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<span style="background-color: transparent; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">the lower achievers are based upon what group they are placed in and you can hear the kids </span></div>
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<span style="background-color: transparent; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">ranking themselves. However this year I didn't experience this. Until I had to stream. One little </span></div>
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<span style="background-color: transparent; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">boy who is in the lower group who had previously been so eager to share his thoughts I could </span></div>
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<span style="background-color: transparent; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">visibly see his shoulders slump.</span></div>
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<span style="background-color: white; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">In regard to collaborative teaching after an in depth discussion with my co-teacher we have </span></div>
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<span style="background-color: white; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">decided that we need to come up with activities that promote collaboration. We will need to </span></div>
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<span style="background-color: white; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">change a lot of the traditional ways we teach. The 21st century skills Voogt & Roblin (2010) </span></div>
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<span style="background-color: white; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">include collaboration as being one of many necessary skills to prepare our students for an </span></div>
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<span style="background-color: white; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">unknown workforce in the future. We need to investigate what this will look like with one </span></div>
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<span style="background-color: white; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">curriculum area before implementing it in all areas of the curriculum. We will need to ensure</span></div>
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<span style="background-color: white; color: #333333; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> that management understand what we are doing and why.</span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">develop a l</span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">earning-focused culture, a culture that is focused on learning, and is characterised by </span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">respect, inclusion, empathy, collaboration and safety".</span><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> Which I believe heterogeneous grouping </span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">does. </span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Hattie & Yates (2009) suggests that there is little difference to outcomes between whether </span></span></div>
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<span style="background-color: transparent; color: black; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">or not you use heterogeneous groupings or not. However he does explain that children who are in </span></div>
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<span style="background-color: transparent; color: black; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">the lower levels usually stay in the lower levels throughout their schooling. I am wondering whether </span></div>
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<span style="background-color: transparent; color: black; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">this is because of the fixed mindset that they develop when they are put in 'the low group'. </span></div>
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<span style="background-color: transparent; color: black; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Dweck (2016) explains that students from lower socio economic backgrounds have a fixed</span></div>
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<span style="background-color: transparent; color: black; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> mindset and perform at lower level compared to their wealthier peers. Could the connection </span></div>
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<span style="background-color: transparent; color: black; font-family: Times, Times New Roman, serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">between always being in the low group and a having a fixed mindset be connected? </span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="color: #333333; white-space: pre;">heterogeneous groups </span><span style="background-color: white; color: #333333; text-align: start;">Fullan et al (2005) found that s</span>uccessful change involves learning during implementation. One of
the most powerful drivers of change
involves learning from peers, especially those who are further along in
implementing new ideas. So visiting successful schools and using<span style="background-color: white; color: #333333;"> eight forces of leading change (Fullan et al, 2005).</span></span></div>
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<span style="background-color: white; color: #333333;"><span style="font-family: Times, Times New Roman, serif;">Resources</span></span><br />
<span style="background-color: white; color: #333333;"><span style="font-family: Times, Times New Roman, serif;">Fullan, M., Cuttress, C., & Kilcher, A. (2005). Eight forces for leaders of change. JSD, 26(4).</span></span><br />
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<span style="font-family: Times, Times New Roman, serif;">Growth mindset tempers the effects of poverty on academic achievement.</span></div>
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<span style="font-family: Times, Times New Roman, serif;">Claro, S. Paunesku, D. Dweck C, S (2016)</span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span class="highwire-cite-metadata-journal highwire-cite-metadata" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;">PNAS </span><span class="highwire-cite-metadata-date highwire-cite-metadata" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;">August 2, 2016 </span><span class="highwire-cite-metadata-volume highwire-cite-metadata" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;">113 </span><span class="highwire-cite-metadata-issue highwire-cite-metadata" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;">(31) </span><span class="highwire-cite-metadata-pages highwire-cite-metadata" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;">8664-8668; </span><span class="highwire-cite-metadata-papdate highwire-cite-metadata" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;">published ahead of print July 18, 2016 </span><span class="highwire-cite-metadata-doi highwire-cite-metadata" style="-webkit-font-smoothing: antialiased; box-sizing: border-box;"><a href="https://doi.org/10.1073/pnas.1608207113" style="-webkit-font-smoothing: antialiased; background-color: transparent; box-sizing: border-box; color: #005a96; outline: 0px !important; text-decoration-line: none;">https://doi.org/10.1073/pnas.1608207113</a></span></span></div>
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<span style="background-color: white; color: #333333; font-family: Times, Times New Roman, serif;"><span style="background-color: white; color: #333333;">ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from </span><a href="https://education.microsoft.com/GetTrained/ITL-Research" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit;" target="_blank">https://education.microsoft.com/GetTrained/ITL-Research</a></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="background-color: white; color: #333333;"><br class="Apple-interchange-newline" />Ministry of Education (2017). </span><em style="background-color: white; box-sizing: border-box; color: #333333;">Our code, our standards.</em><span style="background-color: white; color: #333333;"> Retrieved from </span><a href="https://educationcouncil.org.nz/content/our-code-our-standards" style="background-color: white; box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;">https://educationcouncil.org.nz/content/our-code-our-standards</a></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="background-color: white; color: #333333;">Osterman, K. & Kottkamp, R.(1993). </span><em style="background-color: white; box-sizing: border-box; color: #333333;">Reflective practice for educators</em><span style="background-color: white; color: #333333;">.California:Corwin Press, Inc. Retrieved from </span><a href="http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf" style="background-color: white; box-sizing: border-box; color: #1aaf5d; line-height: inherit;">hhttp://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf</a></span></div>
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<span style="font-family: Times, Times New Roman, serif;">Visible Learning and the Science of How We Learn</span></div>
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<span style="font-family: Times, Times New Roman, serif;">Hattie, J. & Yates, G. (2009)</span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="background-color: white; color: #333333;">Voogt, J. & Roblin, N. (2010). 21st Century Skills Discussion paper. </span><em style="background-color: white; box-sizing: border-box; color: #333333;">University of Twent</em><span style="background-color: white; color: #333333;">e. Retrieved from </span><a href="http://opite.pbworks.com/w/file/fetch/61995295/White%20Paper%2021stCS_Final_ENG_def2.pdf" style="background-color: white; box-sizing: border-box; color: #1aaf5d; line-height: inherit;" target="_blank">http://opite.pbworks.com/w/file/fetch/61995295/White%20Paper%2021stCS_Final_ENG_def2.pdf</a></span></div>
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Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com1tag:blogger.com,1999:blog-2842865720923599496.post-43740444415601650372019-03-19T23:08:00.001-07:002019-03-19T23:08:16.984-07:00Week 31 - Evaluate Your Impact (Check)<span style="font-family: Courier New, Courier, monospace;"><b><br class="Apple-interchange-newline" /></b></span>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Courier New, Courier, monospace;"><b>Task 1: What is the observed impact after the ‘Take Action’ phase?</b></span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Courier New, Courier, monospace;"><b>Moving into the checking phase of Timperly, Kaiser and Halberts Spiral of Inquiry (2014), I am checking and analysing what I have done and what the observed impact has been.</b></span></span></div>
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<span style="font-family: Courier New, Courier, monospace;"><b><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I initially started the inquiry process to investigate "How t</span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">he use of robotics and learning with collaborative groups, could be used to promote student engagement and have a positive impact on mathematical outcomes?"</span><span style="background-color: white; color: black; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> my initial hunch was that using robotics would increase engagement which would in turn have a positive impact on on mathematical outcomes. This was based on the fact that I had surveyed the students towards the end of 2018 and they had expressed an interest in robotics. However through informal observations I found that the robots where more of a distraction to the lesson. There was a lot of time taken to get to know how to use the robots, time that could have been better spent doing other tasks. Interesting to note that the robots have been sitting in the class untouched by any child since the last math session. If the students had been really engaged with and wanted to use the robots there would be no way of me being able to keep them away from them. The interest is just not there. </span></b></span></div>
<a href="https://www.blogger.com/blogger.g?blogID=2842865720923599496" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><b><span style="font-family: Courier New, Courier, monospace;"><br /></span></b>
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<span style="background-color: white; color: black; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Courier New, Courier, monospace;"><b>So while there has been an obvious increase in students mathematical outcomes. I can not say that it is because of the use of robotics. I believe it could be because of the urgency that was created by having to complete a set amount of maths sessions. I have also observed the positive impact of the collaborative groups within the class. The students are mixed abilities and during groups sessions there has been a lot of discussion and sharing of ideas and thoughts from all students. I can see an increase in the students willingness to share and having the confidence in doing so. There seems to be less competitiveness. The students are developing a more growth mindset about maths also. </b></span></span></div>
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<span style="background-color: white; color: black; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Courier New, Courier, monospace;"><b>For my next inquiry I will ensure that I only have one area of focus in my big question. I would ensure there are resources available to support what I am wanting to teach. I would also ensure that it is over a longer time frame. I would like to further investigate how working within collaborative groups improves mathematical outcomes for all learners.</b></span></span></div>
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<span style="font-family: Courier New, Courier, monospace;"><b><span style="background-color: white; color: #333333; white-space: pre-line;">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 </span><a href="http://www.icsei.net/icsei2011/Full%20Papers/0053.pdf" style="background-color: white; box-sizing: border-box; color: #6bace5; cursor: pointer; white-space: pre-line;" target="_blank">http://www.icsei.net/icsei2011/Full%20Papers/0053.pdf</a></b></span></div>
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Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-89739312392649975522019-03-19T17:30:00.002-07:002019-03-22T23:13:39.981-07:00Week 30 - Analysing Data<span style="font-family: Arial, Helvetica, sans-serif;">Week 30 - Analysing Data</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><span style="background-color: white;">I set out on this inquiry to find out, "</span><span style="white-space: pre-wrap;">How the use of robotics and learning with collaborative groups, could be used to promote student engagement and have a positive impact on mathematical outcomes?"</span><span style="background-color: white;"> The data collection that I had originally planned in the "Take Action" phase of Spiral of Inquiry did not quite work out as I had planned. Originally I had planned to create a tick chart </span><span style="background-color: white;">(</span><span style="background-color: white;">Quantitative)</span><span style="background-color: white;"><span style="font-family: verdana, sans-serif;"> that would show how the students were interacting throughout the lesson, as cognitive engagement is shown by asking questions. However this was just not practical when having to teach at the same time. This now means that we have no data to show whether the students were cognitively engaged in the learning tasks. </span></span><span style="background-color: white;">I did however use a number knowledge as a pre and post test (</span><span style="background-color: white;">Quantitative) </span><span style="background-color: white;">as a way to collect baseline data and then show progress. </span><span style="background-color: white;">To get my data ready to analyse I had to mark and get a percentage. </span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivwfulWKYXYI7m-hC8jPLN0pF179R6c_9o1pyU9mNzImmejACu3_yib1wyIx9bO_N0bTRynarInn9Zv5E7EBAdZU9a-lbhOvFHgdDqaFTjJyMaHMiSs13y-D9yL7Rr62jiZFbJS41RVu1P/s1600/Sinead+B+1.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="color: black; font-family: Arial, Helvetica, sans-serif;"><img border="0" data-original-height="960" data-original-width="528" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivwfulWKYXYI7m-hC8jPLN0pF179R6c_9o1pyU9mNzImmejACu3_yib1wyIx9bO_N0bTRynarInn9Zv5E7EBAdZU9a-lbhOvFHgdDqaFTjJyMaHMiSs13y-D9yL7Rr62jiZFbJS41RVu1P/s320/Sinead+B+1.jpg" width="176" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Pre test taken February</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9BHoy4swhzpF7lHNgU0l_OFPKBz4hpLZDT6fleSHG9XYeOeytVEwWymv2RXahZdNoIW9HjVgMGRLJxAqyZ7ihycx90sMmnUR8-XKWeV-4BRou8hL1ZbNm_m1T1S8m87Kpb82IirFOY4JA/s1600/Sinead+B+2.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="color: black; font-family: Arial, Helvetica, sans-serif;"><img border="0" data-original-height="1196" data-original-width="772" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9BHoy4swhzpF7lHNgU0l_OFPKBz4hpLZDT6fleSHG9XYeOeytVEwWymv2RXahZdNoIW9HjVgMGRLJxAqyZ7ihycx90sMmnUR8-XKWeV-4BRou8hL1ZbNm_m1T1S8m87Kpb82IirFOY4JA/s320/Sinead+B+2.png" width="204" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Post test taken March</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi02ericEFfKxvNGM_pqYu-3zrrflIFcmRHYZaHL7aPuvkamZziz2efv4J_eVIN6Wzt0PeQj0e009mtZ8MB9jNIYodNrUmE7z_FOql2ke8SeAc-jcpdLErXgq-sh-aNLxy2zqai4wC-8o0i/s1600/Screen+Shot+2019-03-20+at+12.22.34+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="color: black; font-family: Arial, Helvetica, sans-serif;"><img border="0" data-original-height="1082" data-original-width="1256" height="275" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi02ericEFfKxvNGM_pqYu-3zrrflIFcmRHYZaHL7aPuvkamZziz2efv4J_eVIN6Wzt0PeQj0e009mtZ8MB9jNIYodNrUmE7z_FOql2ke8SeAc-jcpdLErXgq-sh-aNLxy2zqai4wC-8o0i/s320/Screen+Shot+2019-03-20+at+12.22.34+PM.png" width="320" /></span></a></td></tr>
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<span style="font-family: Courier New, Courier, monospace;"><span style="font-family: Verdana, sans-serif; font-size: small;">I then had to enter my data into a spreadsheet which makes it easier to view when you are dealing with a whole class.</span></span><span style="font-family: Courier New, Courier, monospace;"><span style="font-family: Verdana, sans-serif; font-size: small;">Data that did not relate to my Inquiry question was taken out.</span></span><span style="font-family: Courier New, Courier, monospace;"><span style="font-family: Verdana, sans-serif; font-size: small;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9mSGy1FYAVXapK470pU_Kj0Lg6_0jtm_c3GRVB4s0h3ZTN-CRgwGnAwnuV9yKIJ4eujhGg1dCxcncjpdgLBQ9nYzaQtVqlrbmkZ6pETu8Z-WLACsbTEry2PzNq5hjLqaYwyQ7GesNHkcB/s1600/Screen+Shot+2019-03-20+at+12.20.50+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="color: black;"><img border="0" data-original-height="390" data-original-width="526" height="237" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9mSGy1FYAVXapK470pU_Kj0Lg6_0jtm_c3GRVB4s0h3ZTN-CRgwGnAwnuV9yKIJ4eujhGg1dCxcncjpdgLBQ9nYzaQtVqlrbmkZ6pETu8Z-WLACsbTEry2PzNq5hjLqaYwyQ7GesNHkcB/s320/Screen+Shot+2019-03-20+at+12.20.50+PM.png" width="320" /></span></a>Names where then changed to letters of the alphabet so individual students could not be identified.</span></span><span style="font-family: Courier New, Courier, monospace;"><span style="font-family: Verdana, sans-serif; font-size: small;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh99Boy77s1Z-zStTMTmvhSbvLrE9MrHQebhetMhTRbNHiQgjcbNXK5NrmTHwe_hZBv5ChCo9cj3WnOzskZXB3kOqdvI64Dzd5fJeJjzM3enP3RJ9yJa7jinVxzgkoc9dmalCmot0B9gTgb/s1600/Screen+Shot+2019-03-20+at+12.25.43+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="color: black;"><img border="0" data-original-height="746" data-original-width="1206" height="197" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh99Boy77s1Z-zStTMTmvhSbvLrE9MrHQebhetMhTRbNHiQgjcbNXK5NrmTHwe_hZBv5ChCo9cj3WnOzskZXB3kOqdvI64Dzd5fJeJjzM3enP3RJ9yJa7jinVxzgkoc9dmalCmot0B9gTgb/s320/Screen+Shot+2019-03-20+at+12.25.43+PM.png" width="320" /></span></a>A bar graph was created to show pretest scores (blue) and post test score (red)</span></span><span style="font-family: Courier New, Courier, monospace;"><span style="font-family: Verdana, sans-serif; font-size: small;"><span style="background-color: white;">I will use this data to compare the pre test scores and the end results. I will then find by what percentage each child has improved. </span><span style="background-color: white;">I have found that while I can see an improvement in test scores. I am unable to compare the data with typical test score and to say that my students performed better using robotics because as Efron and Ravid (2013) explain the methods for interpreting quantitative data; after using the new method, to typical test scores using the existing method. The difference between the two means will reveal whether your students performed better using the new approach.</span><span style="background-color: white;"> </span></span></span></div>
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<span style="font-family: Courier New, Courier, monospace;"><span style="font-family: Verdana, sans-serif; font-size: small;"><span style="background-color: white;">I feel that there are so many variables present. I don't honestly know if the students improved because of the collaborative groups I put them in or if it was in fact the use of robotics. How do I know that they students increase in test results are not because of the warm up math activities I did prior to the lesson? Or the homework I set? or that their parents were doing extra work with them during the weekend. </span><span style="background-color: white;">I don't feel that I have enough quality data to say that in fact </span><span style="background-color: white;">"T</span><span style="white-space: pre-wrap;">he use of robotics and learning within collaborative groups, could be used to promote student engagement and have a positive impact on mathematical outcomes?" </span><span style="background-color: white;">Next time I do an inquiry I will at having a control group. I will take more time in the data collection and I will only have one variable in my big question. </span><span style="background-color: white; color: #757575;"> </span></span></span></div>
