CRITICAL REFLECTION ON PROFESSIONAL PRACTITIONER INQUIRY

CRITICAL REFLECTION ON PROFESSIONAL PRACTITIONER INQUIRY

Idea Development

From this course I have increased my own knowledge of education to enhance my own dance teaching. I desired to continue with my own professional development and to go on to gain full qualified teacher status. I wish to prove the value of dance as a creative and enjoyable subject, which inspires individual development in terms of talent, fitness, confidence and social skills, and give my students a platform in which to move into full time vocational training in the performing arts. I plan to further develop Performing Arts at my institution making good use of the equipment and resources available within the college. It will benefit the college with improved exam results. As my college have Media specialism I decided to explore using these resources as teaching tools and to evaluate if these will enhance my own teaching in dance.

Data Gathering Tools

Through researching for my Professional Inquiry I have discovered a number of tools that can have been used effectively for gathering data for my line of inquiry. Reflecting on what went well and what can be improved on. (Appendix A My Blog).

When attending a BAPP course on data gathering tools for inquiry I  learnt to use a wider variety of tools, and to sample these first A link below to Alan Durrant’s course feedback; http://adurrant.blogspot.co.uk/ (Appendix D).  I found that by piloting these tools I was able to evaluate their effectiveness as part of my inquiry (Pilot Survey Monkey link:  http://www.surveymonkey.com/s/LSG5JC2)

I have found these tools help me to learn in my workplace and are useful as part of my professional practice, in terms of continual professional development. I can take on board the feedback received from piloting these tools and implement changes in my own teaching, for a positive outcome. For example……………  Observing other colleagues in my own profession has highlighted what skills I need to further develop in my own practice.

Reflective Practice

While doing the work on module 2 I have continued to take a more professional approach to using networking sites such as Linkein, Twitter and my newer improved Facebook account for professional use http://www.facebook.com/?email_confirmed=1 (Wright-Press:2012).  My increased social network has enabled me to share and discuss ideas for my professional inquiry with people who have a similar interest in my line of inquiry and colleagues. (Appendix…….) http://www.facebook.com/#!/groups/253041654781486/

During studying the BAPP course I have discovered the importance of ethical practice. I have found this extremely interesting as I had not previously considered the consequences of neglecting ethics. http://gemmawrightpress.blogspot.co.uk/2012/11/what-i-have-learnt-about-ethics-5c.html#comment-form I realised that for my inquiry plan I will need to gain permission from all my students involved in order to carry out my inquiry on using ICT in dance.  Having learnt about the theory of "Obligation" I will need to create a disclaimer consent form for [participants, which will to re-assure my students that they will remain anonymous. I will also clarify that there is no penalty for refusing to take part. I will be acting as a teacher researcher. (Appendix C…….). The course also encouraged me to engage in discussions on blogs and share research links through ‘delicious tag’ on my professional blog. Here is the Link: http://delicious.com/gemcakes/%2Bbapp these links enabled me to access and to explore further ideas and the course has given me the skills to think more critical about my own experiences. I have developed my ability to think critically, to use theory and research and to apply this to my own teaching work. Exploring different ideas has given me a greater understanding to implement my skills to the beneficiary of the pupils that I teach. I have established new practice from using ideas from this course.

 

Literature Review 6C

As my ideas for inquiry are based on the effects of using ICT in dance education, whilst attending a continual professional development course at my Academy I was introduced to the theories of John Hattie. I was interested in discovering his size effect chart showed that using a number of different ICT tools had a positive effect on teaching and learning.

James Nottingham, leading the discussion, uses Hattie's size effect chart as part of his research into how students learn. James Nottingham focus's on stretching and challenging students. He teaches that while students need to practise skills in order to learn they must go out of their comfort zone and work above their current ability- 'Wobble'. He uses Hattie's chart to demonstrate which teaching methods will enhance student learning. This course inspired me to look further into Hattie's "Distribution of effect sizes".

John Hattie's "Distribution of effect sizes" chart shows the average effect of a number of different teaching methods, to include many ICT tools which are shown to have a positive effect on student learning. Most teaching and learning methods have a positive effect but the average effect is the point where we look to help students to make 'significant' (more than average) progress. These teaching methods are those which have more effect than the "hinge point" of 0.4. "An effect size of 1 indicates that a particular approach to teaching or technique advanced the learning of the students in the study by one standard deviation above the mean".

This lead me to then question why some teaching methods are more effective than others in relation to students learning and progress. I researched the work of Herrmann who divided different learning styles into four categories; Theorists, Innovators, Organisers and Humanitarians. In 1982 Herrmann developed a model for whole brain learning whereby he identified these four learning styles relating to right-brain and left-brain learning. He believed that each person will learn by using two of these styles, so teachers should aim for whole brain learning, using a variety of teaching strategies to ensure individual progress. Herrmann saw the four different learning styles as "complementary ways to understand a topic, rather than as alternative approaches that the learner can choose from" (Geoff Petty 2009).

My Survey Link

My Survey Link updated: http://www.surveymonkey.com/s/LSG5JC2

This link will work, and it will take less than 5 minutes to answer the pilot survey....please :)

Delicious Tags 6D

Delicious Tags for task 6D.

Ofsted report on using ICT said

n  Using ICT was contributing positively to the personal development and future economic well-being of pupils and students. It developed their skills of working independently and cooperatively and was in most cases motivating and engaging. (See Delicious Tag link).

John Hattie's size effect chart / table clearly shows that ICT tools can be effective in student learning.

