Mind Lab Karen Duligall

Week 24 - Anticipate Impact (Learn) Which standard is this? Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners. We analyse the results we collect from the data and create some evidence. What does the evidence tell us? Don't draw conclusions - just go straight from the results themselves - what does it tell us? We will be able to find out how much higher the students number knowledge is than it was at the beginning of the teaching session. We would need to compare to some students who have not used robotics to confidently say that this was a result of using robotics in maths. The basic data is the outcomes (the percentages) just talk about the facts of your data. Principal Outcomes Students have increased in the maths number knowledge after maths teaching sessions using robots. Students are cognitively and behaviourally engaged in their maths learning wit

Week 23 - Plan Data Collection (Learn) Key Terminology Robotics - BeeBots, ProBots, Mbots and EV3s to learn mathematical number knowledge concepts. - choose 1 Collaborative groups - shared responsibility, making substantive decisions with other people and work being interdependent on others - heterogeneous learning groups for collaborative tasks - mixed ability, mixed gender, through teacher observations (interviews and observations - qualitative) Student Engagement - In practice students are actively engaged in the task - through teacher observations (interviews and observations - qualitative), students are asking questions (quantitative), behaviour is appropriate (Observation), motivational level when they come into the classroom in the mornings is high m(observation), completing of tasks can be seen on tracking sheet (quantitative) Mathematical Outcome - Knowledge pre and post-tests show improvement in scores - quantitative Ethics - listen to Tuesday Week 22 we

PROFESSIONAL LEARNING Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages, and cultures. PROFESSIONAL RELATIONSHIPS Engage in reciprocal, collaborative learning-focused relationships with: – learners, families and whānau – teaching colleagues, support staff and other professionals – agencies, groups and individuals in the community Research Ethics The Key Principles of Research Ethics Here are some key principles summarised from the New Zealand Association for Research in Education Ethical Guidelines (NZARE, 2010) : Seek at all times to avoid harm and do good. The rights and welfare of learners, research participants, and the public should take precedence over the researcher's self-interest. Have a specific duty of care to research participants: to avoid unnecessary anxiety or harm