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<span style="background-color: white;">Efron, S. E., & Ravid, R. (2013). Action research in education: A practical guide. New York, NY: The Guilford Press. (e-copy available in Unitec library).</span></span></div>
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<b style="font-family: arial; font-size: 15.3333px; text-align: center; white-space: pre-wrap;"><br /></b>Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-27650986250800830562019-02-22T14:14:00.002-08:002019-02-22T14:14:40.110-08:00Week 28 - Act in Your Professional Environment (Take Action)<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif;">What?</span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">An ethical issue that I have faced was in the first week of Taking Action part of the Spiral of Inquiry. In my haste to gather data so I could gain a starting point for my assignment, I made the children to do a maths test on their second day of school. This is not something that I would normally ever do however because of the time restraints of this course I did administer the assessment task. </span><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="273" src="https://lh6.googleusercontent.com/oKto9YpZPqDa47Eflm0SBqliBmKlESkpDSCSGgQQ4A3Yf2u0b-YHDkGdGqSIw77VIH57iOtZ11ef97GdN9nRfJ2la9W_oWFwobuJye_UtGZJXL9To08i2b_Vdb6dyEf4UqwpJk1V" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="533" /></span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif;">So What?</span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif;">The stress and anxiety I was feeling by having such tight time frames around completing a reflection each week as well as the beginning of the year pressures of starting a class with new students meant I put my needs before the needs of my students.</span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Requiring the students to do a maths test on the second day of school did in fact cause distress and anxiety to some of the students. Even though I tried to explain that the data was for me to gain an understanding of where they were at and it was to help me teach them their next steps at the end of the day - it was for my assignment. I also feel it could have even disadvantaged some of the students I was hoping to help.</span><span style="background-color: white; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> The students who I am researching are students who dislike maths and are generally disengaged learners. By putting pressure on these students to complete a maths test has done nothing to increase their engagement. </span></span></div>
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<span style="background-color: white; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif;">Now What?</span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="background-color: #fafafa; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In reflection t</span><span style="background-color: white; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">he students should have been given more time to settle into the class and build relationships with me and their peers. </span><span style="background-color: #fafafa; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I need to slow down and think carefully about my ethical responsibilities as outlined by New Zealand Association for Research in Education (2010). Mainly </span><span style="background-color: #fafafa; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The rights and welfare of learners, research participants should take precedence over the researcher's self-interest and </span><span style="background-color: #fafafa; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline;"><span style="white-space: pre-wrap;">avoid unnecessary harm or anxiety. Now that I am in the fourth week of school I look back and realise that I could of and possibly should have asked for an extension on the assignment. In doing this it would have given me more time to get to know my students, build relationships, and cause less stress and anxiety. I will endeavour to put the needs of the learners before my own through the final part of the Taking Action part of the Spiral of Inquiry. For future Inquiries I plan I will take into consideration the time to build relationships.</span></span></span></div>
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<span style="background-color: white; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif;">Reference</span></span></div>
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<span style="background-color: white; font-family: Georgia, "Times New Roman", serif; white-space: pre-wrap;">Ehrich, L. C. , Kimber M., Millwater, J. & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185, DOI: 10.1080/13540602.2011.539794</span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="background-color: white; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">New Zealand Association for Research in Education (NZARE). (2010). NZARE Ethical Guidelines. Retrieved from </span><a href="http://www.nzare.org.nz/portals/306/images/Files/NZARE%20EthicalGuidelines2010.pdf" style="text-decoration: none;"><span style="background-color: white; font-style: normal; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://www.nzare.org.nz/portals/306/images/Files/NZARE%20EthicalGuidelines2010.pdf</span></a></span></div>
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<br />Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-52826370910527558392019-02-21T23:57:00.001-08:002019-02-22T14:18:56.194-08:00Week 27 - Examining your cultural context (Taking Action)<div style="box-sizing: border-box; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-align: center;">
<span style="background-color: white; box-sizing: border-box; font-family: "arial" , "helvetica" , sans-serif;">INDIGENOUS KNOWLEDGE AND CULTURAL RESPONSIVENESS AND SUSTAINABILITY</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">For this weeks reflection I have again chosen to use Rolfs model of reflection.</span></div>
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<span style="background-color: #fafafa; font-family: "arial" , "helvetica" , sans-serif; text-align: justify;">What?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: #fafafa; text-align: justify;">Culturally responsive pedagogy is a student-centred approach to teaching where each students unique culture both tangable and intangable are recognised and valued at every possible opportunity. </span></span><span style="background-color: white;">Bishop in Edtalks (2012) suggests that a teacher whose pedagogy is culturally responsive challenges the “deficit thinking” of student educability and has agentic thinking, believing that they have skills and knowledge that can help all of their students to achieve. </span></span><br />
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<span style="background-color: #fafafa; font-family: "arial" , "helvetica" , sans-serif; text-align: justify;">An aspect of Kaupapa Maori I have implemented is </span><span style="font-family: "arial" , "helvetica" , sans-serif; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Tino Rangatiratanga</span><span style="font-family: "arial" , "helvetica" , sans-serif; font-style: italic; vertical-align: baseline; white-space: pre-wrap;"> - The Principle of Self-determination</span><span style="font-family: "arial" , "helvetica" , sans-serif; font-style: italic; vertical-align: baseline; white-space: pre-wrap;"> - I planned to achieve this by assessing the students, sharing their results and co constructing their next steps. </span><span style="font-family: "arial" , "helvetica" , sans-serif; font-style: italic; white-space: pre-wrap;">This would give the students agency over their learning. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-style: italic; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-style: italic; white-space: pre-wrap;">Another Kaupapa Maori aspect is </span><span style="background-color: white; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Ako </span><span style="background-color: white; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">- Students being given opportunities to share their new learning with the group through reciprocal teaching/learning. </span><span style="background-color: #fafafa; text-align: justify; white-space: pre-wrap;">Hattie (2003) reminds us that it is not the socio-ecomonic differences that have the greatest impact on Maori student achievement but rather the relationships and whakawhanaugatanga, the shared experiences of working together, that is most important.</span></span></span><br />
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<span style="background-color: #fafafa; text-align: justify; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">So What? </span></span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: #fafafa; text-align: justify; white-space: pre-wrap;">Throughout the taking action part of this inquiry I feel I have incorporated both Ako and Tino Rangatiratanga into my teaching practice. After completing the readings this week I am beginning to feel that I have a better understanding of the theory behind why I do the things the way I do. I am beginning to understand that questioning why we do things the way we do, is actually, a positive. This weeks reflection is based on assessment. </span><span style="background-color: #fafafa; text-align: justify;">In this weeks reflection I have looked at the Action Continuum- eliminating white space as a reflective tool. </span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUH3Vs0owBUIanJsg0PIwJ7HdyMok3B9nBimDA6omEE-NUHM6_vygwEHbUZqxS7VOezciJ6-qWRrorSCUBPtFYIdc4QXXAWY6C3dCt6nYs-wRwAjxXCxXcugBZM3pl2mGOYGfZlW3t9nEV/s1600/Screen+Shot+2019-02-22+at+8.07.25+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="color: black; font-family: "arial" , "helvetica" , sans-serif;"><img border="0" data-original-height="708" data-original-width="1250" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUH3Vs0owBUIanJsg0PIwJ7HdyMok3B9nBimDA6omEE-NUHM6_vygwEHbUZqxS7VOezciJ6-qWRrorSCUBPtFYIdc4QXXAWY6C3dCt6nYs-wRwAjxXCxXcugBZM3pl2mGOYGfZlW3t9nEV/s400/Screen+Shot+2019-02-22+at+8.07.25+PM.png" width="400" /></span></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: #fafafa; text-align: justify;">I have thought about this for my own practice as well as in the setting of my school. I would place my practice at the green stage where 'Indigenous and culturally centred structures and practice are embedded but still colonial in terms of expectations, definitions of success.'</span><span style="background-color: #fafafa; text-align: justify;"> The assessment tool used for this research project and throughout the school is a timed 10 minute test. However I have modified how I administer the test to get a true indication of what students know, rather than, what they can show they know in 10 minutes. As I am aware that some students do not respond well under timed pressure and can affect assessment results. </span></span></div>
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<span style="background-color: #fafafa; text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Through this reflective process I have discovered that I infact do deliver a culturally responsive pedagogy although this is not embedded throughout the entire school. However in saying that, progress has been made over the last few years to increase everyone's cultural awareness. I will endeavour to be more willing to share how small changes within the classroom setting can make such a difference to all learners. Also spending more time building relationships with the students and discussing with each child what their next steps are and being more understanding of the fact that all students progress at different rates. </span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from </span><a href="https://vimeo.com/49992994" style="box-sizing: border-box; font-family: arial, helvetica, sans-serif; line-height: inherit;" target="_blank">https://vimeo.com/49992994</a></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">Hattie, J. (2003). New Zealand education snapshot. Paper presented at the Knowledge Wave 2003: The leadership forum, Auckland.</span></div>
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Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-87783970872308451262019-02-20T19:27:00.001-08:002019-02-22T14:18:20.838-08:00Week 25 - Act on your plan (Taking Action)<br class="Apple-interchange-newline" />
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<span id="docs-internal-guid-ee035110-7fff-2445-2b58-2b4876ecae96"><span style="background-color: cyan; font-family: "arial"; font-size: 11.5pt; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="background-color: white; font-family: "open_sansbold" , "arial" , sans-serif; font-size: 15px;"><br />The action plan - Week 1 </span></span></span></div>
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<span style="background-color: white; font-family: "arial"; font-size: 11.5pt; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">How can the use of robotics and learning with collaborative groups, be used to promote student engagement and have a positive impact on mathematical outcomes?</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1fJPI0GwxOArZfj_7qagAQbcZkWgJLeSQKhxTODnGXa3TXHZDYbP8AAWiv57sTLgC6yoKZ8GovXha5-SdujI710xbNEFfeRpGaBIrWBTjObNrgvLfRcnyrlRW9UJe_ylFCjtqBvtpkNnr/s1600/Screen+Shot+2019-02-12+at+6.28.57+PM.png" imageanchor="1" style="background-color: cyan; margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1082" data-original-width="727" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1fJPI0GwxOArZfj_7qagAQbcZkWgJLeSQKhxTODnGXa3TXHZDYbP8AAWiv57sTLgC6yoKZ8GovXha5-SdujI710xbNEFfeRpGaBIrWBTjObNrgvLfRcnyrlRW9UJe_ylFCjtqBvtpkNnr/s640/Screen+Shot+2019-02-12+at+6.28.57+PM.png" width="427" /></a></div>
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<li><span style="background-color: white;">Inform senior management during a team meeting before school starts back</span></li>
<li><span style="background-color: white;">We will inform students </span></li>
<li><span style="background-color: white;">Parents - newsletters 1:1 </span></li>
<li><span style="background-color: white;">Student baseline data - number knowledge test</span></li>
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<span style="background-color: white;">So far I have informed the senior management team during our team planning meeting prior to school starting. I have explained to the students that I am doing some research and I have collected baseline data through a number knowledge test which has been marked and shared with the students so they know what their starting point is, <i>which relates to Tino Rangatiratanga - which enables students to know what their starting point is and what their next steps are.</i> </span><br />
<span style="background-color: white;">I have highlighted in green the questions they got incorrect and pink the questions they got correct to reinforce this concept.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIDcNp3ktW-heOqJFaSwV3AiktTZKbhIqhYJi426NtkJxKVzjGplrHmcjCC2HkAaib6nLYyI3okoc2tNvCZdAbrU4CCpgWOyGwbSrUbuIVXgeqDcns3RV9x1cWhzsnTFEUfPiyHYQbtUVs/s1600/52415912_2227649990889535_4334559739053604864_n.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="900" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIDcNp3ktW-heOqJFaSwV3AiktTZKbhIqhYJi426NtkJxKVzjGplrHmcjCC2HkAaib6nLYyI3okoc2tNvCZdAbrU4CCpgWOyGwbSrUbuIVXgeqDcns3RV9x1cWhzsnTFEUfPiyHYQbtUVs/s320/52415912_2227649990889535_4334559739053604864_n.jpg" width="180" /></a></div>
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<span style="background-color: white;">What I have not done is inform the parents. I will endeavour to do this by the end of this week through the weekly newsletter as well as an individualised letter to the parents of the specific children I am targeting. </span><br />
<span style="background-color: white;">I am also meeting with parents next Wednesday at Meet the Teacher evening. I will target specific parents to talk to about my research project. </span><br />
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Step 2: Reflect on the actions</span></div>
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<li style="box-sizing: border-box; line-height: 1.6;">How do you<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> feel about the actions</span> you have taken? </li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="background-color: white;">I feel that the management team is excited about the area that I have chosen - robotics and maths and improving student outcomes as it is a school wide goal. The students seemed indifferent about the idea of the research. I think this is because I haven't built a relationship with them. I also feel disappointed that I have overlooked informing the parents as whanau is such an important aspect. <a href="http://www.katoa.net.nz/kaupapa-maori" target="_blank">Katoa website</a></span></li>
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<li style="box-sizing: border-box; line-height: 1.6;"><span style="background-color: white;">What works as<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> expectation </span>and what doesn’t? And why? Building student/teacher relationships should be my first priority. (Ministry of Education, 2014) I would normally never give students a math test in the first week of school. I would wait until I have built a relationship with the students and I know the students feel comfortable and safe in their environment. As a result collecting marking and analysing the baseline data has taken a lot longer to do than first thought. </span></li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="background-color: white;">I started with the first lesson using Beebots and discovered that 4 of them don't work and some of the batteries are flat and need replacing. Out of the 10 Beebots only half of them worked. So I had to rotate the groups which gave each group less play time to learn how to use the robot. </span></li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="background-color: white;">What should be <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">done differently</span>? How would you<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> justify </span>this? In the action plan when informing the parents I discussed using meet the teacher evening, newsletters and parent interviews as a way to communicate with parents, however on reflection I feel it would be more personal and build better relationships if I was to write a letter to each parent and discuss their child as an individual rather than as a member of a group. It is also a good way of getting to know the parents on a more personal level. I will also invite the parents in to have an informal chat regarding their child's progress and the process they are going through. <a href="http://www.katoa.net.nz/kaupapa-maori" target="_blank">Katoa website</a></span></li>
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<i style="background-color: white; font-family: open_sansbold, arial, sans-serif;">Step 3: </i><br />
<span style="background-color: white; font-family: "open_sansbold" , "arial" , sans-serif;">Looking at the Spiral of Inquiry and my original 'Hunch' I still believe that I can improve student outcomes in maths using robotics, however I feel it will take longer than the course dates to achieve and I will need to continue long after MindLab has finished to see real improvement. I also need to build relationships with my students as well as parent/whanau throughout each phase of the spiral of inquiry.</span></div>
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<span style="color: #383838; font-family: "georgia" , "times new roman" , serif; font-size: x-small;">Ministry of Education. (2014, April 18). Setting the direction. Retrieved February 10, 2019, from </span><a href="http://nzcurriculum.tki.org.nz/Reviewing-your-curriculum/Setting-the-direction/Know-your-learners" style="color: #0087be; font-family: georgia, "times new roman", serif; font-size: small;">http://nzcurriculum.tki.org.nz/Reviewing-your-curriculum/Setting-the-direction/Know-your-learners</a></div>
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<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px;">Kaupapa Māori Research [Web log post]. (n.d.). Retrieved from </span><a href="http://www.kat/" style="box-sizing: border-box; color: #1aaf5d; font-family: open_sansregular, "helvetica neue", helvetica, helvetica, arial, sans-serif; font-size: 15px; line-height: inherit;" target="_blank">http://www.katoa.net.nz/kaupapa-maori</a><span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px;"> </span>Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com1tag:blogger.com,1999:blog-2842865720923599496.post-35807536834469181482019-02-20T19:22:00.001-08:002019-02-22T14:39:48.651-08:00Week 26 - Reflect on Your Inquiry (Taking Action)<div class="separator" style="clear: both; text-align: left;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9Ce0yaRY6Em9dEVHYs9ELI8arb3jmX39_6HjZW0qIV7FNE4nHy7hlQ44p1vXnyAzfXg_NzDMdLgzxIx25rKVqha61F8uE4L_x3Kp7WrFA2bSG2S5UDFc16iB4TtTeVR_hnLXG3YWZ3FIr/s1600/Screen+Shot+2019-02-12+at+6.23.16+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="518" data-original-width="1254" height="165" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9Ce0yaRY6Em9dEVHYs9ELI8arb3jmX39_6HjZW0qIV7FNE4nHy7hlQ44p1vXnyAzfXg_NzDMdLgzxIx25rKVqha61F8uE4L_x3Kp7WrFA2bSG2S5UDFc16iB4TtTeVR_hnLXG3YWZ3FIr/s400/Screen+Shot+2019-02-12+at+6.23.16+PM.png" width="400" /></a></div>
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It's week 2 and I am seriously behind where I should be on the Taking Action part of the Spiral of Inquiry. I have completed all the assessment tasks and put the children into heterogeneous collaborative groups based on the information I currently know about them. I have started taking 2 maths groups each day for 20 minutes to do explicit teaching of multiplication facts (as this was highlighted as a need from the assessment data collected last week) I have ensured that there is a target child in each group. Each group has 6-7 students at varying maths number knowledge stages. The students who are not with me are expected to complete multiplication fact tasks that I have organised. Some are computer based, pen and paper and some involve practising what I have just shown them independently. </div>
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Initially finding tasks that involve multiplication and robots was extremely difficult. I asked for help from a member of the Digital Circus. Although after looking through the resources if I was to use them it would start to encroach on other areas of learning and they were not multiplication based which is the area of need. Therefore after discussions with my collaborative teaching partner were she discussed what she was teaching her children my question to her was " where is the multiplication learning in the task" Her reply was that "there actually wasn't any, however the followup or independent tasks were very multiplication based". I felt a little frustrated that although we had set our inquiry question to use robotics to improve mathematical outcomes there were no available resources. I even posted on the teacher facebook page asking if anyone had any ideas I could use to no avail. </div>