See tag link http://www.learningandteaching.info/teaching/what_works.htm

Another Ofsted report said 

Inspectors visited a selection of primary and secondary schools to assess teaching about sustainability and progress towards meeting the expectations of the National framework for sustainable schools. In the best lessons, teachers used a range of imaginative activities to help pupils develop and test out their views on complex ethical issues. However, most of the schools visited had limited knowledge of sustainability and work in this area tended to be uncoordinated, often confined to special events rather than being an integral part of the curriculum. http://www.ofsted.gov.uk/resources/schools-and-sustainability

Please click on the link below to share these resources :)

http://delicious.com/gemcakes/%2Bbapp

Gathering Data - 6B

The third campus session was about gathering data for our professional enquiry. We discussed the effectiveness of a number of tools with regards to merits and limits of each.

We first looked at Observation. There are different forms of observation which may carry different advantages and disadvantages. Often during an observation you are a spectator, with no control over the situation. The limits to using this tool are that students may react differently when being observed, therefore it may not be a truthful reflection. Are we witnessing the normal reality of what we are observing? Which raises the question: how valid is this tool? However the merits can be valuable, sharing good practise with other teachers, observing and assessing students (can compare my own students behaviour and skills in a different environment) and the observation could raise/ highlight further questions for my enquiry.

Interview. A interview is one on one and therefore a more personal tool for gathering data. You can ask deeper questions and get a more thorough answer with less chance of mis-understanding. The answers you receive are going to be more honest and precise and you can ask for further explanation. The answers may also lead to new questions, as the person you are interviewing is likely to be an expert in the field with a vast amount of knowledge to share. However interviewing is time consuming and the limits include the practical challenge of getting others to agree to offer you enough time required to use this tool effectively. It requires good technical interviewing skills to ask the correct questions and to receive the desired response, using this tool which is not anonymous so could feel intimidating to some.

A Survey. The benefits of a survey is that it is quick to distribute to a wide number of participants who can complete it in their own time. It is taken anonymously so the data gathered maybe more honest and precise, giving quantitative results. The limitations are that many recipients may simply not complete and return the survey. Interpretation of the data from surveys maybe somewhat remain subjective due to lack of personal interaction. The questions may not ask the right thing to get the desired answers, reducing the quality of this tool.

Focus Group. This could be formed of a mixture of people (teacher, students, parents). It is a tool which enables individuals to share their opinions on a subject and Ideas can flow freely. Therefore you don't need pre-formed questions. It is a discussion with people who are most likely interested in the subject with good knowledge and who maybe directly affected. The other merits include the data being valid. The limitations will vary dependant on the people in the group, but one voice may dominant/influence the group. People may not be completely honest and feel peer pressure to agree with others/a particular view. A focus group also needs careful management to remain on track.

When using these tools to gather data it is also important to understand who is the voice for each.

Observation - The Researcher makes conclusions what what has been observed.
Interview - The expert Participant is the main voice for this tool however the researchers voice also has a presence in leading the interview/questioning.
A Survey - The Participants are the voice of a survey and the data gathered is quantitative.
Focus Group - The main voice in focus groups will be the Participants / experts (although this will be influenced by the researchers hypothesises and opinions brought to the discussion).

5 mins survey, i will return the favour x

http://www.surveymonkey.com/MySurvey_EditorFull.aspx?sm=VO%2fjMxjIR9tMHc%2bshUpVUZ2PfWgvuKD59UXONBPoi8o%3d

Pilot Survey

Please complete my pilot survey on using ICT in dance teaching by clicking on the link below. It will take approximately five minutes and your feedback would be greatly appreciated :)

http://www.surveymonkey.com/MySurvey_EditorFull.aspx?sm=VO/jMxjIR9tMHc_2BshUpVUZ2PfWgvuKD59UXONBPoi8o_3D_0A

survey tool

https://www.surveymonkey.com/MySurvey_EditorFull.aspx?sm=VO%2fjMxjIR9tMHc%2bshUpVUaPeehQsJ3n0om4ZN98d8CzdV5mL1joJLtK9oXoMH%2fth

Maternity post London

Hi. If anyone is interested in a job position  as a dance teacher in a London school, one year maternity cover, let me know and I will give you my contact's details.

Ethics involved in my proposal - SIG Discussion - 5D

I have recently discovered the importance of ethical practise. I will need to gain permission from my students in order to carry out my enquiry on using ICT in dance. Following the theory of "Obligation" I will create a disclaimer to re-assure students that they will remain anonymous and clarify there is no penalty for refusing to take part. I will be acting as a teacher researcher.

I also plan to research the work of John Hattie on visible learning for teachers and his distribution of effect sizes.

Your feedback on ethics and advise for further research is welcome?

John Hatties distribution of effect sizes

John Hattie created a chart to demonstrate the effectiveness of teaching tools on student learning. Every method over 0.4 had a positive effect on learning, but some were more effective than others.

"An effect size of "1" indicates that a particular approach to teaching or technique advanced the learning of the students in the study by one standard deviation above the mean."

Feedback was at the top of his list with an effect size of 1.13. Computer assisted instructions (such as power point) was valued as .31 positive effect, while Audio/Visual aids (DVD clips/video feedback etc) were valued at .16. I will continue to look into research on the use of ICT in education and this may lead me to expand on my proposed topic? Please see link below for Hattie's graph/effect sizes.

http://www.learningandteaching.info/teaching/what_works.htm

What i have learnt about ethics - 5C

My enquiry plans to look into the effectiveness of using ICT within dance teaching. This proposal hopes to benefit my students by raising attainment levels, through visual learning aids and assessment tools (such as video feedback for self-evaluation). If the outcome of this enquiry proves to be in the best interests of my students then I believe the investigation will be morally correct "Consequentialism".

