Mind Lab - Week 24 - Anticipate Impact (Learn)

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 with robots.

Students are working within collaborative groups in their maths learning with robots.




Possible Impact of the inquiryWhat are the possible benefits and disadvantages of the inquiry?
How might it impact on your communities or your practice?
How will the outcomes contribute to the topic area you are investigating?
How will the outcomes from the Action Plan impact on your practice and members of your community?
How will the outcomes from the Action Plan impact on the perception of members of your community about the topic area?
Students
Increased number knowledge
More engaged which would lead to increased love of maths
Learn to work with others - collaborate
Learn to use robots
Parents
Happy kids happy parents
Increased knowledge of how to help at home
Increase understanding of how digital technology can be used within the classroom.
Senior Management Team
Implement across other teams
BOT
May invest in more robots
Teachers
Continue to use robots through mathematics throughout the year.
Use robots in other curriculum areas

 When we did our research there was no research on teaching maths using robots there was only info on using robots to teach technology.

Comments

Post a Comment

Popular posts from this blog

Week 29 - Consider your audiences (Take action)

Image
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
Read more

Week 30 Reflect on Your Evidence (Take Action)

Image
S tep 1 : D escribe the data you have collected A s part of my inquiry, I collected data during the “Scan” phase of the Spiral of Inquiry, the aim of which was to find out how my students-to-be felt about learning particularly maths and robotics. This data was used to refine my area of further research.  S ince then all of my data collection has been during the “Take Action” phase as per my Action Plan . O n a daily basis, I have been collecting quantitative data on student collaboration and engagement using tally marks on interval behaviour logs, to see if students were actively collaborating and engaged in their learning when using the Bee-bots. Qualitative data has been collected daily in the form of post-observation interviews with each of the four target students, in order to clarify the findings from the interval behaviour logs.  N umber Knowledge tests were carried out before and after the teaching intervention to obtain before and after quantitative d
Read more

Week 31 - Evaluate Your Impacts (Check)

Image
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
Read more