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So What?</div>
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After further discussions with my colleagues and observing what the students could do without robots I modified some of the activities I was given and came up with my own ideas. Interestingly the activities that I created meant that the students could use either the Beebot or the Probots that the students actually seemed more interested in using.</div>
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Attard (2012) warned that the use of robotics can in fact cause more of a disturbance and a hindrance which is exactly what I am experiencing because of the lack of resources. A lot of activities showing how to use robotics and It's no wonder teachers don't use robotics when you have to create all learning tasks yourself! It becomes very time consuming.</div>
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As a result of having to create my own learning tasks I really need to talk to the maths leaders in the school and see if they have any tasks that I can modify to meet the needs of my students. This will impact on my action plan because if I don't find more robotics resources I will be forced to use resources that don't include robots. </div>
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Resources</div>
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Attard, C (2012) Teaching with Technology. Exploring the use of robotics to teach mathematics. APMC 12 (2)</div>
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Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com1tag:blogger.com,1999:blog-2842865720923599496.post-9814691212769961362019-02-05T20:22:00.000-08:002019-02-05T20:22:07.811-08:00Cluster MeetingMilestone<br />
Need to report this time on Goals 2 and 4. Will probably need to upload two stories to the VLN one is on Pauls stuff and the other on the parents and Whanau involvement.<br />
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Need to: <br />
Look at what the goals are and what we have done.<br />
Look at some of last years stories and what they look like.<br />
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Principals going to the Interface Expo in Taupo. It will assist them on infrastructure.<br />
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Look at this to see what different teachers need to be successful learners.<br />
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<a href="http://edtalks.org/video/supporting-integration-ict" id="internal-source-marker_0.4477929486149637"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 19px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline;">http://edtalks.org/video/supporting-integration-ict</span></a><br />
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We need to look at the different ways teachers learn and cater to them. Teachers need to have a vision - they need to see what ICT looks like in the classroom. They need to get out and visit classrooms.<br />
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Set up the learning environment differently. furnature, bean bags, tables, <br />
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Cluster plan is to share what we are doing in our schools and put on the VLN.<br />
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The e-Learning Planning Framework<br />
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Teaching and Learning - can be used for data to show where they started, then where they are at the end of the year. For staff to highlight. This maybe done in a staff meeting.<br />
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Vimeo - photo sharing on the blog<br />
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Blogging Licence - when they can :Use the language of success<br />
correct language spellin and punctuation<br />
Decide on relevant and interesting content<br />
Proof read work independently<br />
save posts as a draft first<br />
show strong multimedia skills<br />
image sound video embedding<br />
Link to other sites<br />
digital citizenship<br />
Label posts<br />
view and comment on other blogs<br />
pasitive, relevant, constructive feedback. <br />
Look at Point England for an example.<br />
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Can create one in Comic Life.<br />
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Starting within the class with peers. then around the school then globally.<br />
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Quality Comments.<br />
Create a shared Google Doc on what good comments look like.<br />
<br />
Learning Centre is a GOOGLE SITE<br />
<br />
Making Quality Comments <a href="http://teacherchallenge.edublogs.org/2011/02/22/student-blogging-activity-3-beginner-teaching-quality-commenting/">http://teacherchallenge.edublogs.org/2011/02/22/student-blogging-activity-3-beginner-teaching-quality-commenting/</a><br />
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Children sharing google docs with their kids. Parkvale do not share google docs with their parents because of the negative comments written on the childrens pages.<br />
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Has your workload increased : At the beginning of the year it was now it seems to have levelled out.<br />
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Timeline - Time toast : our class login is: k4hnps password is: k4hnps<br />
How to use time toast<br />
<a href="http://www.youtube.com/watch?v=NeYmDGohxUc">http://www.youtube.com/watch?v=NeYmDGohxUc</a><br />
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Get chn to say where they get photos from.<br />
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Maybe we could do this this way on our wiki?<br />
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Simbaloo is a webpage with all your links on it. it is visual and way easier to use than dilicious.<br />
<a href="http://www.symbaloo.com/registerUser.do">http://www.symbaloo.com/registerUser.do</a> username is roomk4hnps... password is roomk4hnps<br />
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<br />
DIGIKIDS<br />
Google Presentations<br />
<br />
Magpie Digikids Blog - create Avatars - Introduce yourselves and write about what you are good at. WEEMEE <br />
Snipping Tools <br />
<br />
Change dates of next digi kids - Monday Week 10 - 3 children.<br />
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<u>Workshops</u><br />
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<br />Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-17238105751921848592019-02-05T20:21:00.000-08:002019-02-05T20:21:11.222-08:00Maths Professional DevelopmentThis week with Dinah we made letters... <br />
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Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-51261080686057199892019-02-05T20:20:00.001-08:002019-02-05T20:20:40.735-08:00Leadership Week 8<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, "Helvetica Neue", Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizeLegibility;">
<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Flipped Preparation - Applying the Assignment 1 Rubric</span></div>
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You will find it helpful to apply the Assignment 1 rubric to the following example <a href="https://drive.google.com/file/d/14jmlrKZ9vGnT9pdEPsrJyu7wGF7XUclC/view" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;">Leadership 1 assignment example</a>. Using the <a href="https://drive.google.com/file/d/1cQ8BRtUNhRpHmXU76QUEoo5LspAiS5ii/view?usp=sharing" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">Leadership 1 rubric</a>, what grade would you give it? What feedback/feedforward would you give the author? Add your grades to the form at <a href="https://tinyurl.com/TMLULeadership1" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">tinyurl.com/TMLULeadership1</a></div>
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Note that this is NOT meant to be an exemplar. It has various strengths and weaknesses. It is deliberately shorter than a real assignment so it can be easily assessed.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Define your Audience</span></div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"></span>Ideo's (n.d.) Design Kit emphasises the importance of defining your audience when planning an innovation:</div>
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“Before you dig into your in-context research, it’s critical to know who you’re designing for. You’re bound to learn more once you’re in the field, but having an idea of your target audience’s needs, contexts, and history will help ensure that you start your research by asking smart questions. And don’t limit your thinking just to the people you’re designing for. You may need to consider governments, NGOs, other businesses, or competitors.”</div>
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This week will see how we might be able to understand our audience better by seeing how they might fit the innovation adoption cycle, and communicate with them better using digital leadership.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Educational Stakeholders</span></div>
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Student families, community member, practitioners policy makers, society at large.</div>
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Your audience for innovations in your practice will be relevant educational stakeholder. Zion (2009) outlines the general categories within which these stakeholders may fall: “When one looks at the system of education, several levels of people served by that system emerge – students, families, community members, practitioners, policy-makers, society at large. Therefore, at varying levels, for effective change within the educational system reform efforts must incorporate or build on the beliefs, values, vision, and needs of each of these stakeholders.”</div>
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The Leadership 1 assignments asks you to "develop a plan for leading the early adopters and early majority of your main stakeholders on the innovation adoption curve". So, once you have identified your stakeholder group(s) you need to also think about which members of those groups fall into which categories of innovation adopter. Note that these groups are not the same; one stakeholder group could potentially contain people of every adopter type.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Rogers’ adoption of Innovation Adoption Lifecycle</span></div>
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The figure below (which is the <a href="https://en.wikipedia.org/wiki/File:DiffusionOfInnovation.png" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;">work of Pnautilus and licensed under Creative Commons</a>) shows the Innovation Adoption Lifecycle, which indicates the suggested percentages of adopters in each category.</div>
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<img alt="File:DiffusionOfInnovation.png" src="https://upload.wikimedia.org/wikipedia/en/4/45/DiffusionOfInnovation.png" style="border: 0px; box-sizing: border-box; display: inline-block; height: auto; max-width: 100%; vertical-align: middle; width: 684px;" /></div>
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Potential adopters have been determined to have traits that affect their likelihood to adopt an innovation. Many individual personality traits have been explored for their impacts on adoption, but with little agreement. Ability and motivation, which vary between situations (unlike personality traits), have a large impact on a potential adopter's likelihood to adopt an innovation. Unsurprisingly, potential adopters who are motivated to adopt an innovation are likely to make the adjustments needed to adopt it.</div>
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Rogers (1962) outlines several strategies in order to help an innovation reach this stage, including when an innovation is adopted by a highly respected individual within a social network and creating an instinctive desire for a specific innovation. Another strategy includes injecting an innovation into a group of individuals who would readily use that technology, as well as providing positive reactions and benefits for early adopters.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Innovators, Early Adopters and Early Majority</span></div>
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According to Rogers (2002), whereas innovators are cosmopolites, early adopters are localites. This adopter category, more than any other, has the highest degree of opinion leadership in most systems. Potential adopters look to early adopters for advice and information about an innovation.</div>
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Robinson (2009) has summarised Rogers' ideas of the Diffusion of Innovations and he suggests that when working with early adopters one should</div>
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<li style="box-sizing: border-box; line-height: 1.6;">Offer strong face-to-face support for a limited number of early adopters to trial the new idea.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Study the trials carefully to discover how to make the idea more convenient, low cost and marketable.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Reward their egos e.g. with media coverage.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Promote them as fashion leaders (beginning with the cultish end of the media market).</li>
<li style="box-sizing: border-box; line-height: 1.6;">Recruit and train some as peer educators.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Maintain relationships with regular feedback.</li>
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Robinson describes the early majority as pragmatists, comfortable with moderately progressive ideas, but won’t act without solid proof of benefits. They are followers who are influenced by mainstream fashions and wary of fads. Majorities are cost sensitive and risk averse. They are looking for simple, proven, better ways of doing what they already do. They require guaranteed off-the-shelf performance, minimum disruption, minimum commitment of time, minimum learning, and either cost neutrality or rapid payback periods and they hate complexity.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Stakeholder Groups</span><br />
<a href="https://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;"></a></div>
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Identify your main stakeholders. Analyse which ones are relevant for this change initiative. How do you consciously identify your early adopters? Who do you need to lead (in different stakeholder groups) so that they and others will follow? Mainly focus on profiling your early adopters and early majority within the main stakeholder groups and how you’ll lead them.</div>
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Dream big - Start small. Set yourself up for success! </div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Digital Leadership</span></div>
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According to Scheninger (2014) establishing direction, influencing others, initiating sustainable change through the access to information, and establishing relationships in order to anticipate change is pivotal to school success in the future. He outlines 7 pillars of digital leadership, The first three of these are in the area of external links and visibility, and highly related to the use of digital tools,</div>
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<li style="box-sizing: border-box; line-height: 1.6;"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Communication</span></li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Public relations</span></li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Branding</span></li>
<li style="box-sizing: border-box; line-height: 1.6;">Student engagement / learning</li>
<li style="box-sizing: border-box; line-height: 1.6;">Professional growth / development</li>
<li style="box-sizing: border-box; line-height: 1.6;">Re-envisioning learning spaces and environments</li>
<li style="box-sizing: border-box; line-height: 1.6;">Opportunity</li>
</ol>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Jelly Beans In The Jar</span></div>
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How many jelly beans in this jar? Do not discuss your answer with anyone else until everyone has answered. Answer by adding your guess into this form: <a href="https://tinyurl.com/TMLJellyBean" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">tinyurl.com/TMLJellyBean</a><a href="http://tinyurl.com/TMLUJellyBean" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;"></a></div>
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Next time we will reveal the results.</div>
<iframe height="480" src="https://drive.google.com/file/d/1yaD79vi5tyGJrLauYAX_Kaap2OwMmtq5/preview" style="box-sizing: border-box; color: #333333; font-family: open_sansregular, "Helvetica Neue", Helvetica, Helvetica, Arial, sans-serif; font-size: 15px;" width="640"></iframe>Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-35443678053445252932019-02-05T20:20:00.000-08:002019-02-05T20:20:16.898-08:00Modern Learning Environments 19-9-2015<div>
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Modern learning practices<br />
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What is something you love doing?</div>
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What is something you do that scare you?</div>
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What's the difference </div>
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- attitude?</div>
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- Determination?</div>
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- Frequency?</div>
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Chance of influencing others?</div>
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Reimagine the learning experiences for your children</div>
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Giving people autonomy over what they do is more productive than rewarding for outcomes.</div>
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Learning advisor</div>
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Ask them</div>
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Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-784624517522231242019-02-05T20:05:00.002-08:002019-02-20T19:20:33.736-08:00Week 25 Taking Action<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, "helvetica neue", helvetica, helvetica, arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px;">
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<span id="docs-internal-guid-ee035110-7fff-2445-2b58-2b4876ecae96"><span style="background-color: cyan; font-family: "arial"; font-size: 11.5pt; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">How can the use of robotics and learning with collaborative groups, be used to promote student engagement and have a positive impact on mathematical outcomes?</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1fJPI0GwxOArZfj_7qagAQbcZkWgJLeSQKhxTODnGXa3TXHZDYbP8AAWiv57sTLgC6yoKZ8GovXha5-SdujI710xbNEFfeRpGaBIrWBTjObNrgvLfRcnyrlRW9UJe_ylFCjtqBvtpkNnr/s1600/Screen+Shot+2019-02-12+at+6.28.57+PM.png" imageanchor="1" style="background-color: cyan; margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1082" data-original-width="727" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1fJPI0GwxOArZfj_7qagAQbcZkWgJLeSQKhxTODnGXa3TXHZDYbP8AAWiv57sTLgC6yoKZ8GovXha5-SdujI710xbNEFfeRpGaBIrWBTjObNrgvLfRcnyrlRW9UJe_ylFCjtqBvtpkNnr/s640/Screen+Shot+2019-02-12+at+6.28.57+PM.png" width="427" /></a></div>
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<span style="background-color: cyan; box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">The action plan - Week 1 </span></div>
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<li><span style="background-color: cyan;">Inform senior management during a team meeting before school starts back</span></li>
<li><span style="background-color: cyan;">We will inform students </span></li>
<li><span style="background-color: cyan;">Parents - newsletters 1:1 </span></li>
<li><span style="background-color: cyan;">Student baseline data - number knowledge test</span></li>
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<span style="background-color: cyan;">So far I have informed the senior management team during our team planning meeting prior to school starting. I have explained to the students that I am doing some research and I have collected baseline data through a number knowledge test which has been marked and shared with the students so they know what their starting point is, <i>which relates to Tino Rangatiratanga - which enables students to know what their starting point is and what their next steps are.</i> </span><br />
<span style="background-color: cyan;">I have highlighted in green the questions they got incorrect and pink the questions they got correct to reinforce this concept.</span></div>
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<span style="background-color: cyan;">What I have not done is inform the parents. I will endeavour to do this by the end of this week through the weekly newsletter as well as an individualised letter to the parents of the specific children I am targeting. </span><br />
<span style="background-color: cyan;">I am also meeting with parents next Wednesday at Meet the Teacher evening. I will target specific parents to talk to about my research project. </span><br />
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Step 2: Reflect on the actions</span></div>
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<i>It can be exciting when you bring changes to your practice and you may expect others to wholeheartedly embrace them, however, acting on the new strategies might be not as easy. Things might not happen as you expect or the reaction of the people who are involved is not what you want.</i></div>
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<i>In this step, use the following questions to guide your thoughts</i></div>