Following the theory of "Obligation" I will need to ask my students to sign an agreement in order to take part in this enquiry. I will create a disclaimer to re-assure students that they will remain anonymous and revise statement documents to clarify there is no penalty for refusing to take part and that this will not effect student grades. I will be acting as a teacher researcher.

"Action research is a valuable tool for gaining access to contexts, people and knowledge that would otherwise remain inaccessible (Kidd and Kral 2005 Reader:61)

Through studying ethics I have discovered the importance of gaining permission from my subjects, in order to ensure ethical practise. I also plan to read e research of John Hattie on visible learning for teachers, and to find out where the use ICT fits into his rank order graph (Distribution of effect sizes) for positive learning effects.

SIG : My link to linkedin

http://uk.linkedin.com/pub/gemma-press/5b/5b2/361

SIG group working together

Please link up to my SIG group and send me your link also. Thank you :)

http://www.linkedin.com/profile/edit?trk=hb_tab_pro_top

http://www.facebook.com/#!/gemma.wright.9659

Task 4 Questions - Research

In response to one of my questions in task 4, what is already known about using ICT in dance teaching, I have undertaken further research. I have discovered that ICT appears to be valued as a teaching tool in education.

Ofsted published a report in December 2011 which supports the view that many schools are widely using ICT as part of their students education.

"Since the Education Reform Act of 1988, information and communication technology has been compulsory for all pupils from 5 to 16 in maintained schools. This report draws on evidence from the inspection of information and communication technology in primary, secondary and special schools between 2008 and 2011. The use of ICT is considered as both a specialist subject and across the wider school curriculum."
"ICT in Schools 2008-11, 14 Dec 2011, Ofsted Ref: 110134 http://www.ofsted.gov.uk/resources/ict-schools-2008-11

A new GCSE syllabus, which I am teaching this academic year, called Expressive Arts, insists that to meet the grading criteria Students are required to engage in ICT in the following ways:

 

"word processing to assist in the preparation of written reports,

assignments and essays about dance and the internet to research on line and to communicate with individuals or dance organisations; to critically analyse the website of a dance organisation."

 

http://www.curriculumsupport.education.nsw.gov.au/secondary/creativearts/assets/dance/pdf/ictinsyllabus.pdf

 

This document also recommends that other ICT tools are also used to facilitate learning in dance. Examples of these include:

"databases to compile, organise and analyse information about dance

performances, choreographers and companies, multimedia presentation to manipulate materials to be able to develop, present, critically appraise and test a dance multimedia presentation or

documentation (passive or interactive), simulation/modelling using movement simulation application software to enhance dance composition, graphics to create or import graphics to support presentations or written work about dance; to use animation software in composing dance; to develop interface design, electronic communication to access programs including dance support

materials which allow students to view benchmarks to set standards, assisting them in assessing their own work and the work of others, software programs to create, store and edit movement; to master CDROM/DVD; to create collaborative online choreographic projects; to

create online

 

It therefore seems that the opportunities for using ICT in dance practise are vast. I do believe that this will make an interesting topic for further investigation and to assess the benefits to students overall learning experiences, as part of my professional inquiry. I will however need to consider the legal requirements of using ICT especially with regards to recording students work. I have found some advise below and will be looking into this in more depth prior to undertaking my inquiry.

"Most UK schools have computer networks and other technologies for the use of the whole school community - to encourage ICT skills, social skills and literacy skills. In fact, according to a survey by the National Literacy Trust in 2009, young people regularly enjoy writing on technology-based platforms, such as blogs, texts and social networking websites.
Students might also take their own devices, such as their mobile or MP3 player, to school.
It's therefore crucial that your school provides clear guidelines about the acceptable use of school equipment (such as PCs, webcams, digital cameras and mobiles and devices owned by students and employees (such as mobiles, personal laptops, PDAs and MP3 players that might be brought into school."
http://www.teachtoday.eu/en/Student-advice/Using-ICT-equipment-at-school.aspx

Campus Session on Ethics

 

Having discussed ethics in depth at the campus session yesterday I now realise that it is a very personal thing. Ethos means character. Ethical beliefs and values will be unique to every individual and it is the approaches and perceptions around ethics which will differ and change.

It is how we conduct ourselves on a daily basis. How we carry out our practises within our professions. The rules we follow due to obligation and those which we create for ourselves/students. This will influence how we treat and respect others.

Motivation for ethical values may come from a wide variety of sources, such as personal beliefs, morals and values, background, experience and situation. What is acceptable in one area or culture may not be ethically acceptable in another place. We all strive to contribute something to society and particular rules must be followed to maintain a social harmony. However ethics are how people perceive you and may change and vary over time.

Re-visiting task 4 questions

Having realised my questions lead to a yes or no answer and are created for the participant, I have now considered what else I must find out in order to devise my line of inquiry.

1) What is already known about the benefits of using ICT in Education?

2) What is known about the effectiveness of using Power Point Presentations in teaching?

3) How widely is ICT being used today in business / the working environment ? And how can this prepare students for their future employment?

4) Is there research which already exists on using ICT in dance lessons?

5) In your own experiences, how may ICT be used to support your work?

I will be researching the above questions prior to revising my questionnaire tool, which I will use to receive valid and reliable feedback.

