Week 12 Reflection

EDET 636

I feel like everyone had the same response to the essential question. When I thought about the question, I was thinking about more visual attractors. For instance, the title of the report, subsections… I was engaged in one of the action reports called “Writing…” I mentioned in PW Johnson’s response that I think how the researcher presents his writing, and delivers his information is more engaging.
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EDET 668 Week 12 Reflection

EDET 668
I mentioned in Cherie’s post that “walk to read” should be done only when a majority of the students are at different reading levels, and all teachers need to have the same reading time. Her and I are going through the same thing regarding new staff, curriculum, teacher observations etc. It is a lot to go thru, but the support from administration and having everyone on board and on the same page, is key!

DET 668 Week 12

Consider your own context within your school and with your mentee. How can understanding of controlled disruption and coherence making impact your leadership of peers at this time, and at this level ?

Productive disturbance is to “disturb them in a manner that approximates the desired outcome,” (Fullan, 109). I think of it as making changes, or working through problems, that result in productive outcomes. In the beginning of the mentoring project, my mentee was a little hesitant to use technology, but because of her lack of experience, she was on board. This teacher has a busy schedule, so really the only time she implements class dojo is during math. She tried throughout the school day, but having to change her classroom routines and procedures wasn’t working. It was a distraction for her third grade class, and she didn’t want to change her student/teacher game she has in place during her reading time. Her and her students are used to the change now, they use it daily and everyone is participating.

“Coherence making involves seeking a balance between letting go and even encouraging disturbance on the one hand and building coherence, sense and direction on the other,” according to an article written by McCluskey. I think this is very important for the leaders and teachers in the schools to understand. Everyone needs to be on common ground and make sense of the change that is happening. Disturbing the system in such a manner “that approximates the desired outcome,” (Fullan, 109). Sometimes I don’t agree with some of the things the principal does in the school. These are mainly traditional, school spirit things. I just see how a lot has changed since I was in school, or since my younger sister was. It feels like our school spirit has been lost, students’ motivation has decreased, and I think its part of how the leader has changed things around the school. We discussed ways we can make our school and community feel more united.

“While disturbing the status quo appears to contradict coherence making, unsettling processes provided the best route to greater all-round coherence,” Leading in Education. I think about what it was like when I was in grade school, and today (the school in which I teach), how we are going thru changes that may seem unsettling now, but will have a greater outcome in the end. Our new school, the new teacher evaluation, new teachers, new curriculum, etc. are all examples of changes that are happening in our school.

 

Resources:

Fullan, M. (2014). Leading in a Culture of Change. Somerset, NJ, USA: John Wiley & Sons, Incorporated. Retrieved from http://www.ebrary.com

Governance and Leadership Development. (n.d.). Retrieved November 21, 2015, from http://schoolboardsleadersinchange.blogspot.com/2010/02/coherence-making.html

Leading in Education. (n.d.). Retrieved November 21, 2015, from http://www.mikemcmahon.info/leadingcoherence.htm

Leading in complex situations. (n.d.). Retrieved November 21, 2015, from http://www.connected.org/learn/leadership.html

 

Update:

We are going to continue using Class Dojo after this mentorship because it’s working great with the kids. We have discussed how it’s okay that she doesn’t use the ipad because she’s uncomfortable with it. I’m fine with her using the computer (it’s a start).

 

EDET 636 Week 12

What are the characteristics of an engaging Action Research Report?

There are many characteristics that make action research reports interesting. I read two reports called, “The Joy of Writing: Creating a Class Culture of Writing,” by Derek O’Halloran, and “Assessment: A New Science Teacher’s Attempt to Use Assessment as a Form of Conversation,” by Christopher O. Tracy. There were a few things that really stood out to me that made their reports interesting.

O’Halloran started his report by using quotes about writing. I thought that was a interesting way to get the readers’ attention. Another thing I liked about his report was his use of catchy section titles. For instance, “What on Earth Was I Thinking?” was the title for his introduction part of the report. These creative elements the researcher included made it more engaging for me, as a reader.