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<li style="box-sizing: border-box; line-height: 1.6;">How do you<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> feel about the actions</span> you have taken? </li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="background-color: cyan;">I feel that the management team is excited about the area thatI have chosen - robotics and maths and improving student outcomes as it is a school wide goal. The students seemed indifferent about the idea of the research. I think this is because I haven't built a relationship with them. I also feel disappointed that I have over looked informing the parents as whanau is such an important aspect. <a href="http://www.katoa.net.nz/kaupapa-maori" target="_blank">Katoa website</a></span></li>
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<li style="box-sizing: border-box; line-height: 1.6;"><span style="background-color: white;">What works as<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> expectation </span>and what doesn’t? And why? </span><span style="background-color: cyan;">Building student/teacher relationships should be my first priority. (Ministry of Education, 2014) I would normally never give students a math test in the first week of school. I would wait until I have built a relationship with the students and I know the students feel comfortable and safe in their environment. As a result collecting marking and analysing the baseline data has taken a lot longer to do than first thought. </span></li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="background-color: cyan;">I started with the first lesson using Beebots and discovered that 4 of them don't work and some of the batteries are flat and need replacing. Out of the 10 Beebots only half of them worked. So I had to rotate the groups which gave each group less play time to learn how to use the robot. </span></li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="background-color: white;">What should be <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">done differently</span>? How would you<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> justify </span>this?</span><span style="background-color: cyan;"> In the action plan when informing the parents I discussed using meet the teacher evening, newsletters and parent interviews as a way to communicate with parents, however on reflection I feel it would be more personal and build better relationships if I was to write a letter to each parent and discuss their child as an individual rather than as a member of a group. It is also a good way of getting to know the parents on a more personal level. I will also invite the parents in to have an informal chat regarding their childs progress and the process they are going through. </span><a href="http://www.katoa.net.nz/kaupapa-maori" style="background-color: cyan;" target="_blank">Katoa website</a></li>
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<i style="font-family: open_sansbold, arial, sans-serif;">Step 3: Examine your reflection in relation to other phases of the Spiral of Inquiry and within wider frameworks/theories</i></div>
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<span style="background-color: cyan; font-family: "open_sansbold" , "arial" , sans-serif;">Looking at the Spiral of Inquiry and my original 'Hunch' I still believe that I can improve student outcomes in maths using robotics, however I feel it will take longer than the course dates to achieve and I will need to continue long after MindLab has finished to see real improvement. </span></div>
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<i>SkillsTeamHullUni (2014) in the Reflective Writing <a href="https://app.themindlab.com/media/87785/view" target="_blank">video</a> (1:03-1:14) suggest that when you reflect on the action(s), “don’t concentrate on the actions in isolation, you need to take a metaphorical step backwards to see them in the context of other events and other learning”.</i></div>
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<i>It is, therefore, necessary for you to look at what you have done in <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">the context of other phases </span>in your inquiry and <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">wider frameworks/theories</span>. For example, how has the Learn phase, in which you consider the ethical issues of your inquiry, helped you to mitigate the possible intrusion of the inquiry in student learning. Or, for Develop a Hunch phase (examine the resources), does the literature provide you with ideas about how to act? What does it say? How do they play out in practice? What needs to be changed? Or what leadership style/theory have you employed when you take action(s)? In what ways did it help you to take action?</i></div>
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<i>In this step, it important to support your reflection with <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">relevant resources</span>, for example, references of literature around your inquiry topic or references of leadership theories.</i></div>
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Now add notes to your reflective entry.</div>
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If your reflective journal is in the form of a blog, either hyperlink the resources or have <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">in-text citation</span> together with a <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">reference list</span> at the end.<br />
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<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: x-small;"><span style="color: #383838; font-family: "georgia" , "times new roman" , serif;">Ministry of Education. (2014, April 18). Setting the direction. Retrieved February 10, 2019, from </span><a href="http://nzcurriculum.tki.org.nz/Reviewing-your-curriculum/Setting-the-direction/Know-your-learners" style="color: #0087be; font-family: Georgia, "Times New Roman", serif; text-decoration-line: none;">http://nzcurriculum.tki.org.nz/Reviewing-your-curriculum/Setting-the-direction/Know-your-learners</a></span><br />
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Kaupapa Māori Research [Web log post]. (n.d.). Retrieved from <a href="http://www.kat/" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit;" target="_blank">http://www.katoa.net.nz/kaupapa-maori</a> </div>
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Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-40505899340215395002019-01-26T22:39:00.000-08:002019-02-05T20:16:00.856-08:00Week 24 <div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, "Helvetica Neue", Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizelegibility;">
<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Evidence-based evaluation of the impact</span></div>
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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:</div>
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<li style="box-sizing: border-box; line-height: 1.6;">If you plan to <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">explore </span>an innovation <em style="box-sizing: border-box;">consider</em> <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">What </span>could be the intended outcome(s)/ result / consequence that affect target members of your community? <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">How</span> could you measure this? <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">When </span>could you gather this data?</li>
<li style="box-sizing: border-box; line-height: 1.6;">If you plan to <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">evaluate</span> an innovation consider to what <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">extent will </span>your innovation impact [intended outcome / result / consequence]on target members of your community?<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> How</span> will you measure this? <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">When</span> will you gather this data?</li>
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These examples might help you think about the relationship between different variables in your question and give you a framework to answer your inquiry question when you interpret your data later in week 30 of the Practice course. Week 30 will go into more detail about Efron and Ravid’s (2013) 3 key steps for research data analysis process: Preparation for the data (Step 1), Analysis of the data (Step 2) and Interpretation of the data (Step 3), but at this stage it may be helpful to keep the following points in mind:</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Step 1:</span> <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Preparation for the data</span> If your data collection methods include interview and observation, the audio or video recordings will need to be transcribed into text-based documents. Organising the data within a folder that includes clear file names is recommended to make it easier to retrieve data for later analysis.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Step 2:</span> <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Analysis of the data</span> For quantitative data, if you use tools such as SurveyMonkey or Google Forms to survey your (students/teachers/other) community these tools normally auto summarise the results and provide the graphs. For qualitative data, the most popular data analysis technique is ‘coding’. Babione (2015) explains that coding is “to sort text ... into categories that provide structure for interpretation” (p.142). The Ministry of Education’s website Te Kete Ipurangi (n.d.) has <a href="http://elearning.tki.org.nz/Teaching/Teaching-as-inquiry/Data-analysis" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;">data analysis </a>examples of putting student responses into categories and themes(scroll down and open the “Visualising and analysing different types of data” part to view the examples). Coding categories can be from your Inquiry question or from literature.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Step 3: Interpretation of the data</span> Interpretation of the data will be discussed in week 30.</div>
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You do <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">not </span>have to include how you are going to plan to interpret your data in your RESEARCH 2 Action Plan, however the data analysis steps above may give you a preview of helpful information in terms of how analysed data can be put together to form the answer to your Inquiry question that may help you when you reflect on PRACTICE assessments. Understanding data analysis can also help you to anticipate what the project could potentially reveal or indicate. For example, researchers need to be careful in generalising the results to a wider population because this might not be correct. </div>
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The Australian Council for Educational Research (Meiers & Trevitt, 2008) focuses on interpreting data, the purposes of using data in school, and how data can be used in schools to examine teaching practices in order to improve student learning in <a href="https://app.themindlab.com/media/8607/view" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;">an issue of the Digest</a> (Supplementary).</div>
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The next section discusses the potential impact of the findings from your project and how you can address the impact.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Potential impact of the findings</span></div>
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Your Action Plan needs to assess the potential impact of the findings from your Inquiry to address criteria 5 of the Assignment 2 <a href="https://docs.google.com/document/d/1nBLs_8hFsiZWVagT7WeliTfecG6qR0QUT3gIf3cjR7M/edit#" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">rubric</a>. The Association for Qualitative Research (2013) define<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> findings</span> as “the principal outcomes of a research project; what the project suggested, revealed or indicated. This usually refers to the totality of outcomes, rather than the conclusions or recommendations drawn from them.”</div>
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While you may not yet know what the findings will be, you need to think about some of the ways in which they <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">migh</span><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">t</span> impact on you, your community, your school etc.</div>
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Here are some questions (required) to help you to address the potential impact of your findings.</div>
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<li style="box-sizing: border-box; line-height: 1.6;">What are the possible benefits (and disadvantages of the inquiry)?</li>
<li style="box-sizing: border-box; line-height: 1.6;">How might it impact on your communities or your practice?</li>
</ul>
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Here are some additional questions (optional) that may help you to address the potential impact of your findings.</div>
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<li style="box-sizing: border-box; line-height: 1.6;">How will the outcomes contribute to the topic area you are investigating (after you implement your Action Plan)?</li>
<li style="box-sizing: border-box; line-height: 1.6;">How will the outcomes from the Action Plan impact on your practice and/or members of your community?</li>
<li style="box-sizing: border-box; line-height: 1.6;">How will the outcomes from the Action Plan impact on the perception of members of your community about the topic area?</li>
</ul>
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An example from a previous assignment (shared with permission) stated “Potential impact: During the course of my [Research Essay], I found that the majority of research into growth mindset originated from the United States. My inquiry will provide some insight into the impact of growth mindset in a rural New Zealand context. The results of this inquiry may highlight shortcoming in our school-wide goals setting process. It is unlikely that this would have a negative impact on our team as all staff members had input into the focus and design of this teacher inquiry process.”</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Resources that might be useful to present your Action Plan</span></div>
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If you submit your RESEARCH 2 Action Plan as a blog or e-portfolio, you can read <a href="https://app.themindlab.com/media/6665/view" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">this document</a> about how to download the free 90-day trial versions of Snagit or Camtasia to capture your work as a video to submit together with the link to your blog or e-portfolio.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Finalising your action plan - Action Plan (RESEARCH Assessment 2) checklist</span></div>
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<li style="box-sizing: border-box; line-height: 1.6;">The communities you will engage with are identified.</li>
<li style="box-sizing: border-box; line-height: 1.6;">The actions and timeframe are described, and explained.</li>
<li style="box-sizing: border-box; line-height: 1.6;">The method of data collection, and ethical issues are identified.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Evidence of the data collection tools is present.</li>
<li style="box-sizing: border-box; line-height: 1.6;">How Kaupapa Māori principles are integrated into your Inquiry is explained.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Potential impact of findings is addressed.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Relevant sources are referenced. </li>
<li style="box-sizing: border-box; line-height: 1.6;">A document, video or copy of your blog is submitted.</li>
</ul>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Evidence of online participation (RESEARCH 2) Part B Checklist</span></div>
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<li style="box-sizing: border-box; line-height: 1.6;">Two pieces of evidence are submitted which are either a screenshot or video capture of your contribution.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Discussions should be topic driven, add value to the discussion and specifically relate to RESEARCH assessment 1 or RESEARCH assessment 2, or the class notes / materials from this course (Weeks 17- 24)</li>
<li style="box-sizing: border-box; line-height: 1.6;">Discussions should take place on any reputable online forum (for example Google+, comments on blog posts, professional Facebook communities etc.)</li>
<li style="box-sizing: border-box; line-height: 1.6;">Email correspondence or online meetings are<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> not</span> accepted.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Two recorded online conversations must take place during this course (from 12th November 2018 to 27th January 2019. The date should be clearly stated).</li>
<li style="box-sizing: border-box; line-height: 1.6;">Each of the video/screen recordings should clearly state the date of participation and your name.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Materials used for previous assessments should <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">not</span> be reused for this assessment.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Identify the URL (web address) of the conversation clearly in the name or the description section on the portal when submitting your assessment.</li>
</ul>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">References</span></div>
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Babione, C. (2015). Practitioner Teacher Inquiry and Research. USA: John Wiley & Sons. (e-copy available in Unitec library).</div>
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Efron, S. E., & Ravid, R. (2013). Action research in education: A practical guide. New York, NY: The Guilford Press. (e-copy available in Unitec library).</div>
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Meiers, M. and Trevitt, J. (2008). Using data to improve student learning. The Digest, NSWIT, 2008(3). Retrieved from <a href="http://web2.cheltenham-h.schools.nsw.edu.au/moodle/pluginfile.php/8490/mod_resource/content/0/Using%20data%20to%20inform%20teaching.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;">http://web2.cheltenham-h.schools.nsw.edu.au/moodle/pluginfile.php/8490/mod_resource/content/0/Using%20data%20to%20inform%20teaching.pdf</a></div>
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Te Kete Ipurangi (n.d.). Data Analysis. Retrieved from <a href="http://elearning.tki.org.nz/Teaching/Teaching-as-inquiry/Data-analysis" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">http://elearning.tki.org.nz/Teaching/Teaching-as-inquiry/Data-analysis</a></div>
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The Association of Qualitative Research. (2013). Findings. Retrieved from <a href="https://www.aqr.org.uk/glossary/findings" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">https://www.aqr.org.uk/glossary/findings</a></div>
Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-33257424734384069442019-01-26T22:30:00.000-08:002019-02-05T20:16:13.306-08:00Research #1 Assignment<div class="separator" style="clear: both; text-align: center;">
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<br />Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-20831564069178001122019-01-16T14:06:00.002-08:002019-02-05T20:16:27.951-08:00Week 23 - Collecting data<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, "Helvetica Neue", Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizelegibility;">
<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Why collect data?</span></div>
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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.”<a href="http://elearning.tki.org.nz/Teaching/Teaching-as-inquiry/Data-analysis#js-tabcontainer-1-tab-2" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">(Ministry of Education, n.d)</a>.</div>
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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 <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">criterion 3 </span>of<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> </span><a href="https://docs.google.com/document/d/1nBLs_8hFsiZWVagT7WeliTfecG6qR0QUT3gIf3cjR7M/edit#" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">RESEARCH 2</span></a>. 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 form for students and interview for colleagues if you wish. This week’s class notes will guide you on how to do that.</div>
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You also need to consider ethical principles/guidelines for this process which has been discussed last week (week 22).</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">What type of data can you gather?</span></div>
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The data that you gather can be categorised into two types: <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">quantitative </span>and<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> qualitative</span>. Quantitative data is data that is numerical and helps answer questions like “what?” and “how many?” but is not always able to explain “why” the situation happens (Easton, 2012). Qualitative data is data that is descriptive (i.e. text rather than numbers) and often gives more detail and greater depth in answering the “why?” questions. However, as researchers are not always able to collect qualitative data from a large population, you need to be careful when making generalisations based on qualitative data (Easton, 2012). Here are some indicative examples of quantitative and qualitative data.</div>
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Examples of<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> quantitative data </span>include:</div>
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<li style="box-sizing: border-box; line-height: 1.6;">Surveys: the number of responses to close-ended questions in a survey (e.g. multiple choice, <a href="https://www.surveymonkey.com/mp/likert-scale/" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">Likert scale</a>, Yes/No, True/False)</li>
<li style="box-sizing: border-box; line-height: 1.6;">Pre and post test: student grades or test scores</li>
<li style="box-sizing: border-box; line-height: 1.6;">Classroom (or other location) observations: e.g. <a href="https://www.thecurriculumcorner.com/thecurriculumcorner123/2012/08/the-daily-tally-system-a-behavior-management-plan/" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">Behaviour tally sheets</a></li>