5C part 1

From this study I have learnt a great deal about the values which create the structure of my organisation, and how these have linked to ethical beleifs and policies. I will in future consider how my own ethical values influence my decision making as a teacher in the Performing Arts. An obvious value here would be the health and safety and welfare of my students, and how I must gain their permission in order to carry out research. I do beleieve this may benefit and enrich their own learning, however understand that they have the right to choose weather to take part in my inquiry regarding the use of ICT. I will need a disclaimer advising that I will not be publishing any of the video footage made or revealing student names in my results date.

What are the ethical beliefs and values in my organisation - 5B

Once having researched the ethics which drive my own organisations structure, I have discovered alot about my place of work (and own teaching habits) which I must admit I previously knew and thought little about.

Instructions have been given to me in order to conduct my lessons following health and safety and ethical policies. For example, I must inform my students of their target levels and ensure that my lessons are planned inclusive of every student and their indidivual learning needs, in order to give them the greatest opportunities to continually improve their own working at grades.

"We aim to work in an environment in which every Learner:

• has access to timely, meaningful Assessment information;
• knows their targets and current assessments;
• knows how to improve: - as member of the Hundred of Hoo team,
  • in their personal Academic performance,
  • their contribution to society through fair play,
  • in their effort,
  • as a leader;
• regularly reviews and improves their own learning and achievements;
• acts on advice;
• has success rewarded. "

(http://www.hooschool.co.uk/pupilprogress)

I must also ensure a safe and positive learning environment. I now recognise how this relates to policies within my organisation, such as the "Every Child Matters" government policy of 2002 in which all students must be kept safe.

"It is the central goal of Every Child Matters to ensure every pupil is given the chance to be able to work towards the goals referenced within it. Most of the legislation passed and guidance applies to England and Wales and all maintained schools have implemented the policy; it has also been influential in the rest of the UK and in some independent schools." (http://en.wikipedia.org/wiki/Every_Child_Matters)

My organisation follow the SMSC policy for children to feel socially, morally and emotionally safe. As a member of staff I have been directed to follow these policies as outlined in the "Staff Handbook". The School belief is that there is No celing to indidivual achievement. Encouraging students and staff to continue to develop and excel. Which has been reflected in their Assessment for Learning policy (AFL).

"Assessment for Learning is internationally recognised as having a positive impact on learning outcomes. As its heart is the philosophy that "no child is left behind" which links exceptionally closely to the "Every Child Matters" policy.
At Hundred of Hoo School we make the link between these two major initiatives and "Every Parent Matters" to ensure that the School, Learners and Families are equal Partners in ensuring that Learners achieve academically, as team members, in fair play, effort and leadership.
We recognise:

• the crucial role that timely, meaningful Assessment can make to the learning of Learners and the improvement in Teaching and Learning;
• that Parents, the Hoo Staff and Learners are equal partners in the use of assessment to improve Teaching, Learning and Achievement;
• that assessment informs teaching and learning and that it is an integral part of this process;
• that the learning takes place when the planned teaching is appropriate to the needs of the Learner;
• assessment informs planning;
• effective assessment provides feedback to Staff, Learners and Parents about progress and achievement, and helps to ensure continuity and progress across Hundred of Hoo School. (http://www.hooschool.co.uk/pupilprogress)

This year our annual staff appriasals also reflect pupil progress. Our individual appraisals came with an Action plan negoiated by our line manager. For example I am to attend teacher training courses, observe other colleauges good practise and achieve outstanding in my own formal lesson observations (which I have achieved twice this term :)
These appraisals are pay related and I beleive that this new format will promote the Continual Professioanl development (CPD) of all staff within my organisation. This will then ensure that good teaching practise is maintained throughout the school, in line with the codes of practise and ethic values of our professional community. By committing to the good quality of teaching, my organisation are striving to continue to develop the well-being, learning and progress of every of its pupils.

My place of work also created a new Behaviour For Learning Policy (BFL) giving clear instructions on how to deal with students who are un-willing to co-operate. By following the BFL policy I am ensuring the welfare of every student as well safe-gaurding myself the school's reputation. This policy favours a positive approach to behaviour issues, outlining methods to use for praise and rewards, having introduced a new system this term for awarding house points for students good work.

　
"Term 1 has seen major changes to the house system at the Hundred of Hoo Academy with the introduction of 4 Heads of Houses. Our vision is that every student within the academy will have the opportunity to become involved in activities where they compete against other houses. It is our belief that an effective house system will encourage competition, increase student engagement and attendance and allow students to have a voice in a system that will lead to whole school improvement. I hope that your son/daughter will participate fully in all activities available and will enter into the house spirit that we aim to foster within the academy."
(http://www.hooschool.co.uk/Mainfolder/Newsletter-Autumn-2012.pdf page 5)

Task 5A

At my place of work, I/we (the teaching/staff community) have a responsibility to its students. Ethics are an under lying factor which steer every movement within this organisation. Legal requirements for child safety and well-being must be followed by every member of staff, reflecting on the "Every Child Matters" policy 2002.

Be healthy

Stay safe

Enjoy and achieve

Make a positive contribution

Achieve economic well-being

The social, moral and emotional welfare of each child is also of up most importance. I believe that it is these ethics relating to child development that guide the schools own policies, thus promoting our own working methods and strategies.

I had not previously given this much thought, and now find myself questioning 'Why' and 'How' I represent myself in a particular way within my place of work. Devising lessons, assessing students and inputting data must all take into account the ethic values of my organisation and individuals. So what exactly are these?

