Week 5 Leadership Flipped prep

Flipped Preparation (required): Take the Mindset Quiz (tinyurl.com/tmlmindset)

Flipped Preparation (required): Use one of the referencing/citation tools listed on the portal in week 4 to store and generate a citation/reference from a useful resource about Growth Mindset

Dweck, C. (2015). Carol Dweck revisits the growth mindset. Education Week, 35(5), 20-24.

(from Google Scholar)

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Week 26 - Reflect on Your Inquiry (Take Action)

Step 1 (What): Describe something that is significant and has happened during your Inquiry so far A significant event that has occurred so far in my inquiry has been the results from some of the interviews that I conducted in week 2. My initial suspicion going into the inquiry was that the children in my class would show quite low engagement in maths. This suspicion was based on my observations of previous year 6 classes I have taught as well as interviews I conducted with a random sample of year 5s at the end of last year. The significant event was that generally speaking, the children I interviewed did not show particularly low engagement in maths. There was quite a large variation in the data produced which I will cover below, but generally speaking, children in the class seem to have more positive attitudes towards maths than in previous years. Step 2 (So What): Evaluate the most interesting/important/useful aspects of this event This finding surprised me. However, after referri...

Week 32 - Reflect on your learning journey (Check)

Stage 1: Problem identification In the first week of the programme, I wrote down my goals in the Personal Learning Outcome form. My goals were: 1. To better motivate my technology crazy boys 2. To learn how to better prepare my students for a 21st-century workplace 3. To learn new teaching techniques and skills The boys in my class this year are not nearly as technology crazy, but the other two points are definitely still relevant. We have had a lot of professional development at our school stressing how the educational needs of children graduating high school in the 2020's (our students) will be completely different from our own schooling. An example of this is provided by Mark Osbourne in his 2014 essay titled "Inviting Innovation". He wrote that "it is clear is that while “industrial-model” thinking may have served schools well during the industrial age, the 21st century requires a much more innovative, entrepreneurial approach". In order to prepare...

Week 31 - Evaluate Your Impacts (Check)

Step 1: What is the observed impact after the ‘Take Action’ phase? As I detailed in last weeks blog post, the result of my pre and post number knowledge testing shows a significant increase in number knowledge when comparing children at the beginning of the year to week 7. However, I think it may be a bit rash to claim that this is entirely down to the application of gamification principles to my class program. I will detail why this is below. In terms of the qualitative interview data I gathered, a number of themes became apparent. Generally, students enjoyed the gamification aspects of the program. One boy stated, "I like the way I can get money for practising my times tables, it makes me want to do it". There did however seem to be a bit of a disconnect between children's mastery of basic number facts, and how readily they use them to solve problems. Step 2: How is the observed impact different from or similar to the anticipated one? As a school, we are having a focus ...

N Stygall- Mindlab 2018 blog

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