<li style="box-sizing: border-box; line-height: 1.6;">Students’ just-in-time responses using digital technologies and posts on social media: the number of responses.</li>
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Examples of <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">qualitative data</span> include:</div>
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<li style="box-sizing: border-box; line-height: 1.6;">Document analysis such as students’ essays or blogs</li>
<li style="box-sizing: border-box; line-height: 1.6;">Surveys: the answers you get from open-ended questions in a survey</li>
<li style="box-sizing: border-box; line-height: 1.6;">Focus groups and/or interviews: The responses from the interviewees</li>
<li style="box-sizing: border-box; line-height: 1.6;">Classroom (or other locations) observations: field notes</li>
<li style="box-sizing: border-box; line-height: 1.6;">Students’ just-in-time responses using digital technologies and postings on social media: the content (text-based) of the responses.</li>
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You need to indicate what type of data you would like to collect in the Action Plan. When deciding on the data collection methods you plan to use in your Teacher Inquiry (we will go into more detail about the methods below) you need to think about the <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">purpose</span> of your inquiry and how many different data collection methods you should employ. Using mixed methods (often a combination of quantitative and qualitative methods) will give you richer data. If different methods indicate the same findings you can be more confident in those findings. However, you also need to make sure that you don’t try to do too much. You are a single person, don’t spread yourself too thin!</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">How do you decide on the data collection tools for your Inquiry?</span></div>
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By now you should have decided on your inquiry topic(s) and your teacher inquiry question to guide your plan. You need to choose data collection methods suitable for gathering data to help address this question. The following sections will explain the steps to select data collection tools for your Inquiry.</div>
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Remember that you are still able to refine your teacher inquiry question at a later stage when you work on the data collection methods.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Checking your key terminologies</span></div>
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In the section <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">‘Defining the key terms in your inquiry questions’</span> of the class notes of week 21, you were asked to provide definitions of the key terminologies so that you and everyone involved in the Inquiry have the same understanding of those terms when the plan is developed and implemented. To decide on which data collection methods you should plan to use, you also need to be clear about the <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">key terms</span> of your inquiry question.</div>
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For example in Practitioner teacher inquiry and research, Babione (2015) describes a teacher inquiry project about a “One-to-one iPad initiative”. The research question is <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">“How does the implementation of a schoolwide iPad initiative at a high school affect the perceived level of student achievement across all math curriculums?”</span> (Babione, 2015, p.250). So what does ‘perceived level of student achievement’ mean? Does it mean how students perceive their level of achievement? OR How teachers perceive the student level of achievement? OR parents perceive the student level of achievement OR all of these? And specifically, what is achievement? Is it the students’ improved test scores? OR the students’ improved skills to perform collaborative tasks? OR the students’ improved competency in problem-solving skills?</div>
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Different meaning of a terminology requires different data to answer the research question. To work out these type of details, you can revisit the terminology that you have used in your Research Essay (RESEARCH assessment 1), week 21 and decide on a workable definition for your teacher inquiry.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">What data do you need to collect?</span></div>
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Once you have a clear definition about what your inquiry is actually looking at, think about the data that you need to collect. For example, if you define achievement as the mean of your class’s test results, you need to collect data from your students’ test scores. Or, if you define achievement as meaning improved skills to perform collaborative tasks, you might want to talk to students (or their teachers) about their skills, or observe the students when they work on their collaborative tasks, or look at their collaborative worksheets. These are data collection methods, which you would choose based on the data that you are interested in.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Starting to work on your data collection plan</span></div>
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To help you think about these questions, begin by viewing the <a href="https://www.youtube.com/watch?v=PyILgB1R5Cc" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">“Data collection” video</a> from the beginning to 6:25 (required) in which Dr Margaret Riel suggests different data that provide information about student learning. This should give you some ideas about what data you think is necessary to gather. Then, from the key terms of your inquiry question, list all the possible data you think could help you answer it.</div>
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However, as much as you may want to have all the relevant data, this goal may not be realistic, as it can be time consuming to design, administer, collect and analyse data. You need to consider the constraints and opportunities in your specific context.</div>
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To help you decide on your data collection method(s), in the following section, we will provide more detail on their strengths and limitations so you can consider the methods that will best suit your inquiry plan. We will focus on four common methods that are often used in educational research.</div>
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The ethical considerations as required in <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">criterion 3</span> of <a href="https://docs.google.com/document/d/1nBLs_8hFsiZWVagT7WeliTfecG6qR0QUT3gIf3cjR7M/edit#heading=h.6706gykmk6bw" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">RESEARCH 2</a> and discussed in section <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">‘Ethical Considerations for Your Action Plan’</span> of the class notes of week 22 should be relevant to the method(s) of data collection you choose for the Inquiry.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Data collection methods</span></div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Survey/questionnaire</span></div>
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A survey or questionnaire is used to obtain opinions from respondents to provide information through a set of questions (Babione, 2015).</div>
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A strength of this approach is that a survey or questionnaire can be distributed and collected quite easily (Babione, 2015), especially since there are a number of online survey tools such as Google Forms and Survey Monkey which make it fairly straightforward to create, send and collect responses. A survey can be done with a small or large number of respondents and can include both quantitative and qualitative data. Some online survey tools also include some automatic data analysis features.</div>
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The downside can be that you are not always able to control the number of responses, especially for an anonymous survey, and the responses can be biased or the responses may not always reflect the real opinion of the respondents.</div>
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Now, consider the pros and cons of doing a survey and decide if you would like to use surveys as one of your data collection methods. If you wish, read <a href="https://drive.google.com/file/d/1DN08TXROA5yw-CnK8uufl8flwc8W-efs/view?usp=sharing" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">the section about surveys</a> extracted from Efron and Ravid’s (2013) book (supplementary) related media. The extract provides guides to help you write survey items with good examples. Additionally, this <a href="https://app.themindlab.com/media/22525/view" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">checklist for developing a survey (Peters & Irish, n.d.)</a> (supplementary) related media provides a list of questions to help you check your survey design. <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Don’t forget to include the tool (the survey questions) in your assessment submission </span>if a survey is one of your chosen data collection methods.</div>
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If you plan to conduct a large scale survey, for example, across the whole syndicate or the whole school, you can use the calculator on this web page (<a href="http://www.surveysystem.com/sscalc.htm" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">http://www.surveysystem .com/sscalc.htm</a>) to determine the appropriate sample size for a survey (e.g. how many responses you should collect) to have the result within a certain margin of error (also called the Confidence Interval) and for a given population (i.e. the total number of students in your school).</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Interviews:</span></div>
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Interviews are frequently used to obtain verbal perspectives and opinions from individuals or group about their understandings and experiences, thoughts, feelings, motivations, and the actions of others (Babione, 2015,p.124). Here is <a href="https://drive.google.com/file/d/1P8KwNgv28ZSbxrn5TqRsQO6UzuGXTR57/view?usp=sharing" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;">an example of an interview schedule</a> including the purpose of the interview and interview questions.</div>
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A strength of interviews is that they provide a richer and deeper perspective about the situation and help to verify information from other sources.</div>
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A constraint of interviews is that it can take time to arrange and conduct the interview session and analyse the collected data. Because an interview is a person-to-person interaction, interviewees might answer to please the interviewer instead of telling them what they really think and feel, especially if the interviewees are afraid of unfavourable consequences as a result of the interview.</div>
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If you choose the interview as your data collection tool to use in your teacher inquiry plan, read this <a href="https://drive.google.com/file/d/1iqSdgU7KsEQFAgjvE2tJWkvIscunr-Dz/view?usp=sharing" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">section about interviews</a> from Efron and Ravid’s 2013 book (supplementary) related media. The section outlines different types of interview, the interview process and how to develop the interview questions. <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Don’t forget to include the tool (the interview questions) in your assessment submission</span> if an interview is one of your chosen data collection methods.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Observations</span></div>
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Efron and Ravid (2013) define observation in research as the act of purposefully and systematically observing the activities, people, and physical aspects of the educational setting.</div>
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The strength of observations is, as Babione (2015) points out, that observing humans in natural settings provides insight into the complexity of human behavior and interrelationships among groups. Observations allow you to collect data such as nonverbal behaviours, gestures, and body language, the dynamics of the setting that cannot be obtained through interviews or surveys.</div>
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If you choose observation as the data collection tool you would like to use in your teacher inquiry plan, read this <a href="https://drive.google.com/file/d/1C8lRaJJvbX8gxdR8HQskaAlptzrCR4f_/view?usp=sharing" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">section about observation</a> extracted from Efron and Ravid (2013). The extract explains the different types of observation, its process and how to develop an observation form such as a protocol form for qualitative observation and behaviour log, tally sheet and checklist for quantitative observation. <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Don’t forget to include the tool (the observation protocol form/behaviour log/tally sheet/ checklist, etc) in your assessment submission</span> if observation is one of your chosen data collection methods.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Artifacts and documents</span></div>
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Artifacts and documents are records that provide contextual information for a study (Babione, 2015). Examples of artifacts and documents include student work, school reports, demographic information, grades, test scores, portfolios or teacher journals.</div>
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The advantage of this data collection method is that the artifacts and documents may already be available during the course of your teaching and you don’t have to design an extra tool to collect the data.</div>
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If you choose artifacts and documents as the data collection tool you would like to use in your teacher inquiry plan, read this <a href="https://drive.google.com/file/d/1ytgwyWIVRRIQkZ7KW5368FPRdoPFyaol/view?usp=sharing" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">section about artifacts and documents</a> extracted from Efron and Ravid (2013). The extract provides a checklist of suggestions and guidelines for gathering and using official and personal artifacts and documents.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Pre and post intervention data</span></div>
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What baseline data do you need to collect? Baseline data is data collected at the start of an inquiry project that allows you to establish the current situation which will enable a point of comparison for data you collect throughout your inquiry.</div>
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The video on <a href="https://app.themindlab.com/media/13485/view" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">developing a quantitative research plan</a> (supplementary) related media may be relevant if you are thinking of including experimental methods in your data gathering (e.g. comparing pre-test and post-test student results).This could be used if you are developing an intervention designed specifically to raise student achievement in a particular area, e.g. spelling or mathematics. You could give students a pre test to ascertain their current level and then give them a similar or the same test after the intervention to determine whether there has been improvement.</div>
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For each data collection method you need to explain why you have chosen it, the data it will provide for you and why this data will be important.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Integrating the Principles of Kaupapa Māori into your Teacher Inquiry</span></div>
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As you choose the type of data to be gathered and the respective data collection method(s), remember to consider a KM approach in the process. As examples, look at the <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Taonga tuku iho - the cultural aspirations principle and Ako - a teaching and learning relationship</span>, some questions that you can consider are:</div>
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<li style="box-sizing: border-box; line-height: 1.6;"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Taonga tuku iho - the cultural aspirations principle:</span> To what extent do you consider the way Māori people think, understand, interact and interpret the world when choosing the type of data to gather and the method of data collection?</li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Ako - a teaching and learning relationship:</span> In what way would you learn back from the students and/or whanau about the pedagogy to be implemented through the gathered data and data collection process?</li>
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You can select any other principle and raise your own questions as well.</div>
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Write down some key ideas to answer the question in your e-Portfolio.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Checking You’ve Done All That Was Required for This Week</span></div>
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The Tasks-list on the next tab helps you to check you have done all the required activities.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">References</span></div>
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Babione, C. (2015). Practitioner teacher inquiry and research. USA: John Wiley & Sons. (e-copy available in Unitec library).</div>
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Easton, C. (2012, April). Data for self-evaluation. SecEd. NFER. Retrieved from <a href="http://www.nfer.ac.uk/schools/data-for-self-evaluation-seced.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">http://www.nfer.ac.uk/schools/data-for-self-evaluation-seced.pdf</a></div>
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Efron, S. E., & Ravid, R. (2013). Action research in education: A practical guide. New York, NY: The Guilford Press. (e-copy available in Unitec library).</div>
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Ministry of Education.(n.d.). Data analysis. Retrieved from <a href="http://elearning.tki.org.nz/Teaching/Teaching-as-inquiry/Data-analysis#js-tabcontainer-1-tab-2" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">http://elearning.tki.org.nz/Teaching/Teaching-as-inquiry/Data-analysis#js-tabcontainer-1-tab-2</a></div>
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Peters, T. and Irish, J. (n.d.). Introduction to Survey Research Methods. Retrieved from <a href="http://hms.harvard.edu/sites/default/files/assets/Sites/Academy/files/CTL%20Resource%20Survey%20Research.doc" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">http://hms. harvard.edu/sites/default/files/assets/Sites/Academy/files/CTL%20Resource%20Survey%20Research.doc</a></div>
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Riel, M.( 2014, 28 April).T7: Data collection.[Video file]. Retrieved from <a href="https://www.youtube.com/watch?v=PyILgB1R5Cc" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">https://www.youtube.com/watch?v=PyILgB1R5Cc</a></div>
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Shaddock, A (2013). Using Data to Improve Learning: A practical guide for busy teachers, ACER Press.</div>
Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-73492240590621817092019-01-15T16:48:00.000-08:002019-02-05T20:16:41.255-08:00Week 21 Developing an Action Plan<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, "Helvetica Neue", Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizelegibility;">
<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Linking your Research Essay to your Action Plan</span></div>
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For the past week, we have been looking at how analysing and critiquing the research literature gives you insights into what has been studied in your area of focus. The process of working on your Research Essay should provide you with specific questions for your inquiry.</div>
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In this week and the following ones, following up on your inquiry questions, you are going to develop your <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Action Plan </span>by considering what <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">actions</span> you will need to take and when, what <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">data collection methods</span> you need to use, designing the <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">data collection tools </span>and<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> integrating Kaupapa Māori</span> in your inquiry, then finally discussing the <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">potential impacts</span>.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">When will you take action?</span></div>
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Remember that at this stage, you <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">develop the Action Plan</span> but are not yet taking action. This week we are still in the <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">“Learn” </span>phase of the Spiral of Inquiry. Using the new learning you gained from the literature in the Research essay, you are now, as Kaser and Halbert (2017) suggest,<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> tailoring the new learning to your context</span> by planning your inquiry.</div>
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For this Action plan (Research 2) assessment, you are<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> not</span> required to actually collect any data yet. The plan should be <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">carefully designed</span> so that you will be able to implement it during the last 8 weeks of the programme (Applied Practice in Context course) while reflecting on different aspects of the implementation (these aspects will be introduced the last 8 weeks).</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">What does your action plan look like?</span></div>