Award title - 4D

I work within the discipline of dance and drama, having trained full time and gaining my teaching qualifications in dance genres with the ISTD. I have been teaching dance for the past ten years in private dance schools and colleges. In recent years I have been working within comprehensive secondary schools, where I have become more versatile as a performing arts practitioner. I now devise schemes of work for dance and drama classes from key stage three to sixth form students, assessing and grading BTEC work for examination.

Due to the Government changes to the national curriculum dance may become less favourable as a subject for enriching students creative learning. Headteachers will become more pressurised to place greater emphasis on curriculum subjects for raising examination results in their school. I plan to continue to expand my knowledge and teaching abilities. This diversity in my workplace will certainly benefit me in the forthcoming years.  I therefore propose my award title to be;

BA(Hons) Professional Practise in Performing Arts

Based on these findings I have adapted my survey to include questions relevant for this enquiry

My enquiry using ICT tools in dance

Short Questionnaire

The feedback I have received so far from my survey suggests that some ICT tools may be of greater use for my enquiry than others.

My recommendation for showing students professional dance works to further educate and inspire them had positive feedback. I also plan to investigate using video feedback for assessment purposes, an idea which has received mixed reviews from students (some struggling from embarrassment and others keen to self reflect). Power point presentation got mixed reviews with regards to its relevance within the dance studio.

Based on these findings I have adapted my survey to include questions relevant for this enquiry;

Please take ten minutes to complete my survey below

Q1 : Dance is a visual art form, so do you think other visual tools such as ICT can be useful?

Q2: Do you believe that visual aids can engage students and enhance their learning in dance?

Q3 : DVD clips of professional dance works can be used to demonstrate examples of good dance work to my students. Do you agree with using DVD's in a dance class?

Q4 : Can you see the value in recording dance work?

Q5 : Would video feedback be a useful method for students to relfect and self-evalaute their own work?

Q6 : What benefits can a Power Point presentation give to students in a dance lesson?

Q7 : How else do you think ICT may be used to support student progress and assessment?

Q8 : What do you think about this proposed topic? In your opinion will ICT be effective for student progress in dance?

Thank you, Gemma

Reflection regarding my survey for 4A

The feedback I have received so far from my survey suggests that some ICT tools may be of greater use for my enquiry than others.

Most colleagues, students and friends in my special interest group have favoured using DVD clips and video feedback over Power point and I-Movies. My recommendation for showing students professional dance works to further educate and inspire them had positive feedback. I also plan to investigate using video feedback for assessment purposes, an idea which has received mixed reviews from students (some struggling from embarrassment and others keen to self reflect). Power point presentation got mixed reviews with regards to its relevance within the dance studio. Many appear to believe that I-Movies will be too time consuming as part of a dance session and take the emphasis away from the practical elements of dance training. This tool could instead benefit projects in a cross curriculum format?

I will now make adaptations to my questions on reflection of these findings, and strive to survey a wider group of colleagues, students and friends.

Questions for my line of enquiry - 4A

My line of enquiry will be based around exploring the effectiveness of using ICT in dance lessons. I will use a number of ICT tools to include Power point, Video feedback for reflection, DVD clips to observe and analyse dance works and computer programmmes such as I-Movies to edit recorded dance work.

I regonise that I come from a particular persecptive with regards to my intention behind my set of questions. However I wish to acheieve the right feedback to support my line of enquiry. I will strive to create a set of varied questions and plan to survey more widely in order to get valid and realistic views. How many questions should I ask? I will attempt to maintain an open mind in order to improvise new questions that may become relevant to the situation. To make a start here are some questions I have crafted, for your constructive feedback;  

Q1: Do you believe that visual aids can engage students and enhance their learning in dance?

Q2 : Are you be concerned that the use of ICT in a dance lesson may become time consuming, thus taking the emphasis away from the practical training of students?

Q3 : Can you see any value in recording dance work?

Q4 : Would video feedback be a useful method for students to relfect and self-evalaute their own work?

Q5 : DVD clips of professional dance works can be used to demonstrate examples of good dance work to my students. Do you agree with using DVD's in a dance class?

Q6 : I-Movies is a programme which enables students to edit their own recorded dance work. For example they can use it to create their own pop video. Taking into account that this would take them away from the dance studio, where they would instead have some lessons in the computer room, what is your opinion about using this as a tool within dance lessons?

Q7 :  What benefits can a Power Point presentation give to dance students?

Q8 : Dance is a visual art form, so do you think other visual tools such as ICT are necessary?

Q9 : How can ICT support student assessment?

Q10 : What do you think about this proposed topic? In your opinion will ICT be effective for student progress in dance?

I will set up a SIG group for questioning and ask my set of questions to other staff at my place of work, with a priority for individual Media and I.T teachers. As I plan to experiment with the use of ICT in my BTEC dance lessons, the opinion of my students will also be important. So I will question them in small group's for feedback.

Asking Better Questions

I attended the module 2 campus session on tuesday 9th October, which has inspired me to take a new approach to asking questions.

How do I know that the questions I plan to ask for my research are the "right" questions?

Following an intense group discussion about this subject I concluded that questioning is somewhat subjective and driven by intention and personal values.

In order to get a realistic answer it is important to survey more widely, perhaps out of your persoanl comfort zone, and to use both cratfed and improvised questions. For example, if you are asking a group of people rather than individuals you may get different answers as a result of the condition/situation in which you ask the questions. It is therefore important to decide on how to word a question to a particular person/group.This should enable you to gain the desired outcome as well as ensure you receive valid views and opinions. It is therfore important to do some research on the person/group of people who you are questioning to ensure you approach them using appropriate language and in the correct context to get the right information.

