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 28 - Act in Your Professional Environment (Take Action)

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T his week I discuss the ethical issues that occurred during the Taking Action phase of the Spiral of  Inquiry (Kaser & Halbert. 2017) using Rolfe’s Model of Reflection. S tep 1 - W hat W hen putting together the  Action Plan  a number of ethical issues were identified but a new one popped up involving the need to carry out baseline testing. W hilst there is no dispute that testing was required, normally I would test during week 3 once I had established class routines and developed relationships with my students. H owever, I needed the data much sooner. In my last blog post , I talked about the importance of Whanaungatanga - Building relationships - with whanau, and students. S tep 2 - S o W hat U sing Ehrich’s (2011) ethical decision-making framework I needed to consider competing forces. These fell within the Professional Ethics section - the need to develop relationships with my students, to teach them routines and foundations such as growth...
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