Evaluate how your Inquiry impacts on future Inquiry/practice
My reflection, based on a reflective model such as Rolfe's model which we have broken into these three steps below: evaluates how my inquiry on coding to increase literacy impacts on the community of our school and their families that I engaged with, their current needs of enhancing 21st Century skills, and your future practice to further develop this research based teaching practice in daily teaching practice.
Step 1: What is the actual impact after the ‘Take Action’ phase?
The observed impact of the 'take action' phase, is that children have become better engaged in their learning and are partaking in a pattern of spiral of inquiry themselves. I have noticed also as the evidence suggests that the children's results in the other curriculum areas, such as science and mathematics have increased also as well as, literacy. As the research in other countries alerted me to initially.
The coding at school also has filtrated into other areas of learning and sparked interest in children gaining an awareness of their own potential and the feeling when new doors are opened up. This is something that cannot be measured, yet just as valid I believe in changing attitudes to become more positive towards education as a whole and teacher practice. I suppose a spiral of positivity.
Step 2: How is the actual impact different from or similar to the anticipated one?
My inquiry impacts on the community as children have the attitude to take better ownership of their learning and have a greater enjoyment of school as a result and this type of learning goes home also. Like on the tki maths example "They wanted their teachers and students to co-design maths learning together". Four different sets of parents have commented at parent teacher interviews that they ‘fake’ being well to come to school. I think his is a good indicator of enjoyment.
Step 3: What is the impact on future inquiry/practice?
What I would do differently is have better confidence in myself and the research to take bigger risks earlier on. I ask he questions as in research;
Do teachers always set tasks?
Do learners feel they have choice about who they learn with? for greater owner ship of learning.
To have the growth mindset myself to think I can do it, I may fail, yet do it anyway. Instead of treading lightly in the name of research. Get a gradual change is more concrete in the long term results. To foster the culture of inquiry in students. I would also set up better STEAM I already have a 6 year old wanting to create an ancient civilisation made from junk in the holidays (next terms concept). She wants to add makey-makey sounds of the people when she comes back to school. We will see where this goes!
As it says in Stoll (2015) Spirals of Enquiry is a different way of approaching enquiry which confronts, challenges, shifts
paradigms and energises!
My reflection, based on a reflective model such as Rolfe's model which we have broken into these three steps below: evaluates how my inquiry on coding to increase literacy impacts on the community of our school and their families that I engaged with, their current needs of enhancing 21st Century skills, and your future practice to further develop this research based teaching practice in daily teaching practice.
Do teachers always set tasks?
Do learners feel they have choice about who they learn with? for greater owner ship of learning.
To have the growth mindset myself to think I can do it, I may fail, yet do it anyway. Instead of treading lightly in the name of research. Get a gradual change is more concrete in the long term results. To foster the culture of inquiry in students. I would also set up better STEAM I already have a 6 year old wanting to create an ancient civilisation made from junk in the holidays (next terms concept). She wants to add makey-makey sounds of the people when she comes back to school. We will see where this goes!
As it says in Stoll (2015) Spirals of Enquiry is a different way of approaching enquiry which confronts, challenges, shifts paradigms and energises!
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