Another Question to consider is "how many questions do you need to ask to get the benefits you need"?

Please check out my new imporved profile page :)

My New Twitter Link x

https://twitter.com/#!/gemcakes1001

Link to my Dance Work Photos

Here is the Link to my Dance Work Photos, please have a look.

http://www.Flickr.com/photos/79321269@N06/

My Dance Photos

Please see link below to check out some of my dance photos, Here is an example of what I do at work :)

http://www.flickr.com/photos/79321269@N06/?saved=1

Task 3B continued!

I apologise, these are the links for viewing the following diagrams with regards to task 3B;

Maslow's hieracy of human needs; http://www.bing.com/images/search?q=maslows+hieracy+of+needs&form=MSNH90&qs=n&sk=&mkt=en-gb

Bloom's taxonoy; http://www.bing.com/images/search?q=blooms+taxonoy&view=detail&id=5A6D57BEFFCBD8A85E361AC0893E63E3E99E8B21&first=0&FORM=IDFRIR

Concepts of the networked professional - Task 3B

The BAPP course reader identified a number of different concepts of the professional network which many of us use within our profession, perhaps subconsciously, naturally, without realising or with an intention. The difficulty here is that human characteristics and environment may determine an individual's purpose for using these network concepts, .and these intentions are likely to remain hidden, resulting in possible conflicts of interest, dishonesty, trust. The main theory which I believe to be open to dishonesty is 'Co-operation.'

Co-operation is the 'Game Theory' 'succeeding at another's expense', 'cooperating till maximum benefit then to defect'. Cooperation is related to this, working with someone in the same business as you who could help you get to the next step. It is the will and the way to win.

" When should a  person cooperate, and when should a person be selfish, in an ongoing
interaction with another person? Should a friend keep providing favours to
another friend who never reciprocates? " Robert Axelrod (1984)

I believe that Co-operation is important for every professional. It can help to develop a close network of friends and colleagues. I remain cautious of others however, due to other people's reasons for co-operating. I have experienced dishonesty in the past and personally dislike the "game playing" tactic used by some. If everyone in the profession were honest and true there would be no facade. Unfortunately "If you scratch my back i'll scratch yours" only works as long as the other person wishes to co-operate and not to "stab you in the back" for selfish reward.
I feel that I personally need to work on increasing my affiliation with certain people in my profession/colleagues in order to strength relationships and for increased support. "The desire to form closer relationships" (Chris and Turner 2007:266)

Axelrod suggested we "consider how patterns of stimulus and response within our networks operate, and how we can take advantage of them for our own benefit?"

Affiliation is the formation of human relationships, often to provide support, help us when in need and to survive. Crisp and Turner (2007) advises that "a successful career requires effective professional networking. A lack of affiliation may have a lasting negative impact."


However I use the concept of constructivism on a daily basis. Interacting with other people face to face allows me to learn and grow in my profession. Social construction is how you create and interpret meaning from your experiences of the world through interaction with others.

"Learners must discover their own meaning for a new concept, linked to their own prior learning." (Geoff Petty 2009:104)

As a practitioner in Performing Arts I enjoy maintaining social interaction when possibly. This enables me to interpret meaning and therefore to gain knowledge. Do you think that you many learn using this theory sub consciously more than are perhaps aware of? As from reading and commenting on other BAPP students blogs, i noticed a pattern where many have identified connectivism as one of their most important methods for networking. I can also relate to using this concept, using social networking sites on-line more regularly since starting my BAPP course. Timetabling a specific time slot in which to do this has certainly enabled me to benefit from an expanding social network and in turn to gain increased knowledge.

From Afi Agyerman's blog I followed the link she recommended http://www.linkedin.com/answers/professional-development/professional-networking/PRO_PNT/970489-10197795

Paul N a philanthropic adviser and a networking professional himself believes that connecting with people and sharing ideas is the most important way to move forwards, "the internet gives you the tools to achieve this."he said with regards to the network site linkedin "how does linkedin help? By connecting you with people you already know helps you keepo in touch, increase contact and referral because this address book updates itself".

Connectivism is a more widely used concept since the greater development of technology. It is when learning is influenced by technologies, such as the internet and social networking sites. Knowledge and information is up dated regularly therefore connectivism enables a person to continual evolve. and to stay current. Internet sites such as Blog, Facebook, Google, Twitter enable you to stay in touch with a wider network of people. You can research, gain knowledge, discuss and share ideas and receive feedback. I have found connecting to people on the internet is an effective method for maintaining relationships, allowing discussion within an increased network of colleagues, who you may not have time to speak to face to face on a regular basis with work commitments. I have discovered this concept to personally be more beneficial to me as a learning tool since I have managed to timetable a time slots for networking with others. This enables me to stay current in a rapidly evolving information ecology. Organisational information change. Organisations can also use connectivism as a form of communication and can focus on specialised information, choosing what to circulate and who should and is important for the effectiveness of its employees. This concept will enable colleagues to have access to and learn new information, allowing learners to connect with the right data and to stay current in their field. The individual maintains the freedom to decide on the importance of particular information. Therefore decision making is also a learning process as part of connectivism. The reader suggests that "taking a connectivist perspective, we might suggest a professional network is a system with which we can interact to learn."

