Archive - February 8, 2011

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Authentic Enquiry meets Theory U
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Change Stories: teachers’ accounts of how they changed their practice
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Coaching for learning at Noadswood School
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Digital support for Authentic Enquiry

Authentic Enquiry meets Theory U

Mark was at the Authentic Enquiry Design Principles workshop and came up with this visual description of the thinking and learning capabilities.  Eight steps become five stages of a journey and meet Theory U in a natural context.  And you wouldn’t complete the journey if it wasn’t your motivation/commitment/choice. And you would emerge from the valley a little different and stronger than you went in.  Authentic Enquiry as a Valley Photo (Valley near Mt Kawaikini Kauai Hawaii)is by Simon Tong (http://si.smugmug.com/)  and is Creative Commons Licensed.

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Change Stories: teachers’ accounts of how they changed their practice

Visiting University of Kent at Canterbury yesterday, I met Sally Fincher. She is  running an intruiging project called Change Stories, a narrative approach to eliciting accounts of practitioner learning: Our Question When do you make changes to your teaching? What gives you the idea? What do you do then? Our Idea: We aim to gather hundreds of real examples of how and when and why educators change their practice. Narrative is important to authentic enquiry. Even more interestingly, this is a project as part of her work on a Cognitive Edge course, arising from the work that Dave Snowden has been developing over the last decade, on the application of complexity theory to sensemaking. The  narrative database you’re taken to[…]

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Coaching for learning at Noadswood School

Learning Futures Evaluation Meeting  Noadswood School 31.01.11 Eddie and Jenny describe their professional learning in prototyping ‘coaching for learning’ with their year seven classes, as part of their Enquiry Based Learning project.  The project began with a  Hook Day, followed by a two week break, then the Enquiry Project which ran on for 5 weeks, although it was planned to be shorter than this.  Jenny was leading the ‘control’ group, i.e. Enquiry and no formal coaching, while Eddie was leading the ‘experimental’ group which included formal coaching, as taught by Sam Green and the Waitrose team.  The key theme offered by the teachers was ‘conflict’.  Qing collected a significant amount of data from students and observations in Eddie’s class, and[…]

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Digital support for Authentic Enquiry

Just back from a workshop trialling our WordPress plugins for EnquiryBlogger, a tool we’re developing for Learning Futures. [slideshare id=6039473&doc=enquiryblogger-lf-dec2010-101205143629-phpapp01] We had a mixed group of Learning Futures teachers, other teachers and workplace learning specialists, convened by Ruth Deakin Crick from the Systems Learning & Leadership group at U. Bristol. The group was being introduced to, and engaging in, an example of authentic enquiry, as proposed by Deakin Crick, which starts with the selection of a specific, concrete object, place or person, and then builds out from there through a range of activities, to connect with bigger questions and existing knowledge: Deakin Crick, R. (2009). Inquiry-based learning: reconciling the personal with the public in a democratic and archaeological pedagogy. Curriculum[…]

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