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The <a href="https://docs.google.com/presentation/d/1KYSTH8CWQJupA9wxywNd6QWeqsUpImJh7W8_S9a3dDk/edit#slide=id.g42ba183eaa_0_0" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">Action Plan template for a video</a>, and <a href="https://docs.google.com/document/d/17BVT0iRdvniqUhmvlL0A7TNHpZV7SEwLBi8Lmnw-O2o/edit" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">Action Plan template for a written document</a> provide a framework for the <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">key components</span> of the action plan that you need to cover. If you haven’t already made a copy of either of these templates (in week 16 and week 17), you should do it now as we will look at each component more closely in this week’s and the following weeks’ class notes. Even if you don't use one of the templates directly, they contain useful guidelines for what should be in your action plan.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Define your community(ies)</span></div>
<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px;">Make a list of the communities together with explanatory notes of why and how you would engage with them.</span><br />
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<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px;">Students - Groups based off data. Rotation - stations - flipped learning.</span><br />
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<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px;">Year 5 Teachers - Karen and Myself</span><br />
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<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px;">Senior Management - </span><br />
<span style="background-color: white; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px;">Nick Stygal - Head of Maths </span><br />
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<em style="box-sizing: border-box;">This part relates to the criterion 1 of </em><a href="https://docs.google.com/document/d/1nBLs_8hFsiZWVagT7WeliTfecG6qR0QUT3gIf3cjR7M/edit?usp=sharing" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;"><em style="box-sizing: border-box;">RESEARCH 2</em></a></div>
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To start your plan, you need to clearly<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> identify the communities</span> that you will be engaging with in your inquiry by answering the questions: <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Who</span> will be involved? <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Why</span> have you chosen to engage with them? <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">What</span> is the context for the communities?<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> How</span> will you engage with your community? Already in week 17 you investigated the needs of your communities. In this inquiry plan, you can decide to engage with the same communities or narrow your focus to fewer communities or extend to reach out to more communities. You may engage with<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> one community or more</span> throughout the inquiry (for example, engaging with students and other teachers for implementing new pedagogy, collecting data and discussing findings) or you can engage with <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">different communities at different phases</span> of your inquiry, for example, consulting with a head of department before implementing a new teaching approach; working with and collecting data from your students and colleagues, sharing the results with your school and whanau at the end.</div>
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Now, make a list of the communities you will engage with and add this to your e-Portfolio, together with some explanatory notes of why and how you would engage with them.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Defining the key terms in your inquiry questions</span></div>
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<em style="box-sizing: border-box;">This part relates to criterion 2 of </em><a href="https://docs.google.com/document/d/1nBLs_8hFsiZWVagT7WeliTfecG6qR0QUT3gIf3cjR7M/edit?usp=sharing" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;"><em style="box-sizing: border-box;">RESEARCH 2</em></a></div>
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Your action plan should clearly lay out <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">what</span> needs to be considered and to be done, <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">how </span>and<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> when </span>and <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">who</span> would be involved. These are to be developed based on what your inquiry question is.</div>
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Remember that while it’s not advisable to completely change the direction of your inquiry, it is possible that certain aspects in your proposed inquiry questions could be modified when you develop your action plan to suit the specific situation that you have not been able to foresee in previous stages.</div>
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As your action plan is guided by your inquiry question(s), it is important to clearly <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">define the terms</span> in your question. You can do this by drawing on the resources you have reviewed in your Research Essay to define the key terms and explaining how those terms are translated into practice in your inquiry.</div>
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For example, “learner agency” can be defined as learners feeling that they are in control of, and active participants in, their learning (Ministry of Education, 2016) and intentionally make choices and act on those choices responsibly (Knight, Barbera & Appel, 2017). In practice, it might be that students are able to negotiate their learning goals and choose the digital devices that they feel fit to use for different types of learning activities. Another example is about “gamification”. Deterding, Dixon, Khaled and Nacke (2011) defined gamification as “the use of game design elements in non-game contexts” (p.10). In practice, it might be that writing activities are designed with different difficulty levels and students earn an achievement badge once they complete a level.</div>
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Now, list the key terms in your research questions, defining the key terms using the relevant resources, then explain what they will look like in your practice when you carry out your inquiry. Add those notes to your e-Portfolio.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Your actions and timeframe</span></div>
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<em style="box-sizing: border-box;">This relates to criterion 2 of </em><a href="https://docs.google.com/document/d/1nBLs_8hFsiZWVagT7WeliTfecG6qR0QUT3gIf3cjR7M/edit?usp=sharing" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;"><em style="box-sizing: border-box;">RESEARCH 2</em></a></div>
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Having defined the key terms in your inquiry questions, you should have a clearer idea of what you could plan to implement in your practice. The actions and timeframe you need to specify in your Action Plan should be <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">specific</span> in terms of their <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">purpose</span> including <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">who</span> will be involved,<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> when </span>and <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">what resources</span>are needed. The actions should also include when you collect data and from whom. You don’t have to explain the data collection methods and tools in detail when presenting the actions and timeframe section as there will be a separate part in the Action Plan where you will discuss that in more depth (more information about data collection methods and tools will be discussed in week 23’s class notes). Always consider how these actions will help to <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">address your inquiry question(s)</span> or if you need to adjust your question(s) to scale down your inquiry.</div>
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Below is an outline of what your actions and time frame might look like. Depending on your context, you can adjust it to use more or less time to carry out a given action.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Inquiry question:</span> To what extent does [particular digital or collaborative innovation] impact on engagement/outcomes/ in [subject area] for [year or level or particular priority learners] at (school name)?</div>
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<tr style="box-sizing: border-box;"><td style="background: rgb(217, 217, 217); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; font-weight: 700; margin: 0px; padding: 10px; vertical-align: middle;"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif; font-weight: 400;">Actions</span></td><td style="background: rgb(217, 217, 217); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; font-weight: 700; margin: 0px; padding: 10px; vertical-align: middle;"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif; font-weight: 400;">Timeframe</span></td></tr>
<tr style="box-sizing: border-box;"><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Inform the relevant communities (list the communities, in what ways will you inform them</td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Week 1</td></tr>
<tr style="box-sizing: border-box;"><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Collect student baseline data (indicate which tool will be used)</td><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Week 1 or week 2</td></tr>
<tr style="box-sizing: border-box;"><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Describe specific teaching and learning activities related to the particular digital or collaborative innovation you will carry out</td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Week 2,3,4,5.</td></tr>
<tr style="box-sizing: border-box;"><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Collect endpoint data</td><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Week 5</td></tr>
<tr style="box-sizing: border-box;"><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Analyse data</td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Week 6</td></tr>
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During the first 3 minutes of the <a href="https://app.themindlab.com/media/99543/view" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">Plan your action</a> video (supplementary), Margaret Riel recommends the logic model as one of the tools to help work out a plan of actions. The logic model consists of 3 key elements: inputs (Resources), outputs (Actions), outcomes (Impacts). When you plan your actions, knowing your inputs (the resources such as available learning materials, collegial support etc) and the outcomes (the impacts you would like to see such student skills improved) would help you to consider the suitable actions you need to take.</div>
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Now in your e-Portfolio make a list of the actions you could carry out for your inquiry, describing what has to be done, who should be involved, what resources you need and how long each action might take. Check if you can fit all of the actions in the plan so that you can finish the action by week 30. If not, you need to reduce the actions and/or engage with fewer members of the communities for each action. Reach out to your colleagues, leadership teams or your Mind Lab peers to seek feedback about the actions and their timeframe.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Integrating the Principles of Kaupapa Māori into your Teacher Inquiry</span></div>
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As you define the communities, remember to consider a Kaupapa Māori approach in the process. As an example, this week's class notes look at the <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Whānau - the family structure principle</span> and the question that you can consider is:</div>
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<li style="box-sizing: border-box; line-height: 1.6;">To what extent will the students’ whānau be involved in the inquiry?</li>
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You can select any other principle and raise your own questions as well.</div>
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Write down some key ideas to answer the question in your e-Portfolio.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Checking You’ve Done All That Was Required for This Week</span></div>
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The Tasks-list on the next tab helps you to check you have done all the required activities.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">References</span></div>
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Knight, J., Barbera, E. & Appel, C. (2017). A framework for learner agency in online spoken interaction tasks. ReCALL : The Journal of EUROCALL, 29(3), 276-293. doi:<a href="http://dx.doi.org/10.1017/S095834401700009X" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">http://dx.doi.org/10.1017/S095834401700009X</a></div>
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Ministry of Education. (2016). Learner agency. Retrieved from <a href="http://nzcurriculum.tki.org.nz/Curriculum-resources/NZC-Online-blog/Learner-agency" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">http://nzcurriculum.tki.org.nz/Curriculum-resources/NZC-Online-blog/Learner-agency</a></div>
<span style="color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px;">Deterding, S., Dixon, D.,Khaled, R. & Nacke, L.(2011).From game design elements to gamefulness: defining "gamification".Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments(pp. 9-15). Findland: Tampere.</span><br />
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Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-71296399525128584642019-01-15T15:03:00.000-08:002019-02-05T20:17:00.234-08:00Week 22 - Ethical Issues and Kaupapa Maori<div style="box-sizing: border-box; color: #333333; font-family: open_sansregular, "Helvetica Neue", Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; line-height: 1.6; margin-bottom: 20px; padding: 0px; text-rendering: optimizelegibility;">
In week 21, the second week of the<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> “Learn”</span> phase of our Spiral of Inquiry, we started the journey of developing an action plan by discussing what <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">actions</span>you need to take for your <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Teacher Inquiry</span>. In this third week of the<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> “Learn”</span> phase, we will consider the <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">professional learning </span>and the<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> professional relationships</span> you need to engage in ethically, when doing <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">educational research</span> and the use of <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Kaupapa Maori approaches </span>to teacher inquiry.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Professional Learning for Your Teacher Inquiry</span></div>
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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 <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">(Scanning)</span> and why this is happening <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">(Focusing and Developing a Hunch),</span> these are all important learning processes (Kaser & Halbert, 2017).</div>
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In this <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">“Learn” </span>phase of spiral of inquiry, your new learning should be motivated by and connected to changing the learning experiences of learners; it should also be directly linked to the<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> focus</span> identified in the second phase of the spiral; it should help you gain a good understanding of why the new ways of doing things in your teacher inquiry are better than previous practices; and how your new learning could be sustained and supported over time (Timperley, Kaser and Halbert , 2014).</div>
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Before you leap straight to action, you need to stay curious about current research evidence that you have evaluated and how it applies to learners in your context (Kaser & Halbert, 2017). To be able to respond to the learning needs of students within the unique context of your teacher inquiry, it is time to consider what can be done - what do you need to learn? why is it important? and how do you learn?</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Ethical Issues in Your Teacher Inquiry</span></div>
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A new topic this week is to consider any ethical issues relevant to your Teacher Inquiry. Over the last few weeks, you have chosen your Teacher Inquiry topic and decided on your research question/s. This week, we will explore some key ethical principles in educational research and how they are related to your Teacher Inquiry.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Research Ethics</span></div>
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Do your students give an authentic answer when you interview them? Or do they just tell you what they think you would like to hear because they are afraid of the consequences? Are your students’ parents willing to give a response that isn’t positive about your pedagogical approach if they think that it could impact the way you treat their child? As a practitioner researcher, you need to consider these kinds of questions when you plan to conduct a study in your own classroom or in your school. As Blaxter, Hughes and Tight (2006) point out “all social research (whether using surveys, documents, interviews, observation, or computer-mediated communication) gives rise to a range of ethical issues around privacy, informed consent, anonymity, secrecy, being truthful and the desirability of the research” (p.158).</div>
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Our <a href="https://app.themindlab.com/media/30566/view" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">Research Ethics video</a> (required) in the related media, discusses the need to avoid harm, distress, disadvantage or anxiety to your students. It gives examples such as disruption to learning from students missing part of a lesson, or lowering students’ self-esteem by highlighting perceived difficulties or deficiencies.</div>
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It is important, when you plan your Teacher Inquiry, that you are aware of these issues and think about how to minimise the potential harm you may cause to the participants in your Inquiry project.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">The Key Principles of Research Ethics</span></div>
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Here are some key principles summarised from the New Zealand Association for Research in Education Ethical Guidelines (NZARE, 2010) :</div>
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<li style="box-sizing: border-box; line-height: 1.6;">Seek at all times to avoid harm and do good.</li>
<li style="box-sizing: border-box; line-height: 1.6;">The rights and welfare of learners, research participants, and the public should take precedence over the researcher's self-interest.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Have a specific duty of care to research participants: to avoid unnecessary anxiety or harm to participants, groups or communities by the research procedures that are used, by the details in the research reports, or as a consequence of participating in the research.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Give participants a clear description of why the research is being undertaken, what it involves, how it will be reported, and the extent of public availability before participants make a decision about their involvement in a project. Their consent to being involved should then be sought without undue pressure or persuasion and they should have the right to withdraw at any time.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Consider the capacity of each potential participant to give consent or assent to participate. In research that involves young children, parents or caregivers also need to be asked for their consent.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Store confidential information securely and anonymise whenever practicable. Keep individual information or private matters strictly confidential.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Make sure that the participants’ educational progress is not hindered when research projects take time away from regular teaching and learning activities.</li>
<li style="box-sizing: border-box; line-height: 1.6;">Give a report of research findings to participants to enable them to benefit, directly or indirectly, from their willingness to facilitate the research exercise (NZARE, 2010).</li>
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For a more detailed explanation of the responsibilities that educational researchers have to the participants in their research, see <a href="https://app.themindlab.com/media/100759/view" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">NZARE ethical guidelines for educational research</a> (supplementary) in the related media.</div>
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The first eight slides of the <a href="https://app.themindlab.com/media/30568/view" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">Ethics in Educational Research</a> slide set (supplementary) in the related media, provide an overview of the three key principles of ethics: protecting participants from harm, ensuring confidentiality of data, and minimizing deception, while the subsequent slides look at scenarios of studies conducted in classroom settings and discuss the potential situations that a practitioner researcher should take into consideration.</div>
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Another supplementary video, <a href="https://app.themindlab.com/media/30567/view" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">Research to Practice - "Ethical Teachers, Ethical Researchers"</a>, discusses the importance of integrating teaching, research, and ethics. The Canadian teachers featured in the clip also explore distinctions and similarities between the roles of teaching and researching, as well as the ethical use of data.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Be Sensitive Towards Cultural Differences</span></div>
