Mind Lab - Week 16 - Leadership

Mind Lab - Week 16 - Leadership


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Week 31 - Evaluate Your Impacts (Check)

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S tep 1 : W hat is the observed impact after the ‘Take Action’ phase? T he evidence from the ‘Take Action’ phase is that students were engaged in their learning (as long as the activities were pitched at the right level) which resulted in positive student learning outcomes. H owever, there is no evidence that it was actually the robotics that has improved outcomes and not other factors. I needed to have a control group, that I taught without the use of robotics, to compare with, in order to obtain evidence that robotics increased engagement and therefore student outcomes. W hen researching for the ‘Learn’ phase it was evident that there is no research around teaching maths using robotics, only information on using robotics to teach technology such as coding. This research, if conducted again with a control group, could provide valuable information in this field. F inally, my inquiry did not provide evidence for collaborative groups improving student outcomes as I focuse...
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Week 29 - Consider your audiences (Take action)

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D uring my inquiry into the use of robotics in maths to increase engagement in maths learning, and subsequently to improve learner outcomes, I have made changes in my practice. My plan is for this change to filter down through my team to other Year 5 teachers at my school. Here I will critically reflect on my wider audiences using Rolfe’s Model of Reflection . S tep 1 - W hat L ooking at my practice within a wider, national, context I need to consider the future of education and the role of new technologies within this. Bolstad et al (2012) suggest that 21st-century learning is ‘an emerging cluster of new ideas, beliefs, knowledge, theories and practices”. Whilst their research project is now 7 years old, one of Core Educations 10 trends for 2019 is Human Capital which states that “we must keep learning and changing to acquire skills and dispositions that meet the needs of different contexts and emerging opportunities.” Essentially 21st Century Learning for 2019. S tep 2 - S o...
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Week 27 - Examine Your Cultural Context (Take Action)

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A t this stage of my inquiry, I need to reflect upon Whanaungatanga (Building relationships) specifically my interactions and communication with parents/caregivers and whanau. I plan to use Rolfe’s Model of Reflection along with the Culturally Responsive Practice for Maori Scale (CRPMS) (Asil, 2017) as the framework for my reflection. S tep 1 - W hat N ew Zealand has been identified as having one of the widest spreads of student achievement within schools which has led to Maori students being identified by the Ministry of Education as a “priority learner group”. (Asil, 2017) R ussell Bishop (2012), explains that Maori student underachievement was originally thought to be some kind of deficit in Maori people themselves. However, there is ample evidence that Maori are just as capable of being educated as other populations. Agentic teachers are the key to making a difference. According to Bishop and Berryman (2009) “they believe that all of their students can ach...
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