Develop a reflective portfolio: Identify and engage with relevant community or communities in the formation of specific research questions. Address the potential impact of findings.
Description
For this assessment, you will be developing your own Teaching as Inquiry project plan for your chosen topic area. You do not actually have to carry out the inquiry project as part of your assignment, however, you will need to seek feedback on it from members of your community or peer evaluation from your colleagues. As part of the assessment you will need to include a discussion of how you will engage with relevant community members (this may include students, other teachers or staff members, whanau) in undertaking your inquiry.
Below is a list of the different elements you will need to include in your Teaching as Inquiry project plan. For an in-depth description of what you will need to include for your assessment please refer to the class notes for weeks 20 - 24.
- A clear statement of your research topic area and the research questions you are wanting to address. You need to justify your decision to focus on this topic area, drawing on both the literature (assessment one) and your own teaching practice.
- Include evidence of how you will incorporate or address aspects of Kaupapa Māori and Te Noho Kotahitanga in your inquiry project plan.
- Define the community or communities that you will be engaging with in your project (e.g. students, staff, whanau etc). You will need to discuss the nature and scope of this community (i.e. who are the community members) and why you have chosen to engage with them.
- Identify how you will collect evidence or data from your community members (e.g. interviews, focus groups, surveys) in order to answer your research questions. You need to make sure that you include the survey form or interview schedule you will be including. Note that you do not actually have to have collected the data for your assessment.
- Seek feedback from your community or peer evaluation on your inquiry plan. For this you need to have actually sought feedback (this might be in the form of a conversation with your principal or DP about your project, or a class discussion with your students) from your community or your colleague's evaluation of your inquiry plan. You need to record what feedback you were given on your plan and you need to include a reflection on how you will respond to the feedback given (e.g. will you change any elements of your inquiry plan, such as modifying your evidence collection or adjusting your research questions to better reflect your community’s needs?).
- Critically evaluate the potential impact of the findings of your inquiry plan. Think about how the evidence you collect may be beneficial to your community, to your own practice, to your school etc.
- As part of the assignment, you need to show at which stages of the inquiry project you will engage with members of your community and explain what purposes this engagement will serve. Some possible stages for engagement (you may want to engage with your community at more than one stage):
- Assessing the relevance of your project
- Formulating research questions
- Refining research questions
- Identifying potential impacts
- Designing the methods you will use to collect evidence/data
- Gathering the data/evidence
- Interpreting the data/evidence
- Sharing the data/evidence with relevant parties
Ideally, your research plan should be developed from your previous assignment. The research questions could try to fill the gaps you identified in your literature review.
Your plan should be relevant to Digital and/or Collaborative Learning.
Your inquiry project plan can be in the format of your choosing. It may be a blog, written document, video journal or an e-portfolio. You can choose one single delivery format or combine different formats that suit your and your chosen community’s needs.
Please keep in mind, that you still have to upload a digital artefact to the portal for the assessment purposes. If your chosen format is a blog or an e-portfolio, you can, for example, screen record or capture it and upload that to the portal as a set of pictures or a video.
There is no prescribed length or duration of these portfolios, however, please try and key your response to a format that can be viewed and assessed in less than 12 minutes.
Assessment criteria
20% Description of and justification for final community engagement plan; statement of research interest and/or research questions
10% Aspects of Kaupapa Maori and Te Noho Kotahitanga
10% Evidence of community defining
20% Community scoping and project reflection
10% Evidence of seeking feedback from the community
10% Evidence of providing responses or peer evaluation; and responding to that
10% Potential impact of findings
10% Presentation
Group Submission Criteria
The maximum number of people per group is 3.
You can optionally submit this assignment as a group submission. If you decide to create the content of your assignment together you each have to submit the same work (individually to the portal) and fill in the Self & Peer Evaluation Form (individually).
The required length for a group submission is that it can be viewed and assessed in less than 15 minutes (longer than individual submissions).
Assessment criteria is the same, except that:
80% of the grade is a group mark, which is based on the same Assessment criteria as the individual submissions
20% is individual mark based on the Self & Peer Evaluation
Weighting: 30%
Due: Monday 9th May, 2016 at 5.00pm
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