Good visualizations, including charts, graphs, and pictures, can make your report more interesting and engaging (Rogers, 2014). O’Tracy included his student surveys at the end of his report. Some researches will reference their visualizations as they are talking about them. I think either way works fine.

Another thing that makes a report engaging is the narrative (Sterne, 2014), or the background. The narrative, or background section, is telling the readers how you came about the research. “What’s the story?” behind this research. It’s always interesting to read, or see how the research questions were raised.

There are many things that make action research reports engaging, these three things are what interested me. In the report, “The Joy of Writing…” what really stuck with me however, was the catchy sectional titles. When I come to writing my report, I would like to change mine to make them more appealing.

 

Update:

My data analysis is starting off slow. I feel like I’m procrastinating and I need motivation. I think having a peer or someone working with me on this report would make the analysis part more “fun.” I guess this is just part of the resource process. I’m getting there though!

 

Resources:

10 Ways to Make Reports Not Suck. (n.d.). Retrieved November 19, 2015, from http://www.clickz.com/clickz/column/2360241/10-ways-to-make-reports-not-suck#

 

Making Reports Interesting and Engaging – SoJo | Ideas into Action. (n.d.). Retrieved November 19, 2015, from http://www.thesojo.net/making-reports-interesting-and-engaging/

 

O’Halloran, D. (2000). The Joy of Writing: Creating a Class Culture for Writing.

 

O’Tracy, C. (2002). Assessment: A New Teacher’s Attempt to use Assessment as Form of Conversation.

Week 13: Producing engaging and accessible evaluation reports. (n.d.). Retrieved November 19, 2015, from http://betterevaluation.org/blog/producing_engaging_accessible_evaluation_reports

 

 

 

 

 

EDET 668 Week 11 Reflection

This week, I learned how important it is to communicate effectively with your students and colleagues. I read in another peers’ blog how it’s not a teacher’s responsibility to change the behavior of another teacher, it should be the principal’s. I can offer my expertise, experiences, and cultural knowledge, but I won’t make it my responsibility to change that person’s work ethic (sharing knowledge).

EDET 636 Week 11 Reflection

This week was mostly a reminder of what I need to include in my final paper. I liked that we had to think ahead, and plan for what we want. My data collection was good, I think the data I collected answered my questions. I’ve already made changes in my classroom with the way I use Class Dojo. I can already tell that it’s working for my students and I.

EDET 668 Week 11

What is the role of knowledge creation and sharing in a healthy educational organization?

“Information becomes knowledge only when it takes on a social life,” (Fullan, 78). This statement is true in most cases. When you’re sharing your knowledge with your peers you’re collaborating, you’re building on each other’s knowledge, and getting new ideas. “Information only becomes valuable in a social context,” (page 78). This is why creating and sharing of knowledge with your team is important.

In an article titled, “Why Your Organization Should Support a Knowledge Sharing Culture,” they give three recommendations of how to move towards a culture of knowledge sharing.

  1. Make it safe: this means to create a climate that reassures those who share knowledge won’t be at risk for sharing their knowledge and ideas. According to the article studies have shown how people are afraid to share their ideas.
  2. Make it count: to jumpstart knowledge sharing, they advise on starting an incentive program.
  3. Make it social: this is where you make the knowledge sharing social. People tend to participate more when creating or sharing knowledge includes social contexts.

The role of management in knowledge creation is very important. Administration should encourage knowledge sharing and allow new knowledge to be created through interaction, practice, and experimentation. How can we create a knowledge sharing culture? By making knowledge sharing the norm (Gurteen, 99).

Update on mentoring project:

My mentor and I have a routine now, she comes over to my classroom and we update our Dojo board. We talk about the strengths, and what we can do to improve class dojo in the classroom. She doesn’t use the ipad, she is still using her computer to keep track of students points. I tried getting her on the ipad; it hasn’t worked. She’s okay with using the computer to track student behavior.

