Progress to date
Regular meetings with mentor, who is also the principal
Approval from Principal was granted
Crucial conversations with Curriculum Coordinator, whom I thought would be a valuable member of the AR Team. Having the school curriculum coordinator experiencing the action research first hand, may facilitate change implementation and the incorporation of Thinking Processes in Term Planners and develop teaching language of thinking to ESL new arrivals in the curriculum.
Discussions with leadership team and submission of AR proposal to them for feedback - which was very positive
Approached Professional learning team who all teach the same ESL new arrival class to discuss AR and provide information
Established AR Team
Provided evidence based research articles relating to AR proposal and distributed to AR Team and school leadership team
Attended at formal meeting to draw up Action Research Plan and meeting dates
Created Distribution List to forward all information, evidence based research articles, links to info, websites and networks to facilitate Action Research Project
Lesson plans discussed and decisions made about thinking language to be taught within specific themes, resources and materials shared with AR Team
Established students PRIOR KNOWLEDGE using discussions, worksheets, graphic organisers and surveys
Teaching HABITS OF MIND in an explicit, direct method using lots of modelling, scaffolding and hands on activities to familiarise students with language and concepts (broken down and simplified) of HABITS OF MIND, so that students could do further exercises to formulate their LEARNING GOALS
Introduction to Gardners' MULTIPLE INTELLIGENCES using E5 INSTRUCTIONAL MODEL, and having students complete questionnaire based on simplified version (basic level English) to establish each student's MULTIPLE INTELLIGENCES
Discussions with AR Team to further refine teaching strategies to personalise and differentiate THINKING CURRICULUM AND LANGUAGE to each student's Zone of Proximal Development, so students challenged to engage and collaborate at a level suited to their stage of learning
Students are busy creating digital portfolios, which include evidence of the three dimensions of thinking in the thinking processes domain. Portfolios also include video and voice recording, examples of students' work, Power Point presentations, teachers/self/peer assessments, reflections, and all photos relating to visible thinking.
Approval from Principal was granted
Crucial conversations with Curriculum Coordinator, whom I thought would be a valuable member of the AR Team. Having the school curriculum coordinator experiencing the action research first hand, may facilitate change implementation and the incorporation of Thinking Processes in Term Planners and develop teaching language of thinking to ESL new arrivals in the curriculum.
Discussions with leadership team and submission of AR proposal to them for feedback - which was very positive
Approached Professional learning team who all teach the same ESL new arrival class to discuss AR and provide information
Established AR Team
Provided evidence based research articles relating to AR proposal and distributed to AR Team and school leadership team
Attended at formal meeting to draw up Action Research Plan and meeting dates
Created Distribution List to forward all information, evidence based research articles, links to info, websites and networks to facilitate Action Research Project
Lesson plans discussed and decisions made about thinking language to be taught within specific themes, resources and materials shared with AR Team
Established students PRIOR KNOWLEDGE using discussions, worksheets, graphic organisers and surveys
Teaching HABITS OF MIND in an explicit, direct method using lots of modelling, scaffolding and hands on activities to familiarise students with language and concepts (broken down and simplified) of HABITS OF MIND, so that students could do further exercises to formulate their LEARNING GOALS
Introduction to Gardners' MULTIPLE INTELLIGENCES using E5 INSTRUCTIONAL MODEL, and having students complete questionnaire based on simplified version (basic level English) to establish each student's MULTIPLE INTELLIGENCES
Discussions with AR Team to further refine teaching strategies to personalise and differentiate THINKING CURRICULUM AND LANGUAGE to each student's Zone of Proximal Development, so students challenged to engage and collaborate at a level suited to their stage of learning
Students are busy creating digital portfolios, which include evidence of the three dimensions of thinking in the thinking processes domain. Portfolios also include video and voice recording, examples of students' work, Power Point presentations, teachers/self/peer assessments, reflections, and all photos relating to visible thinking.