Mind Lab Karen Duligall

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

How can the use of robotics and learning within collaborative groups be used to promote student engagement and have positive impacts on mathematical outcomes? From my baseline assessment of student data, I know that multiplication is an area that my students need more direct instruction in. The activities created for my first teaching week were not as engaging as I would have liked. This week's activities should be more engaging. 1) Teacher-led group - multiplication - explicit teaching using Bee-Bots. Heterogeneous group - students working on different times tables. Blue tac magnets onto the front of the Bee-Bots. Spread metal paper clips on the floor. Students program Bee-Bots to collect paper clips. When the Bee-Bot returns they put the paperclips into groups and label the multiplication (and division) fact they have created. I will be recording when students ask questions (of myself or their peers). Asking questions is an indicator of students being cognitively eng

T his weeks reflection on my teaching practice has shown me that although I frequently reflect with my collaborative teaching partner I rarely put pen to paper and formalize the reflections.  Although we talk every day about what is happening with our students, it is only when we are writing up our Teaching as Inquiry notes for our appraisal meetings that we fully engage in research and written reflection. S o for this week's reflections, I will be using Rolfe’s Model of Reflection (Otago Polytechnic, n.d.). S tep 1 - W hat D uring the first week of term I collected baseline data, collated the results, found an area for development and selected my target students. I discovered that multiplication was an area that my target students needed explicit teaching in. So as part of the Take Action phase of the Spiral of Inquiry (Kaser, L. & J. Halbert., 2017) I set up four activities for my groups to rotate around. ( Take Action - Teaching Plan ) D uring e

How can the use of robotics and learning within collaborative groups be used to promote student engagement and have positive impacts on mathematical outcomes? From my baseline assessment of student data, I know that multiplication is an area that my students need more direct instruction in. I have compiled this rotation for the first teaching week of the term. 1) Teacher-led group - multiplication - explicit teaching using Bee Bots. Discuss groups of. Make 'groups of' using multi link cubes. These are heterogeneous groups so students will be working on different times tables. Using one times table (2s, 5s or 10s) put the multiples on a number track. Program the Bee-Bot to walk up and down, pausing on the numbers in the correct order for that times table. 2) Kid Bots - a fun independent activity where the students are the robots, coders, and robot managers. Using the 100 square or the snakes and ladders on the concrete, 3) Book based multiplication maintenanc

Gibbs Cycle of Reflection - from video Challenge you, your knowledge and your values Describe briefly - key facts only - don’t waste word count Feelings - what influenced them? Did they change during the event? Did they affect your actions? Evaluation - Your judgments at the time, what contributed to them? How do you feel about them now? Try to stand back and look at the bigger picture Analysis - start looking at the experience in depth and focus on vital aspects - were there key issues that affected something or someone? Eg lack of knowledge, communication or time management? What was the issue? What should have happened? Are there theories to understand the situation and improve next time? Examine all the influencing factors and discover ways to improve. Conclusions - Complete the key points learned through reflective practice and what to improve next time. identify any training needs or skills which could be developed further - this will inform your action plan