Resources:

Creating a Knowledge Sharing Culture. (n.d.). Retrieved November 13, 2015, from http://www.gurteen.com/gurteen/gurteen.nsf/id/ksculture

Fullan, M. (2014). Leading in a Culture of Change. Somerset, NJ, USA: John Wiley & Sons, Incorporated. Retrieved from http://www.ebrary.com

Knowledge Creation. (n.d.). Retrieved November 13, 2015, from http://www.knowledge-management-tools.net/knowledge-creation.html

Why Your Organization Should Support a Knowledge Sharing Culture. (n.d.). Retrieved November 13, 2015, from http://blogs.adobe.com/captivate/2013/01/why-your-organization-should-support-a-knowledge-sharing-culture.html

EDET 636 Week 11

How will you format and disseminate your research?

Do explain the format you will use for the final report (include sections) – who your audience will be – and whether and how you will disseminate this beyond the audience for this class

The first thing I’m going to do with my final report is choose my audience (Fox, 2013). Deciding who my report is for is important because having an audience tells us what substances to include, what to emphasize, and the level and complexity of abstractions needed to convey essential facts and ideas (Merriam, et.al, 268). My audience will be the teachers in this class and my professor.

Dissemination can be best described as the “delivering and receiving of a message,” “the engagement of an individual in a process,” and “the transfer of a process or product, or in other words, “to disseminate,” means what it is we are trying to achieve by doing it, (Harmsworth, et. al , 2000). I’ll explain what Class Dojo is, the purpose of it, it’s structure, tools, etc., as if a teacher who has never heard or used Dojo before is skeptical of starting it.

The format of my study will have five sections. Section 1 will be my introduction. In my introduction I will present Class Dojo, class demographics, etc. , “the gap,” the purpose of my study and my research questions.

My literature review will be in section 2.

In section 3, I’ll present my methodology. I’ll introduce my respondents, classroom environment, etc.

In section 4, I’ll summarize my findings. I’ll restate my questions and discuss the results.

Lastly, in section 5 will be my conclusion.

Update of data collection:

I changed up some things with Class Dojo, as I realized how they were being ineffective with student engagement. I saw what disengages students, and I’ve recorded multiple incidents’ where it happened. The behavior was repetitive when I was using the negative behavior sounds. The student would break down entirely after hearing that he lost a point. It would take him the whole class period to get back on task. I decided that I would not use the negative sound anymore. I have not had any breakdowns so far.

Another thing I’ve changed was my point system. My students were able to earn up to 50 points. They never reach that many points in a week. I decided to change it to 30, but with the same rewards. The most points a student has earned in a week is 25 (give or take).

My data has been repetitive. I’m getting the same results. I stopped collecting data on Monday the 9th because I feel like I’m not getting any new information, that will benefit my study.

Resources:

(n.d.). Retrieved November 12, 2015, from http://raider.mountunion.edu/~schnelpl/hndtformatactionres.pdf

Creating an Effective Dissemination Strategy. (n.d.). Retrieved November 12, 2015, from http://www.innovations.ac.uk/btg/resources/publications/dissemination.pdf

How to write and structure a qualitative paper (Powerpoint 2013). (n.d.). Retrieved November 12, 2015, from http://www.academia.edu/3073153/How_to_write_and_structure_a_qualitative_paper_Powerpoint_2013_

Merriam, S., & Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.

Strategies for Disseminating Qualitative Research Findings: Three Exemplars | Keen | Forum Qualitative Sozialforschung / Forum: Qualitative Social Research. (n.d.). Retrieved November 12, 2015, from http://www.qualitative-research.net/index.php/fqs/article/view/285/625

EDET 636 Week 10 Reflection

I’ve worked in so many educational settings before, and during my college career. Just alone from my work experience, I learned how important it is to keep our students’ personal and educational information protected. I’ve always made up names, initials, or numbers when referring to my students. With all the technological advances in education, I learned new ways to protect our students’. I read another teacher’s strategy to protect her students on Twitter; great ideas.

EDET 668 Week 10 Reflection

From reading the blogs of my peers, I realized there are many ways to look at the “right or wrong” person. I read that it all depends on the circumstances. I think that’s exactly right. Another thing I read was how being on the right team, can influence positive changes in behavior. I said that once a person feels their worth, and value in the cooperation, they’ll feel like they are needed, and their behaviors will change.