Therefore has connectivism become the most effective learning concept for many professionals? Afi Agyerman, Steph Larty, Annie Walker and Ahmet Ahmet blogs all seem to favour connectivism. I agree that connectivism is widely used by many of us specialists as a method of keeping up to date with current trends and views, made possible by the Internet. Surely this form of learning will see a continual growth in practitioners due to constant technology developments and the easy access to information and social networking sites?

"Knowledge furnishes the means of understanding or giving meaning to what is still going on and what is to be done." John Dewey (year: 180)

Albert Bandura proposed that learning can occur in relation to three models, Live, Verbal and symbolic and believed that an individuals behaviour is influenced by their characteristics and the environment. 'In order to learn an individual must pay attention to the features of the modelled behaviour'. Behaviourism is a learning theory which suggests that learning is affected by changes in behaviour, and that behaviour can be conditioned to encourage a particular learning.

"conditioning may result in change in behaviour, but the change may not involve drawing upon experience to generate new knowledge." (infed.org/biblio/b-learn.htm)

Maslow and Bloom created diagrams to demonstrate their belief in how and why humans behave and learn. Maslows hierarchy of needs for learning is based on the study of human learning and behaviour, listing in order the reason why people learn or behave in a particular way.

www.maslowshierarcyofneeds.net/maslows-hierarcy-of-needs-theory/

Whereas Blooms taxonomy of learning (the cognitive domain 1956) categories six major methods for learning, suggesting that knowledge is gained through the development of specific intellectual skills on the individuals. See diagram in link.

www.google.co.uk/images?imgurl=http://uwf.edu/cutla/images/bloom_taxonomy.

What else do you think can be learnt from these theories?

Sources of Information - Task 3C

I use a wide selection of sources to support and enhance my professional practise. I have decided to list these in order of personal importance.

1) The first source is Friends and Colleagues.

These are the people who are in my close social network and who I share, discuss and reflect ideas. I value my friends and colleagues a great deal. They, in some way, have influenced who I am, how I manage my professional demure and inspire me in my current teacching profession. For example my work colleague Jeni is a drama teacher and teaches a few dance classes. I am a dance teacher who teaches some drama classes. We share schemes of work and ideas for lessons. We talk on a daily basis at work, often reflecting on our own experiences of that day.  I feel I rely upon this source to inspire me.

2) Websites

I use websites as a source of retriving information. This is my most effective research tool. From using Google I can increase my own knowledge. This search engine enables you to search the web for almost anything, about any topic. You Tube is also very valuable to support my current teaching practise as it allows me to research current dance styles and trends and to gain inspiration for new choreography. Facebook is another valuable website. This links to my first source of information, giving me easy access to friends and colleagues who I perhaps would otherwise not have time to speak to (due to work and family life). Facebook is becoming more important as a method in which to expand my social network. Also from reading Simone Grandjean's post I have discovered that you can also use Facebook to view audition and job advertisements. I also thank Ahmet Ahmet for his insight into the importance of using the TES website for support with my drama teaching. I plan to explore ideas for warm up activities and to read other peoples lesson plans.

3) BTEC

Dance is an expressive form of Art that has many styles and genres. It is therefore highly important that you plan the content of lessons to suit the requirements of the syllabus which you are teaching. I need to ensure that my students can meet the criteria to achieve their highest possible grade. The content of my lessons needs to match the syllabus. When teaching my BTEC sixth form students I I read the BTEC level 3 syllabus before planning my lessons. This outlines the grading criteria and also gives ideas for schemes of work to follow. I make sure that my students are familiar with the grading criteria and use this to assess my students on a regular basis.

4) ISTD

The Imperial Society of Teachers of Dancing is the awarding body where i recieved my specialist teaching qualifications, of which I have been a member for the past ten years. All of my training from a young child was in dance genres (modern, tap, ballet, jazz) which used the ISTD syllabus. These grades and vocational grades train a person both technique and artistry. Technique is important to ensure a healthy body, to prevent injury and to increase individual strength and flexibility. Artistry is important to demonstrate style and personality in your performance, helping you to stand out from the crowd and to be successful gaining work. The ISTD update their syllabus's regularly. Through attending courses and seminars I can ensure that I maintain my own dance abilities and keep up to date with current dance trends. The ISTD also supply insurance and are the awarding body who linked me to Middlesex University for this BAPP course.

5) Teaching Union

I am a member of the NASUWT teaching Union. This is important as a source of information on a wider network. The Union supply me with up to date information on Government policies and regulations. It enables me to check my work requirements with those of others internationally to make sure that the requests of my work place remain fair. The Union can also be used as a tool to support personal issues within the work place. We have a Union Rep at my school who meets with all members once a month. These discussions are valuable to reflect on my current teaching experiences, so even though this source is used less frequently it remains an important part of my continual professional development.

The Networked Professional Task 3A

I attended the campus session on 22nd March with Alan Durrant, which focused on "Networking". The class discussed Networking in depth before separating into smaller groups to devise a visual to represent our own current networks. My group created a diagram which represented our own networks in the form of a universe. Those people closer to us were near the centre of the universe while those we rarely see where in another solar system.

This visual tool helped me to reflect on the importance of individuals within my own network. It demonstrated who is currently closer to me and who is further away. I have discovered that those further away are mostly the people from my past. Because of the path I have chosen in my career I may not have regular intervention with my previous college principal and employer, however they have given me my knowledge and influenced who I am today. This has highlighted people who I desire to bring closer to my earth's core.
In order to do this I must make more time to network with particular professionals. This could also support my own teaching experiences and future job opportunities, so is well worth investing my time in. However, on a day to day basis (with an ever increasing workload) this is a challenge. I have taken this into consideration before making decisions and taking steps to improve my own professional networks.

