Kelly's Mind Lab

Do collaborative tasks increase student engagement and agency in a primary school setting? From using the break-down question template adapted from Riel (2004), I have developed the following questions that I could use in my literature review. Inquiry question(s) working template Turning your inquiry topic(s) into an break-down inquiry question Your Inquiry Topics Break-down Template Your  break-down inquiry question Student engagement and agency with collaborative tasks for boys If I/we …(describe the plan action), If I use collaboration tasks To what extent/ how will it affect…..(the reaction you plan to measure/evaluate) How will it affect student agency and engagement in…. (in which group of people). In my year 5 and 6 students/boys? Turning a break-down inquiry question to an initial teacher inquiry question Your  break-down inquiry question Initial teacher inquiry question templ

Do collaborative tasks increase student engagement and agency in a primary school setting? Collaboration is an area that I would like to improve in my practice in more ways than one.   Firstly, I would like to give more collaborative opportunities to students to increase engagement and agency.   I am interested in improving my own collaboration skills with colleagues.  Perhaps learning from this teacher inquiry will be beneficial for my practice in both of these areas. I believe that this topic can be highlighted in all six areas of the Kaupapa Maori approach.   However, there three aspects relate to the topic clearly. Tino Rangatiratanga - The Principle of Self-determination Students have meaningful control over their learning through collaborating together. Taonga Tuku Iho - The Principle of Cultural Aspiration Students feel safe, respected and their influence when collaborating is valued. Ako Māori - The Princ

Using Jay and Johnson's Reflective Model Step 1 (Descriptive):  The two inquiry topics that I have identified are: ·          What impact does agency and engagement have on collaborative student learning for boys in a primary school setting? ·          How do leadership styles impact on staff morale? There are several different Communities of Practice to utilise for the two inquiry topics.  All staff within the school environment, each classroom of students, the Mind Lab Post Grad community and the schools Senior Leadership Team would reflect aspects of domain, community and practice (Wenger-Trayner & Wenger-Trayner, 2015).   The first topic relates to the Communities of Practice relates to each classroom of students with a focus on boys as it is about the effect of agency and engagement for students.  The Mind Lab community and Senior Leadership Team will relate to topic one, as there has been a school wide focus on student agency and being able to c

Using Gibbs Model for Reflection I led a change initiative and coached alongside teachers in their class to embed a writing programme throughout the school that has previously been successful with accelerated student achievement, especially for boys.   I have chosen to reflect on the theme ‘a culture of continuous learning for teachers and educational leaders’ (Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins, 2012). When the changes were made I felt nervous about attending to each teacher’s individual needs, especially those who were reluctant to change.   Afterwards I could see the shift in my relationships with staff.   In changing my approach for each person, I became an approachable resource towards their professional development.   Perhaps my feelings of confrontation were unnecessary. There were mixed reactions to the changes for teachers.   The early adopters were used to influence the reluctant staff.   Some of the changes I made should have been introdu

Using Jay and Johnson's Reflective Model Step 1 - Descriptive In my current reflective practice, I believe that critically reflecting is not criticising your own or others practice.  Critical reflection challenges the status quo and actively making changes to your approach improve practice and knowledge.  Critical reflection gains insight from existing assumptions and reliable sources.  This should include reading relevant sources to find evidence to support the challenges.  However, I feel this is an element in my own practice that needs to improve so that the outcome of my critical reflection is evidence based. I always reflect on my own and with colleagues during informal conversations and this helps me make decisions on the run.  However, I rarely write my reflections and share with others and ask for their opinions.  I always reflect on my practice on the immediate, ongoing, automatic action and making decisions to change behaviours in response to stu