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Initial feedback to me please and then onto the masses - if that's OK? But share too.....! Donna XXXX ----- Original Message ----- From: "Sarah Fletcher" <[log in to unmask]> To: <[log in to unmask]> Sent: Tuesday, November 08, 2005 5:32 PM Subject: Re: Representing mentors' knowledge > Hi Donna, > > Simon can't run the session (I was dropping in to > collect assignments and do some more video recording) > and I hear he's now cancelled it. > Shall I send feedback on your review of Critical > Thinking Scaffolds to this list so others can advise > you too - or do you prefer I reply to you? > It would be really good to have this happening on line > so Steve joins in since he originated the concept in > 2000. Steve, can you advise online? > > Donna - can you comment on if/how understanding the > relevance of Critical Thinking Scaffolds is assisting > you in teaching and learning? > I think your review of CTS is powerful and informed. > Can we share it? > > All the best, > Sarah > PS Spider and Mewsley (my feline mentor) are eyeing > one another ... > > --- Donna Chipping <[log in to unmask]> > wrote: > >> Hi Sarah >> >> I didn't think you were in tomorrow? If so where >> and when can we meet? >> >> I am teaching all but lesson 1 tomorrow but am >> around after school if that >> helps? >> >> Hope the spider arrived safely? >> >> And Steve the link to that paper would be fabulous! >> >> Cheers! >> >> Donna >> >> ----- Original Message ----- >> From: "Sarah Fletcher" <[log in to unmask]> >> To: <[log in to unmask]> >> Sent: Tuesday, November 08, 2005 11:26 AM >> Subject: Re: Representing mentors' knowledge >> >> >> > Hi Steve/Donna/All, >> > >> > I agree wholeheartedly about the quality and deep >> > extent of Donna's reflections on her/your studies. >> A >> > small point though, Steve - the PLTA relates not >> to >> > TT4860 but to TT500MAR which we co-studied last >> term >> > so with Donna's go-ahead we will use both pieces >> of >> > work on Minerva. >> > I have just been reading your reflections on >> Critical >> > Thinking Scaffolds Donna - let's talk this through >> and >> > see how to engage more critically with Steve's and >> my >> > ideas within the BERA '05 paper we co-presented. >> I'm >> > coming to Bitterne tomorrow evening to collect MAR >> > assignments. >> > >> > Steve - can you send us the URL to Education-line >> for >> > our BERA paper? >> > >> > Warm regards everyone, >> > Sarah >> > >> > --- Steven Coombs <[log in to unmask]> wrote: >> > >> >> Hi Donna et al, thanks for sharing that enormous >> and >> >> well-focused set of >> >> professional reflections about action research >> and >> >> its relationship to >> >> your work-based enquiry project. >> >> >> >> Donna - can I use these exhibits as student >> >> exemplars to put onto the >> >> Minerva TT4860 website when it is eventually up >> and >> >> running - Sarah >> >> Fletcher, myself and other BSU tutors would have >> >> access to that as well >> >> as enrolled students on TT4860 etc? >> >> >> >> I'd be interested in your >> >> 'learning-of-your-learning' feedback about >> >> this process. >> >> >> >> How important is professional reflection upon and >> >> about practice as far >> >> as you are concerned? >> >> >> >> What do you see as the essential differences of >> >> engaging in such >> >> reflection before starting an action research >> >> project, during the >> >> project and then after the project has been >> >> completed (at least in its >> >> first cycle)? >> >> >> >> For people that don't understand the methodology >> >> underpinning action >> >> research as a way of levering change by action >> >> researchers in their >> >> professional settings how would you explain the >> >> importance of eliciting, >> >> capturing and analysing (making sense of) >> >> professional reflection as >> >> part of the qualitative research process? >> >> >> >> Lastly, given these questions and our project >> >> management approach >> >> towards action research using CTS, how would you >> >> explain their purpose >> >> and usefulness to other potential users? What is >> >> your experience of >> >> using them in terms of benefits and any problems >> >> experienced? >> >> >> >> Another question - how would you define the role >> of >> >> the mentor (outside >> >> and peers) within action research learning >> >> environments? >> >> >> >> Cheers! Steve. >> >> >> >> Dr Steven J Coombs >> >> Head of Continuing Professional Development >> >> Chair of the Professional Master's Programme >> >> >> >> Home Office Tel: +44-(0)1225-783630 >> >> BSU shared Fax: +44-(0)1225-875449 >> >> BSU enquiries Tel: =44-(0)1225-875593 >> >> >> >> Email: [log in to unmask] >> >> CPD & PMP Website: >> >> http://www.bathspa.ac.uk/schools/education/cpd/ >> >> >> >> >> >> >> >> -----Original Message----- >> >> From: BERA-MENTORING-COACHING >> >> [mailto:[log in to unmask]] >> On >> >> Behalf Of Donna >> >> Chipping >> >> Sent: 28 October 2005 15:41 >> >> To: [log in to unmask] >> >> Subject: Re: Representing mentors' knowledge >> >> >> >> Hi Ben >> >> >> >> Hope you're having a good holiday!! My mum and >> dad >> >> have been stranded >> >> on a >> >> cruise ship in the Caribbean due to Hurricane >> Wilma, >> >> they were due back >> >> on >> >> Weds and are now not coming till tomorrow morning >> - >> >> bummer! >> >> >> >> When Sarah says CTS, she means the Critical >> Thinking >> >> Scaffolds in the >> >> green >> >> booklet, eg Spider diagram. I have attached mine >> to >> >> this email - it >> >> might >> >> give you an idea of what to do? Basically it is >> a >> >> brainstorm for your >> >> project, there are loads of other ones in their >> too. >> >> The PLTA is one we >> >> >> >> used last time and I have attached that too! >> Look >> >> at my snapshot too to >> >> see >> >> how it evolved in terms of original thoughs >> etc... >> >> You can access it >> >> through www.donnachipping.co.uk where it says >> >> Donna's snapshot. >> >> >> >> As for m level, this means masters level rather >> >> than degree level, >> >> there >> >> is a little bit about this too in the booklet. >> What >> >> what it means is >> >> you >> >> have to critically enagage with literature about >> >> your research. eg. >> >> write >> >> about something you have read and say what you >> agree >> >> with, disagree >> >> with, >> >> your thoughts on it, any epithanies etc... >> >> >> >> Hope that helps a bit, I am sure Sarah will be in >> a >> >> position to shed >> >> more >> >> light than me! >> >> >> > === message truncated === > > > Sarah Fletcher > http://www.TeacherResearch.net > >