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The guidelines of the New Zealand Association for Research in Education (NZARE) are underpinned by understandings of Aotearoa New Zealand as (a) locally, a linguistically and culturally diverse state; (b) regionally, in the Pacific; and (c) globally, part of an increasingly networked society (NZARE, 2010).</div>
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The Association asserts that educational researchers in New Zealand should have a specific commitment to encouraging and facilitating research by Māori, research in te reo Māori, and research that promotes the aspirations of Māori (NZARE, 2010).</div>
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If you plan to carry out research which involves whanau, this “<a href="https://app.themindlab.com/media/3307/view" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">Researching with whanau collectives</a>” paper (supplementary) provides a whanau researcher guideline to serve as an ethical framework.</div>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Ethical Considerations for Your Action Plan</span></div>
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For <a href="https://docs.google.com/document/d/1nBLs_8hFsiZWVagT7WeliTfecG6qR0QUT3gIf3cjR7M/edit" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">RESEARCH 2</a>, criterion 3, you are asked to explain how you will collect data for your Teacher Inquiry from relevant members of your community/communities (this will be explained in more detail in the class notes of week 23) and to consider ethical principles/guidelines for this process. You need to check that your method(s) of data collection follow ethical procedures and education-relevant ethical guidelines such as those presented above.</div>
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As you are going to implement your Action Plan in the PRACTICE course, It is important that you think about the ethical implications early and explain how you will address possible ethical issues you may encounter when you collect data for your Teacher Inquiry.</div>
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The following table lists some example questions to help you to consider the ethical issues related to the data collection method, you can download the template and answer these questions after looking at the class notes of week 23. Note: You do NOT need to include this table in your Action Plan.</div>
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Table 1: Ethical consideration for your Teacher Inquiry project (<a href="https://docs.google.com/document/d/1c5ZLfQ_lKkXuFgvkcuznF9K29QpY5ifXJNZf3CqLoyQ/edit?usp=sharing" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">template to download</a>)</div>
<table style="border-collapse: collapse; border-color: rgb(189, 195, 199); border-spacing: 0px; box-sizing: border-box; color: #333333; font-family: open_sansregular, "Helvetica Neue", Helvetica, Helvetica, Arial, sans-serif; font-size: 15px; margin: 1em 0px; max-width: 100%;"><colgroup style="box-sizing: border-box;"><col style="box-sizing: border-box;"></col><col style="box-sizing: border-box;"></col><col style="box-sizing: border-box;"></col><col style="box-sizing: border-box;"></col></colgroup><tbody style="box-sizing: border-box;">
<tr style="box-sizing: border-box;"><td style="background: rgb(217, 217, 217); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; font-weight: 700; margin: 0px; padding: 10px; vertical-align: middle;"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif; font-weight: 400;">What are the possible ethical issues/questions that I need to deal with /answer?</span></td><td style="background: rgb(217, 217, 217); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; font-weight: 700; margin: 0px; padding: 10px; vertical-align: middle;"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif; font-weight: 400;">Y/N</span></td><td style="background: rgb(217, 217, 217); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; font-weight: 700; margin: 0px; padding: 10px; vertical-align: middle;"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif; font-weight: 400;">Related data collection method(s)</span></td><td style="background: rgb(217, 217, 217); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; font-weight: 700; margin: 0px; padding: 10px; vertical-align: middle;"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif; font-weight: 400;">What are the possible solutions to mitigate the harm?</span></td><td style="background: rgb(217, 217, 217); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; font-weight: 700; margin: 0px; padding: 10px; vertical-align: middle;"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif; font-weight: 400;">When would the mitigation be introduced?</span></td></tr>
<tr style="box-sizing: border-box;"><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Will the students lose any learning opportunities when they take part in this Teacher Inquiry?</td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td></tr>
<tr style="box-sizing: border-box;"><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Will you seek parental consent (e.g. to video their children)?</td><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Observation by recording student interaction</td><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td></tr>
<tr style="box-sizing: border-box;"><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Will personal data be collected? And if so will it be confidentially and anonymously?</td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Y</td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Class data</td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td></tr>
<tr style="box-sizing: border-box;"><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Will you use students’ maths samples anonymously?</td><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td></tr>
<tr style="box-sizing: border-box;"><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Will an interview or survey be imposed on students?</td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td></tr>
<tr style="box-sizing: border-box;"><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Will the participants be made fully aware of all intended uses of the information, for what period of time, and the potential effects of this use?</td><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Y</td><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td><td style="background: rgb(250, 250, 250); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td></tr>
<tr style="box-sizing: border-box;"><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">Will the respondents be given the content and purpose of the data collection (e.g. survey or interview etc. ) so that they may make an informed judgment about whether they wish to participate?</td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;">N/A</td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td><td style="border: 1px solid rgb(204, 204, 204); box-sizing: border-box; margin: 0px; padding: 10px; vertical-align: top;"></td></tr>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Integrating the Principles of Kaupapa Māori Research into Your Action Plan</span></div>
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As part of your ongoing professional learning, you need to consider what it takes to successfully carry out your Teacher Inquiry with Māori learners, and how to further develop your cultural competence while integrating the Principles of Kaupapa Māori in your Teacher Inquiry.</div>
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To help you fulfill <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">criterion 4</span> of <a href="https://docs.google.com/document/d/1nBLs_8hFsiZWVagT7WeliTfecG6qR0QUT3gIf3cjR7M/edit" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">RESEARCH 2</a> (explain how you integrate Kaupapa Māori principles into your Inquiry) we have been providing example questions in each week’s class notes to link the weekly course content/topic at different phases of your Spiral of Inquiry model to relevant Kaupapa Māori approaches (principles of Te Noho Kotahitanga), and you have hopefully been recording your thoughts about the relevant principles and considerations to your eportfolio.</div>
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Again, this week, we ask you reflect one of the <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Kaupapa Māori </span>approaches<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> - Kia piki ake i ngā raruraru o te kāinga - The Principle of Socio-Economic Mediatio</span>n, how could your inquiry addresses community needs or priorities of Māori students with socio-economic disadvantages? How can this Principle be applied to the ethical consideration of your Inquiry that have been discussed in the previous section?</div>
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As we mentioned in week 17’s class notes, according to the <a href="http://www.katoa.net.nz/kaupapa-maori" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">Katoa Ltd website</a> the potential of Kaupapa Māori is based upon six intervention elements or principles:</div>
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<li style="box-sizing: border-box; line-height: 1.6;">Tino Rangatiratanga - The Principle of Self-determination (Week 18 & 19)</li>
<li style="box-sizing: border-box; line-height: 1.6;">Taonga Tuku Iho - The Principle of Cultural Aspiration (Week 18 & 23)</li>
<li style="box-sizing: border-box; line-height: 1.6;">Ako Māori - The Principle of Culturally Preferred Pedagogy (Week 19 and 23)</li>
<li style="box-sizing: border-box; line-height: 1.6;">Kia piki ake i ngā raruraru o te kāinga - The Principle of Socio-Economic Mediation (Week 22)</li>
<li style="box-sizing: border-box; line-height: 1.6;">Whānau - The Principle of Extended Family Structure (Week 20 & 21)</li>
<li style="box-sizing: border-box; line-height: 1.6;">Kaupapa - The Principle of Collective Philosophy (Week 20)</li>
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To enhance our understanding of these principles and their application, there are publications from <a href="http://www.nzcer.org.nz/research/publications" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">New Zealand Council for Educational Research (NZCER)</a>. You may wish to revisit <a href="https://app.themindlab.com/media/35220/view" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">Indigenous epistemology in a national curriculum framework?</a>” (MacFarlane, Glynn, Grace, Penetito & Bateman, 2008) (supplementary) about the key competencies and the values, beliefs and preferred practices that are embodied within an indigenous Māori cultural worldview.</div>
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<u><b>Whānau - the extended family structure principle</b></u></div>
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<span style="font-size: 13.3333px;">The whānau and the practice of</span><span style="font-size: 13.3333px;"> </span><i style="background-color: transparent; font-size: 13.3333px;">whanaungatanga</i><span style="font-size: 13.3333px;"> (family connectedness) is an integral part of Māori identity and culture. The cultural values, customs and practices that organise around the whānau and collective responsibility are a necessary part of Māori survival and achievement. There are many examples where the principle of whānau and whānaungatanga come to the foreground as a necessary ingredient for Māori education, Māori health, Māori justice and Māori prosperity.</span></div>
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<span style="background-color: transparent; color: #333333; font-family: "open_sansregular" , "helvetica neue" , "helvetica" , "helvetica" , "arial" , sans-serif; font-size: 15px;">Whakawhanaungatanga - Learning within and through the contexts of everyday human interaction. Learning to take responsibility for supporting and caring for others. Collaborative learning.</span></div>
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As an example, this week's class notes look at the <span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Whānau - the family structure principle</span> and the question that you can consider is:</div>
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<li style="box-sizing: border-box; line-height: 1.6;">To what extent will the students’ whānau be involved in the inquiry?</li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Whānau -</span> the family structure principle The whānau and the practice of <g style="box-sizing: border-box;">whanaungatanga</g> (family connectedness) is an integral part of Māori identity and culture. What other perspectives may be relevant as you apply your new learning from the literature to your Action Plan</li>
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<b><u>Ako - the culturally preferred pedagogy principle</u> </b><span style="font-size: 13.3333px;">This principle promotes teaching and learning practices that are unique to</span><span style="font-size: 13.3333px;"> </span><i style="font-size: 13.3333px;">tikanga Māori</i><span style="font-size: 13.3333px;"> (custom). There is also an acknowledgment of ‘borrowed’ pedagogies in that Māori are able to choose their own preferred pedagogies. Rangimarie Rose Pere writes in some depth on key elements in Māori pedagogy. In her publication</span><span style="font-size: 13.3333px;"> </span><span style="font-family: MaoriTimes-Italic; font-size: 13.3333px;">Ako</span><span style="font-size: 13.3333px;"> </span><span style="font-size: 13.3333px;">she provides expansive discussion regarding tïkanga Māori concepts and their application to Māori pedagogies.</span></div>
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<a href="http://tereomaori.tki.org.nz/Curriculum-guidelines/Teaching-and-learning-te-reo-Maori/Aspects-of-planning/The-concept-of-ako" target="_blank">AKO</a> - A teaching and learning relationship </div>
<span style="background-color: white; color: #333333; font-family: "verdana" , "geneva" , sans-serif; font-size: 11.008px;">In te </span><a class="link-sound" href="http://tereomaori.tki.org.nz/var/tki-trm/storage/original/audio/7d355d6b93880c241497e749e59d7321.mp3" style="background: none rgb(255, 255, 255); border-bottom-color: rgb(43, 76, 90); border-bottom-style: dotted; border-image: initial; border-left-color: initial; border-left-style: initial; border-right-color: initial; border-right-style: initial; border-top-color: initial; border-top-style: initial; border-width: 0px 0px 1px; color: #2b4c5a; cursor: pointer; font-family: Verdana, Geneva, sans-serif; font-size: 11.008px; margin: 0px; outline: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;" target="_blank" title="world">ao<u class="behave" style="background: url("../images/link-audio.gif") right 1px no-repeat; border: 0px; font-size: 11.008px; margin: 0px; outline: 0px; padding: 0px 15px 0px 0px; vertical-align: baseline; zoom: 1;"></u></a><span style="background-color: white; color: #333333; font-family: "verdana" , "geneva" , sans-serif; font-size: 11.008px;"> Māori, the concept of </span><a class="link-sound" href="http://tereomaori.tki.org.nz/var/tki-trm/storage/original/audio/17e435ed026c8c22a1afab2e434735a1.mp3" style="background: none rgb(255, 255, 255); border-bottom-color: rgb(43, 76, 90); border-bottom-style: dotted; border-image: initial; border-left-color: initial; border-left-style: initial; border-right-color: initial; border-right-style: initial; border-top-color: initial; border-top-style: initial; border-width: 0px 0px 1px; color: #2b4c5a; cursor: pointer; font-family: Verdana, Geneva, sans-serif; font-size: 11.008px; margin: 0px; outline: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;" target="_blank" title="learning together (the teacher is the learner: the learner is the teacher)">ako<u class="behave" style="background: url("../images/link-audio.gif") right 1px no-repeat; border: 0px; font-size: 11.008px; margin: 0px; outline: 0px; padding: 0px 15px 0px 0px; vertical-align: baseline; zoom: 1;"></u></a><span style="background-color: white; color: #333333; font-family: "verdana" , "geneva" , sans-serif; font-size: 11.008px;"> means both to teach and to learn. It recognises the knowledge that both teachers and learners bring to learning interactions, and it acknowledges the way that new knowledge and understandings can grow out of shared learning experiences. This powerful concept has been supported by educational research showing that when teachers facilitate reciprocal teaching and learning roles in their classrooms, students’ achievement improves (Alton-Lee, 2003).</span><br />
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<li style="box-sizing: border-box; line-height: 1.6;"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Ako - a teaching and learning relationship:</span> How is your hunch different from (or similar to) the literature regarding the perspectives of people other than the teachers on the area of focus?</li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Ako - a teaching and learning relationship:</span> In what way would you learn back from the students and/or whanau about the pedagogy to be implemented through the gathered data and data collection process?</li>
</ul>
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<b><u>Tino Rangatiratanga - the self-determination principle</u></b></div>
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The principle of tino rangatiratanga has been discussed in terms of mana motuhake, sovereignty and self-determination. Tino rangatiratanga is about having meaningful control over one’s own life and cultural well-being. This principle is embedded in the Treaty of Waitangi. In signing this Treaty in 1840 the sovereign chiefs of Aotearoa New Zealand sought to protect their taken-for-granted, sovereign rights into the future.</div>
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Being able to make choices over what they do and how they learn. </div>
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<li style="box-sizing: border-box; line-height: 1.6;">How could the<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;"> principle of Tino Rangatiratang</span><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">a</span> (Self-determination) be applied to your inquiry topic and area of focus, for example, how can growth mindset be nurtured in digital and collaborative learning environment?</li>
<li style="box-sizing: border-box; line-height: 1.6;"><span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">Tino Rangatiratanga - the self-determination principle: </span>To what extent is your hunch different from (or similar to) the literature in how the area of focus helps the students/whānau to get meaningful control over the student’s learning and cultural well-being?</li>
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Now it is the time to integrate your thoughts into your Action Plan by answering some questions such as:</div>
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<li style="box-sizing: border-box; line-height: 1.6;">How would you apply a Kaupapa Māori approach to knowledge gathering? </li>
<li style="box-sizing: border-box; line-height: 1.6;"><br /></li>
<li style="box-sizing: border-box; line-height: 1.6;">How would you apply a Kaupapa Māori approach in developing your research questions? AKO</li>
</ul>
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<li style="box-sizing: border-box; line-height: 1.6;">How would you apply a Kaupapa Māori approach to identifying community priorities, plan data collection, or put your plan into action? Tino Rangatiratanga - being in control of what they learn and how they learn it</li>
</ul>
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<span style="box-sizing: border-box; font-family: "open_sansbold" , "arial" , sans-serif;">References</span></div>
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Blaxter, L., Hughes, C. & Tight, M. (2006). How to research. (3rd Ed.), Maidenhead, UK: Open University Press.</div>
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Kaser, L. & J. Halbert. (2017). The Spiral Playbook: Leading with an inquiring mindsetin school systems and schools. C21 Canada. Retrieved from <a href="http://c21canada.org/wp-content/uploads/2016/10/Spiral-Playbook.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">http://c21canada.org/wp-content/uploads/2016/10/Spiral-Playbook.pdf</a></div>
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Kaupapa Māori Research [Web log post]. (n.d.). Retrieved from <a href="http://www.kat/" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">http://www.kat</a> oa.net.nz/kaupapa-maori</div>
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MacFarlane, A., Glynn, T., Grace, W., Penetito, W & Bateman, S. (2008). Indigenous epistemology in a national curriculum framework? Ethnicities, 8(1), 102-127.</div>
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New Zealand Association for Research in Education (NZARE). (2010). NZARE Ethical Guidelines. Retrieved from <a href="http://www.nzare.org.nz/portals/306/images/Files/NZARE%20EthicalGuidelines2010.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">http://www.nzare.org.nz/portals/306/images/Files/NZARE%20EthicalGuidelines2010.pdf</a></div>
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Timperley, H., Kaser, L., and Halbert, J. (2014, April). A framework for transforming learning in schools: Innovation and the spiral of inquiry. Centre for Strategic Education, Seminar Series Paper No. 234. <a href="https://educationcouncil.org.nz/sites/default/files/49.%20Spiral%20of%20Inquiry%20Paper%20-%20Timperley%20Kaser%20Halbert.pdf" style="box-sizing: border-box; color: #1aaf5d; line-height: inherit; text-decoration-line: none;" target="_blank">https://educationcouncil.org.nz/sites/default/files/49.%20Spiral%20of%20Inquiry%20Paper%20-%20Timperley%20Kaser%20Halbert.pdf</a></div>
Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-50582090867142228822018-11-28T20:03:00.000-08:002019-02-05T20:17:17.575-08:00Action Plan<a href="https://docs.google.com/document/d/1xMVZUopdZNFwfuhGDygtqPtRdgIzaPhtecwzwtKBhGs/edit" target="_blank">Action plan</a>Mrs Thttp://www.blogger.com/profile/12604505736704002222noreply@blogger.com0tag:blogger.com,1999:blog-2842865720923599496.post-31481246547722678912018-11-25T19:33:00.001-08:002019-02-05T20:17:36.493-08:00Week 19 - Hunch<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Developing a Hunch</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">You or your team may have a ‘hunch’ about why things are the way they are in relation to</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> your chosen topic and issues within it, or what could be the reason for the problems, or</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> which pedagogy could be used to improve the situation, getting them out on the table to</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> discuss or investigate would help you or the team move forward together (Kaser and Halbert, 2017).</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"><br /></span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Developing a hunch means getting deeply held beliefs out on the table about your own practices</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> and checking your assumptions for accuracy before moving ahead. In this phase, you or your</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> team (If you go for group submission) should look for the evidence of the reason or process that</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> leads to the current situation and how you could contribute to improving it as a professional.</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> Blaming other factors such as the learners, parents, or the system would only stifle the Inquiry</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> (Kaser and Halbert, 2017).</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">These class notes will guide you to explain how you can evaluate the literature to check for the</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> accuracy of any assumptions you make when developing your hunch. The literature you evaluate</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> should be relevant to the Teacher Inquiry area(s) of focus that you have identified based on the</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> week 18 literature search.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">How to Critically Evaluate Your Resources</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">In your research essay, you should analyse and evaluate the resources that are relevant to your</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> topic area. It might have been a while since you’ve written in this way, so </span><a href="https://app.themindlab.com/media/15224/view" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">this required reading,</span></a><br />
<a href="https://app.themindlab.com/media/15224/view" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;"> an academic paper</span></a><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> by Jennifer Duncan-Howell will hopefully help to refresh your thinking. There</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> are extra annotations added to provide indications on how to analyze and evaluate a research</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> publication, and how to extract the key information from the viewpoint of the literature review. </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">For instance, getting an overview from the Abstract, critically analyzing numerical data, linking </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">the article content with potential themes, recording key references cited in the article, taking notes</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> of your evaluation and possible further analysis on specific content when writing the essay </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">(the class notes of week 20 will explain more about the writing process).</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">It is important that when you read research literature, you critically evaluate it. Questions you</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> might find useful to ask yourself when reading an research article might include:</span></div>
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<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.92; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Are there clearly stated research questions?</span></div>
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<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.92; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Does the article explain why the topic is important?</span></div>
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<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.92; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Is the research design and methodology described? Does it seem appropriate for the area</span></div>
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<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> of study?</span></li>
<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.92; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">What is the data analysis like? Are the results clearly explained?</span></div>
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<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.92; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">What are the conclusions? Are they a reasonable reflection of the data analysis?</span></div>
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<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">There are several supplementary videos that provide valuable information about interpreting</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> academic papers. The short video from the Hong Kong Polytechnic University discusses reading</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> </span><a href="https://app.themindlab.com/media/8649/view" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">academic articles in a time-efficient way</span></a><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">. The video "</span><a href="https://app.themindlab.com/media/8648/view" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">How to read a scholarly Journal Article</span></a><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">" from</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> Kishwaukee College Library works through a specific example. Another video,</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> "</span><a href="https://app.themindlab.com/media/8647/view" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">How to read scientific articles</span></a><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">" from the University of Mississippi, covers similar ground but </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">also includes convenient subtitles.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">You can look at further examples (required) of </span><a href="https://drive.google.com/file/d/1qfKM2dSqJ9iBgN95noGActsZB0KfbPOi/view?usp=sharing" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">evaluation of research publications</span></a><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> from previous</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> students’ works to understand more.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Organising and Synthesising Your Sources With a Matrix</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Synthesizing the sources is relevant to criterion 2 (“Critically engage with a range of literature</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> about the identified research topic by summarising the key ideas and then comparing/contrasting</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> how literature addresses the topic”) in the </span><a href="https://drive.google.com/file/d/1_MfIDK1TXEaDuvSYklFY13bqQfRXAwAg/view?usp=sharing" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">rubric</span></a><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">. The themes can then be discussed in the main</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> sections of the research essay as shown in the </span><a href="https://docs.google.com/document/d/1qPezXhH3qxRgSpuBjbea-VehI9l3_uyGSc8D7RoQqUQ/edit" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">template</span></a><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">We strongly believe that a synthesis matrix can help you to organise sources within those different</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> themes for your Research Essay. The supplementary document titled “</span><a href="https://app.themindlab.com/media/35828/view" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">Writing A Literature</span></a><br />
<a href="https://app.themindlab.com/media/35828/view" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;"> Review and Using a Synthesis Matrix</span></a><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">” (Ingram, Hussey, Tigani & Hemmelgarn, 2006) demonstrates</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> how you can use a synthesis matrix to sort and </span><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre;">categorise</span><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> the different viewpoints presented on</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> a topic in the literature. There should be two to four themes, which are discussed across the</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> literature, to be elaborated in your essay.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Your main task this week is to </span><a href="https://docs.google.com/document/d/1k50OfNFhaFBu0Y_ykYGt6mah0mClOLmqdGUFrenimE0/edit" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">fill in your synthesis matrix</span></a><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> (you can either create a new document</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> or use the template from last week). You might quickly realise that you need to locate and read</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> more to find new viewpoints to compare and contrast under each subtheme.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Remember to add all the new sources to your annotated bibliography, and remember to do that</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> in APA format so that writing the Essay itself and then creating the final Reference list is easier.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Comparing or Contrasting the Literature</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">In your Research essay, you need to analyse the commonalities as well as the differences</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> between the literature, for example, what are the common findings between the different sources</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> you are reading? Are there any disagreements or tensions among them? This is where creating</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> that Matrix will help you.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Next week you’ll all write and finalise your Research essay, so remember this week to focus on</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> comparing or contrasting the literature, since it is relevant to criterion 2 of RESEARCH 1 “Critically</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"><br /></span>
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> engage with a range of literature about the identified research topic by summarising the key </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">ideas and then comparing/contrasting how literature addresses the topic”.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Some of you might already start to summarise these viewpoints into your Research Essays too, </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">under the theme headings. You are free to do that, but we strongly recommend using the </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">synthesis matrix or something similar to locate the viewpoints that challenge your assumptions.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">When you are critically evaluating research publications, you should note the common</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> information/ideas discussed across the literature which could be a theme in your essay.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">You can look at examples (required) of </span><a href="https://drive.google.com/file/d/1-tymF231CCvampwniMr1CSHO_xxuBTun/view?usp=sharing" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">synthesizing the sources</span></a><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> and </span><a href="https://drive.google.com/file/d/1w82fY63Dm3tdMbmvUlNgKRYnYRtY_xRh/view?usp=sharing" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">comparing/contrasting </span></a><br />
<a href="https://drive.google.com/file/d/1w82fY63Dm3tdMbmvUlNgKRYnYRtY_xRh/view?usp=sharing" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">the literature</span></a><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> from previous students' works to understand more.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Checking Your Assumptions</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Now that you have summarised, synthesized, and compared or contrasted the literature that’s </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">relevant to your Inquiry’s area(s) of focus, you would now be more research-informed to check </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">your previous assumption(s) or ‘hunches’ about the topic of interest. This all relates to criterion </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">3 in the RESEARCH 1(‘Argue how your insights gained from the literature address the current</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> needs of your community’).</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">If you need an entertaining break, view 2010 video (supplementary) from Steve Johnson about</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> ‘</span><a href="https://www.youtube.com/watch?v=NugRZGDbPFU" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">WHERE GOOD IDEAS COME FROM</span></a><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">’ that explains the idea that combining hunches have for </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">innovation.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">You need to discuss the insights from the analysed literature in your research essay as shown</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> in the </span><a href="https://docs.google.com/document/d/1qPezXhH3qxRgSpuBjbea-VehI9l3_uyGSc8D7RoQqUQ/edit" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">template</span></a><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">. Answering these questions in section 4 could help you to meet criterion 3 of</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> the </span><a href="https://drive.google.com/file/d/1_MfIDK1TXEaDuvSYklFY13bqQfRXAwAg/view?usp=sharing" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">rubric</span></a><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">:</span></div>
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<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.92; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">What are the similarities and differences between your prior knowledge (assumptions) </span></div>
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<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">and the literature?</span></li>
<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.92; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">To what extent do these similarities/differences inform your Inquiry?</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.92; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">How do the insights gained from checking your assumption(s) address the current needs </span></div>
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<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">of your community? For example, can the approaches discussed in the literature be </span></li>
<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">applied to meeting your community’s current needs?</span></li>
</ul>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Write brief responses to the ‘Insights from the analysed literature’ section of your essay document,</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> it will make finalising your Research essay so much easier next week.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Applying Kaupapa Māori Approaches to ‘Developing a Hunch’</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">This week’s principles of Kaupapa Māori that you should reflect upon in your Action Plan </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">document are:</span></div>
<ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.92; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Tino Rangatiratanga - the self-determination principle: To what extent is your hunch </span><span style="font-size: 11.5pt;">different</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="font-size: 11.5pt;"> from (or similar to) the literature in how the area of focus helps the students/whānau </span></li>
<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">to get meaningful control over the student’s learning and cultural well-being?</span></li>
<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.92; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Ako - a teaching and learning relationship: How is your hunch different from (or similar to)</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> the literature regarding the perspectives of people other than the teachers on the area of</span></li>
<li dir="ltr" style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> focus?</span></li>
</ul>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">And once again you can develop your own guiding questions too.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">The topic for next week is ‘Write up Your Topic (Learn)’, in the class notes, we will show you</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> how to complete the writing of your Research Essay.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Checking You’ve Done All That Was Required for This Week</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">The Tasks-list on the next tab helps you to check you have done all the required activities.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">REFERENCES</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Brock Library. (2013). What's an annotated bibliography? Retrieved from</span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"> </span><a href="https://www.youtube.com/watch?v=R0Hsnx0l1q4&feature=youtu.be" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">https://www.youtube.com/watch?v=R0Hsnx0l1q4&feature=youtu.be</span></a></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Duncan-Howell, J. (2010). Teachers making connections: Online communities as a source of </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">professional learning. British Journal of Education Technology, 41(2), </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">324-340, doi:10.1111/j.1467-8535.2009.00953.x</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Johnson, S. (2010). WHERE GOOD IDEAS COME FROM [Video].</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">RiverheadBooks. Retrieved from </span><a href="https://www.youtube.com/watch?v=NugRZGDbPFU" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">https://www.youtube.com/watch?v=NugRZGDbPFU</span></a></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Kaser, L., and Halbert, J. (2017). The Spiral Playbook: Leading with an inquiring mindset in </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">school systems and schools. C21 Canada – Canadians for 21st Century Learning and Innovation. </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Retrieved from </span><a href="http://c21canada.org/wp-content/uploads/2016/10/Spiral-Playbook.pdf" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">http://c21canada.org/wp-content/uploads/2016/10/Spiral-Playbook.pdf</span></a></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Katoa Ltd. (n.d.) Kaupapa Māori Research. Retrieved from </span><a href="http://www.katoa.net.nz/kaupapa-maori" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">http://www.katoa.net.nz/kaupapa-maori</span></a></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Kishwaukee College Library. (2012). How To Read a Scholarly Journal Article. Retrieved from </span><br />
<a href="https://www.youtube.com/watch?v=EEVftUdfKtQ" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">https://www.youtube.com/watch?v=EEVftUdfKtQ</span></a></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Ingram, L., Hussey, J., Tigani, M., and Hemmelgarn, M. (2006). Writing A Literature Review </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">and Using a Synthesis Matrix. NC State University Writing and Speaking Tutorial Service.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">PolyU ELC. (2014). Reading academic articles. Retrieved from</span><br />
<a href="https://www.youtube.com/watch?v=qJaJL8drcT0" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">https://www.youtube.com/watch?v=qJaJL8drcT0</span></a></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Timperley, H., Kaser, L., and Halbert, J. (2014, April). A framework for transforming learning </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">in schools: Innovation and the spiral of inquiry. Centre for Strategic Education, Seminar Series </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Paper No. 234. </span><br />
<a href="https://educationcouncil.org.nz/sites/default/files/49.%20Spiral%20of%20Inquiry%20Paper%20-%20Timperley%20Kaser%20Halbert.pdf" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">https://educationcouncil.org.nz/sites/default/files/49.%20Spiral%20of%20Inquiry%20Paper%20-</span></a><br />
<a href="https://educationcouncil.org.nz/sites/default/files/49.%20Spiral%20of%20Inquiry%20Paper%20-%20Timperley%20Kaser%20Halbert.pdf" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">%20Timperley%20Kaser%20Halbert.pdf</span></a></div>
<span id="docs-internal-guid-a2908fdb-7fff-c7c1-f271-ef76cd4ba413"><br /></span>
<br />
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">The University of Mississippi Libraries. (2014). How to Read Scientific Articles. Retrieved </span><br />
<span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">from </span><a href="https://www.youtube.com/watch?v=1BuE138KK18" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-family: "arial"; font-size: 11.5pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre;">https://www.youtube.com/watch?v=1BuE138KK18</span></a></div>
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