-
As the course is moving into its final phase, I have been looking over my inquiry process.  Have I been focusing (not the spiral focus) too much on checking for student input and opinion instead of collecting student input on my hunches.  Being observant within my classes I just assumed that what ever I came up with during Maths topics was relevant for the students.  Maybe I should have gathered some data on students for my hunches to develop more of a focus for my class.  Any thoughts from anyone else?

Comments

  1. Unknown10 June 2018 at 02:21

    I think it is important to gather student voice throughout the inquiry process, but for this assessment we are planning the inquiry process so having student voice is not necessary. Which does not mean you should not do it just that is in not required.
    The planning process does make me want to jump straight in and get some feedback to hear what my students have to say.

    ReplyDelete

Post a Comment

Popular posts from this blog

Activity 4: Legal and ethical contexts in my digital practice

-
Ethical and Legal Issues and Decision Making Practices:  l'm using (Rolfe, 2001)'s self reflective model for an ethical dilemma that occurred when I was the year 9 Dean.  Helton and Ray (2005) mention unethical scenarios experienced by teachers, for me this situation involved school and law policies, and student accusations. The “What”: A student was being bullied online via social media.  I followed the school's protocol for a restorative session to address the online bullying. I took proper documentation notes and filled incident reports. Parents, guidance counsellors, and the tutor teachers were notified of the situation. Unfortunately I was placed in an ethical dilemma with a revised New Zealand law against online bullying . From the Beehive.Gov site (2017) Ms. Adams is quoted as saying “The Harmful Digital Communications Act made it illegal to send messages and post material online that deliberately causes a victim serious emotional distress,” . Each ...
Read more

Activity 8: Key change in my professional practice

-
Activity 8: Key change in my professional practice 1) What? Reading other teachers' themes from Hack Education I really fall in the line of "in the future, education will be more collaborative through digital technologies, thus breaking down silos in departments. " This course has opened my eyes to linking my subject (Mathematics) into other subjects.  I have had a chance to collaborate with two great teachers from my school and to reflect the integration of student collaboration with the use of digital technologies.  Taking away the subject I have looked in depth toward a focal point of student engagement and transference of knowledge via a digital innovation. 2)  So what? Looking at my practice and using Osterman and Kottkamp's (2015) cycle of experiential learning, I have almost completed my reflective journey. Stage 1: My problem was my close-mindedness of utilizing outside social media to strengthen and broaden possible digital technologies into...
Read more

Activity 6: Contemporary trends in New Zealand

-
Image
Activity 6: Contemporary trends in New Zealand Step 1 (What): The one trend that is most relevant is the impact of digital learning.  Within the Mathematical field the amount of changes from the old style of pen and paper/route learning is something of the past.  The Ministry of Education site has stated that a focus on the "influence of digital technologies across all aspects of education" should be a trend to focus on. The growing impact of desmos, geogebra, and NZgrapher are a few visual Mathematical digital learning tools that are being used in NCEA assessments at our school.  Being able to stay up to date and build on this trend is of major importance in order to stay relevant within an evolving digital world.   Another trend that I would like to come back and focus on would also be the development of personal skills that Daggett (2014) was speaking about. Step 2 (So What): Career readiness data from the ACT's national studies has stat...
Read more