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