I have decided the most effective methods to make some positive changes to my professional networking are to set up a new Facebook account for dance colleagues and work related friends, who can browse my profile without the risk of them seeing too much personal detail. My profile photo does not identify me (reducing the risk of fraud or stalking), I will remain selective when adding new friends and I have increased the privacy settings to prevent others outside of my network viewing my blogs. I will maintain a professional manner when posting news and photos and intend to use this social networking site to increase my conversations, observations and feedback from other practioners who share similar interests at work. You can visit my link below;

http://www.facebook.com/#!/profile.php?id=100003715278018

I will also endeavour to maximise my potential for continual professional development through attending more meetings at work, observing lessons / taken on board constructive feedback and to engage more widely in inspirational discussions from other BAPP students such as Jo and Ahmet, who often express, share and reflect ideas.

Exploring using props in dance

In recent years there have been many dance reality television shows (such as Strictly come dancing, Dancing on Ice, So you think you can dance and Britain's got talent) which all use props at some point during the show. These television programmes have brought dance to a wider audience, as like Singing in the rain did back in the `1950's with it being one of the first great musicals which showed dance in the cinema (MGM had created a way of putting sound and colour into film and those who could not afford to go to the theatre experienced dance performances for the first time). Having been inspired by one of my dance icon's Gene Kelly, I looked for guidance from his popular "Singing in the rain" routine. In this routine he uses his hat and his umbrella. See link below.

http://www.youtube.com/watch?v=D1ZYhVpdXbQ

(Other interest may be the George samson version of "Singing in the rain"
 which won him Britain's got talent 2008 http://www.youtube.com/watch?v=kyDnYeUnT7w and the
 more recent Glee "Singing in the rain / Umbrella" medley, which uses the umbrella as the main prop again, but has a strong focus on group/ensemble dancing, different to that of Gene Kelly's solo http://www.youtube.com/watch?v=f3bhQbO63uI).

I have recently been working hard to choreograph our school show "Footloose". I have discovered the use of props in dance to be an exciting challenge. I decided to use props for the Act one Finale number so that these props could then be cleared from the stage during the interval. I choose a variety of props to match the 'gym' theme for the scene. These included basketballs, others hula hoops, a skipping rope and a few sets of pompoms. During rehearsals I encouraged my students to explore ways of using the props and to create techniques for incorporating them into the dance routine (structured improvisation). The students were challenged to master the skill of prop work and I found that mostly they demonstrated an increased enthusiasm and focus during these sessions.

Overall the dance routine was presented with high energy, artistic flair and control during the performance. The audience seemed delighted and gave an outstanding applause. In my experience I have found that bringing props into dance helps to inspire dis-engaged students, maintain student focus and challenges even the most able dance student. I will certainly use props again in the future and hope to explore them further to develop new techniques and skills. Any ideas are welcome?

Inquiry task 2D (work in progress)

Whilst thinking about a topic for this task I was working on the school show.. Our school show "Footloose" took place last week. The students and staff all worked incredibly hard in order to ensure that the show ran smoothly and that the audience were not disappointed. What were the factors that made this show a success?  I have been considering how important diet and nutrition are for a dancer needing to maintain energy throughout a two hour performance and also exploring how effective the use of props are in creating a polished performance?

Reflective theory task 2C

Experimenting is where you gain your own experience from, and where you gain your knowledge is from the outcome/actions as a result of the experiments. Where Dewey quotes "the teacher has often to spend the larger part of the time in suppressing the bodily activities", in dance this is quite the opposite. The dance teacher encourages the student to move and thrives on the exploration and development of action and physical skills. Dance uses both left and right thinking so develops the brain in return. "For the pupil has a body and brings it to school along with his mind. And the body is of necessity a wellspring of energy it has to do something." (Dewey).
We presented our show 'Footloose' at school this week. The other teacher, director for Footloose was suffering from exhaustion so on Friday I taught a joint lesson during period five. I was very happy to combine our top year seven classes who were able dance students. However space was an issue due to the limited room in the dance studio. As P.E were outside the larger sports hall next door was free, so it seemed a good decision to allow some groups of students to work in there under the supervision of a Teaching Assistant. I choose a few groups of 'sensible' students who were fully engaged in the task and working well while rehearsing their dance battle choreographies. Suddenly they ran around the sports hall shouting and shoving their peer's and behaving like wild animals released from a cage. I blew my whistle, re-called them back into the dance studio and sat the class down for a lecture on the rule's, sanctions and expectations of behaviour in dance.

From this experiment I have learnt that the key must be to 'channel' the students energy in order to insure a positive outcome? A teacher will train students to behave in a particular way in familiar surroundings (such as the dance studio). In here my students understand the rules and have knowledge of boundaries. In my experience these particular students energy was suppressed in a smaller space and they were able to quickly engage in the group task and work well. As soon as I allowed some students to work in the sport hall I changed the area I sub-consciously made a decision to change the conditions in which they work. This in turn adapted the circumstances (the rules and boundaries) and altered the consequences to follow. This reflects on Dewey's theory of trial and error, cause and effect. I will endeavour to experiment again with another class. If I can reflect upon this experience to discover what the desired conditions are for a positive result then I believe that the outcome of using the sports hall as an additional rehearsal space will have a positive effect on learning in the lesson.

"The action which rest simply on the trial and error method is at mercy of circumstances, they may change so that the act performed does not operate in the way it was expected to, but if we know in detail upon what the result depends, we can look to see whether the required conditions are there." (Dewey)